Reflection 2 Millwood-M.

Impact on Student Learning: Reflection 2 Knowledge of Students # Student Age M/F Ethnicity ELL Disabilit y (504/IEP) 1 XA 11 M HISPANIC NO NO 2 VB 11 M HISPANIC YES NO 3 HB 11 M WHITE NO IEP 4 LB 11 F ASIAN NO NO 5 CC 12 M HISPANIC NO NO 6 EC 11 M HISPANIC NO NO 7 MC 12 F WHITE NO NO 8 TG 11 F WHITE NO NO 9 KG 13 M HISPANIC NO NO 10 VH 12 M WHITE NO NO 11 HH 12 M WHITE NO IEP 12 TJ 11 M WHITE NO IEP 13 AL 12 M HISPANIC NO NO 14 SM 11 F WHITE NO NO 15 AM 11 M HISPANIC NO NO 16 GM 12 M HISPANIC NO NO 17 AO 11 F HISPANIC NO NO 18 IR 12 M HISPANIC NO NO 19 KR 12 F WHITE NO NO 20 IR 12 M HISPANIC NO IEP 21 AT 11 F WHITE NO NO 22 ET 11 F HISPANIC NO NO 23 CT 11 M WHITE NO IEP 24 AT 12 F WHITE NO NO 25 HU 11 F WHITE NO NO 26 FV 12 F WHITE NO NO 27 KZ 11 F HISPANIC NO NO  Description of Student Demographics I teach 6 th grade in an elementary setting. Our school is a prek-6 th Grade school. The demographics at the school are very diverse. Students come from various countries and areas because Safford is located near a Copper Mine, and many families travel from all

over the world to come to work at the mine. My students stay in my class all day, and I teach all subjects to one group of students. My classroom has a well-rounded diverse group of students. The male to female ratio is 15:12, Almost half of my students are Hispanic, the other half are Caucasian and there is one Asian.  Sub-Populations: Special Learners (e.g. ELL, GT,504,SPED) Out of my 27 students I have 1 ELL learner, and 5 who receive Special Education services. My ELL learner gets integrated services from me because he is in my class majority of the day, and receives his 50 minutes of Targeted lessons at the end of the day. I make sure to repeat words or make sure I have more visuals for him, so that he understands what I am doing. He speaks English very well, and also understands, so he does not need many accommodations. The other 5 receive services for writing, and also get support during the day for Math, and Reading. The students leave the classroom after instruction and go to the resource room for more direct help with writing. During the day I have paraprofessionals who help support during Math and Reading, and make sure the students get the extra help while I am teaching. While I am teaching there are many accommodations that I make to ensure that I am following their IEPs such as: repeating directions and asking them to tell me what they are supposed to do (to make sure they understand the directions), make sure they are on task, give fewer problems to solve for homework, give them more time on tests, and make sure they have enough time to write down any notes that I may be doing.  Personal, cultural, and community strengths of students and how these strengths are leveraged to meet diverse student needs Through-out the year I have been building relationships with my students by always helping them, make sure I am available if they need to talk, or get help with work. I also am not afraid to admit mistakes, so that my students can see that just because I am a teacher doesn’t mean I do not make mistakes. I want them to be comfortable in the classroom, and know that we all make mistakes and we learn from them. Being a 1 st year teacher I have learned a lot from my students, and I have asked for help in many different situations. I have also addressed their interests such as football, dance, hunting, music, clothes, and shoes. My students love when I wear my Air Forces because they think I am “cool” when I wear the same type of things they are interested in. I have even had my boys make sure we set up the same day we all wear our Air Forces. I think relating to them is important because it shows that they can be themselves and share things with me. This school is in a very small town in the desert, so many students have not been outside the community, so I have brought in my travel stories to get them interested in things outside of the community. They love to know about my time in the military, they love when my husband comes in and visits with them, they want to know

Solution of an equation - a value that can be substituted for a variable to make an equation true. Variables- a letter that stands for an unknown number.  Warm-up Activity- 10 minutes Students will use prior knowledge about hangar diagrams, and will use the diagram that will be on the board and write an equation, as it relates to the diagram. After writing the equation students will then solve that equation. We will then discuss what the diagram represents, what the equation represents, and what the answer represents. Students will also use the key vocabulary to explain their answers. Such as: when we solved the equation, we used inverse operations to get the variable by itself.  Learning Objectives (3-5 learning objectives aligned to state standards) 1. Students will be able to create and solve one-step equations from a model. 2. Students will be able to evaluate one and multi-step addition equations by using algebraic reasoning. 3. Students will be able to prove a solution from an equation is correct by substitution. *Hangar Diagram that will be on the board

 Learning Theory One of the learning theories that I incorporate into my classroom is the social learning theory. I have a few students who disrupt learning on a daily basis, and I have had to figure out how to handle this. I have found that asking them to stop what they are doing, and refocusing them has helped. For example: I will say “student, can you please sit down and not disrupt the class, we are almost done, and then we can have a moment of free time”. I found that by being polite and asking them it makes them want to please me, and they comply with my request. I also give “rewards” to those working hard and listening (candy). The students love candy, and they will work hard for candy. I do not hand it out all day, but sporadically and sometimes not every day. I also refocus my entire class by saying “class, all eyes on me”, and they know to stop what they are doing and focus on what I am saying. I do not yell, or get loud. I have a firm voice, and tell them what I am expecting, and they follow through. Instructional Strategies (Lesson Plan) Teacher will go over the days lesson using the provided slides in the iReady lesson. The teacher will show the slides on the Promethean board, and the students can follow along in their books. The students are also to write down all examples and answers in their book. Introduction & warm-up answers (Slides 1-7) (pgs. 477 & 478 in the textbook)- 30 min  Lesson Targets (objectives) will be read aloud to the students. o Today we will write an equation with a variable to model a problem. o Solve addition or multiplication equations. o Explain the meaning of the solution to an equation.  The next few slides go over the warm up question that the students worked on before beginning the slides (10 minute warm-up). o When looking at the hangar diagram what are some things that we notice?  Students should answer with: the diagram is level, which means that the equation is equal. (Learned previously)  We are solving for x  One side equals 7  One side we have x and 3 o Can someone tell me what our equation is for the hangar diagram?  Student should answer with: x+3=7

o Please make sure that you show your work for EACH problem. I know that this may be “common sense”, but in math we show our work to PROVE what the problem is asking us. You will use the same strategies as we just did in the warm up and the last slide we just did.  Teacher will walk around to make sure that the students are working out each equation, and make sure students understand how to show their work, and answer any questions. o For each problem a student will come up to the board and solve the problem. Please make sure you are writing down the work, and following along.  Students will then come to the board and circle the right answer, and cross out the ones that are not equal. The students should have circled: y-2=4, 6z=36, and 8+z=14.  Exit ticket Teacher will have the students get out their white boards, and expo marker. (Teacher will ask questions for understanding). When I ask a question, you will write your answer on your white board and hold it up so I can see your answer. Then you will erase the board and answer the next question. o How do we know a hangar diagram is balanced?  Students will write: the equation is equal o What is the vocabulary word we use when we do the opposite of an operation (undo each other)?  Students: inverse operations or inverse o Does an expression have an equal sign?  Students: No o What do we call x+2=9?  Students: an equation  After the exit ticket we are done with our Math lesson for the day.  Materials (including technology) Promethean Board (smart board)

Slides that the teacher will pull up on the Promethean board Students will use their iReady 6 th Grade Mathematics textbook to follow along with the slides. Pencil and extra paper if necessary White Boards and Expo Markers  Formative Assessment For the formative assessment the teacher will walk around while the students are working on problem #2 to see if students are understanding or needing help. For those who need help the teacher will guide them, and explain step by step how to figure out the equation. Then will watch to make sure they can do the next equation with no help. Teacher will give immediate feedback, so that the student knows how to do the equation right, immediately instead of not understanding how to solve the problem.  Summative Assessment Students are given an equations worksheet that will be graded to check for understanding. Analyzing Teaching Effectiveness

The summative assessment measured how well the students grasps the concept of solving equations, and explaining why the answer was correct. For example: 2+x=10, they can explain that x=8 because if we replace x with 8, then the equation 2+8=10 is true. The assessments and tasks were appropriate for all levels in my classroom. Each student understood what task was required and all problems were on grade level, and appropriate for everyone’s developmental level. In order to evaluate student progress, I saw how each student did while working on problem #2, and then looked at their understanding (growth) on the quiz. Many students received 100%, and those that scored lower made little mistakes that can be fixed before the unit test.  Spreadsheet comparing student performance on summative assessment Student M/F Disability (504/IEP) Formative Summative XA M NO Needed help 67% VB M EL No help 87% HB M IEP Needed help 87% LB F NO No help 100% CC M NO No help 93% EC M NO Needed help 73% MC F NO No help 80% TG F NO No help 93% KG M NO Needed help 87% VH M NO No help 93% HH M IEP Needed help 87% TJ M IEP Needed help 53% AL M NO Needed help 73% SM F NO No help 100% AM M NO Needed help 87% GM M NO Needed help 60% AO F NO No help 100% IR M NO Needed help 80% KR F NO No help 93% IR M IEP Needed help 60% AT F NO No help 100% ET F NO No help 100% CT M IEP No help 100% AT F NO No help 100% HU F NO No help 100% FV F NO No help 100% KZ F NO No help 100% Average:87% Males vs. Female Learning Disabilities vs. General 79.13% vs. 97.17% 79% vs. 89.48%

 Written Reflection When looking at my first group: Males vs. Females, the percentage was 79.13% vs 97.17%. I think that the difference in performance is because the males I have in my class are testing lower than my females. Majority of my males are not testing at a 6 th grade level, where majority of my females are testing at a 6 th grade level. This is according to iReady diagnostic testing that we do at the beginning of the school year, in the middle and then again at the end of the year to measure growth. The things I can do and I do currently are small groups, and one on one tutoring. My small groups are divided by ability/needs, so the groups have the same individuals with the same needs. This helps because no one feels like they cannot do something or feel discouraged because they have “higher” students in their group. This gives me the opportunity to work in smaller groups, so that I can work on closing the gap that the individual students need. When looking at my second group: Learning Disabilities Vs. General. The percentage was 79% vs 89.48%. This is not too big of a gap between the two, so this tells me that since I have a smaller group with disabilities, they are testing high in comparison to general students. I still have many students testing low in the general group because as stated, many of my students are testing well below a 6 th grade level. For my disabilities group, I can make certain accommodations for them such as: smaller amount of homework problems, all my students can use notes on weekly tests, so they also have this opportunity, they also are able to go to the resource room for longer time, and a quieter area. Looking at the data I honestly feel that both groups are grasping the concept for the week we are currently on, and I am able to help those individuals one-on-one to make sure that they are understanding how to do the problems.