Bourbon_Clinical Field Experience A; Instruction Across Grade Levels
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Grand Canyon University *
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630
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Mathematics
Date
Feb 20, 2024
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docx
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Clinical Field Experience A: Instruction Across Grade Levels
Kendall Bourbon
College of Education, Grand Canyon University
ECE-630: Instructional Methodologies: Mathematics Brenna Paulson
January 10, 2024
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During math instruction, Mrs. K, the kindergarten teacher, teaches her class about adding one more when counting. She first introduces a stack of blocks on her smartboard and has her students rely on how many blocks there are. Then, she added another stack of blocks and When collaborating with other teachers for prepping math instruction, Mrs. K works with another teacher in the same grade (kindergarten) and discusses what they’re teaching next week. They plan together on most days during their prep period. There, they discuss what lesson they’re teaching next week and instructional strategies they will be using for their lesson.
For scaffolding, Mrs. K and her educational associate use cubes to show that they count the cubes and add one more cube to count the cubes altogether. Each of the students counts and adds one more cube with the students. After this, the students are given a worksheet similar to the strategy that the teacher showed her students and are expected to complete it independently. For the 1st-grade math lesson I observed, first, the students made a “sprint,” where they
worked on math problems under a specific time limit. When they’re finished, Mr. M goes over the sprint math worksheet and sees what answer the students go wrong.
Mr. M reviewed the instructions on knowing tens and ones place in two-digit numbers, as the teacher explained that students need help understanding this concept. (ex fluency on breaking down the tens and ones put ex 25 + 2 tens and five ones.
The scaffolding is based on the teacher doing the work first; then, the classroom does the work with the teacher, and then they are expected to complete the job alone while the
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teacher walks around and checks for enjoyment. As most students work, a co-teacher calls students who need additional support and guides them through the worksheet. There, teachers
would ensure that students better understand the instructions by teaching them to solve the problems and giving them extra time to work on them. The purpose of teachers' collaboration is to learn from each other. Teachers have complex approaches to teaching, but teachers can learn from one another. They can exchange ideas and strategies that could be beneficial to students. Teachers should work together as a team and ensure their students get the support they need. When teachers work together as a team, students notice the collaboration and feel confident that they will perform well in the classroom.
For my future classroom, I would apply the strategies and collaboration I observe from the teachers. I will work and collaborate with teachers of the same grade to discuss lesson planning and exchange strategies to help us during instruction. I would use the standards for my
lesson planning and make it relevant for students to increase engagement. Implementing standards is essential for math instruction, as it guides teachers in teaching their students the math standards.
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