Clincal Field experience b
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School
Grand Canyon University *
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Course
470
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by SuperRainCrane37
Shawn Cameron
1/13/2024
Grand Canyon University Dr. Curry
During this week’s clinical experience, I was able to observe Mrs. Wright teach. She has great little attention getters, and strategies to use to keep students engaged in their learning. The vocabulary terms that were used in the lesson were difference, part, total, unknown, word problems, describe, and explore. Materials used were connecting cubes and counters, Double ten frames, and a number line 0-20. The content objective was “students represent a take from situation with an equation when either the change or the total is unknown”, Learning objective was “students use verbs to describe representing word problems with drawings and equations when either the change or the total is unknown.”, SEL objective was “students recognize and work to understand the emotions of others and practice empathetic responses.” This is a new math curriculum called CKLA that incorporates math, English/language arts into one. Having talked with Mrs. Wright prior to my observation she said that she has seen tremendous progress in our students this year than previous ones alone. I thought that it was wonderful news to hear!! One instructional strategy that this teacher used was allowing her students to use manipulatives to solve the problems and come up with their solution, this really was the only one that was used during this lesson. The instructional strategies that could’ve been used in the lesson would’ve been pairing the students off and having them work together to solve problems and find the solution, another strategy would’ve been pulling a few students at a time to work with the teacher during small group time to help any students who might be struggling in the lesson or
whom might have questions, another strategy would be doing a blooket or kahoot prior to class starting as a warm-up to go over the vocabulary and or review the vocabulary terms. Reflection: I really enjoyed this field experience, as I felt that I was able to take away a lot of strategies and methods that i can use in my classroom. Mrs. Wright gave me a few tips and tricks on a few items I can take with me back into my classroom. She also gave me a few of the books she used while she was in college to help me with understanding what to expect in a classroom, and strategies that i can use and some strategies that haven’t worked. I am thankful that I was able to observe this lesson and get to see what 1
st
graders are working on. “Mathematical discourse begins with student’s interaction” (Todd, 2021). Strategies that will help promote mathematical discourse is think-pair-share, developing language to express math ideas by using Flipgrid. “Think-pair-share is a wonderful strategy that helps promote mathematical discourse. Students are able to talk about what they have just learned, discuss any confusion they may have, and can learn more about the topic from their peers” (Todd, 2021). “Another strategy is using Flipgrid, where students can use any vocabulary terms necessary when describing the steps to a problem they were assigned” (Michelle, 2020). For me, I will begin by looking up effective strategies that
are proven to have worked in the classroom to better help my students learn the math concepts. I want to utilize classroom sharing and whole group discussions to help get my students mine working and begin using our math terms. It is also a way for me to see where they are going wrong in the strategies and how I can help them.
References:
Michelle. (2020). 3 ways to create math discourse using Flipgrid. IgnitED. retrieved from https://fueldgreatminds.come/3-ways-to-create-math-discourse-using-flipfgrid/
Todd, J. (2021). How to improve mathematical discourse in your classroom. Retrieved from https://www.sadlier.com/school/sadlier-math-blog/how-to-improve-classroom-discourse-in-your-
math-classroom
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