Small Group Instruction portfolio
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School
University of West Alabama *
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Course
320
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
10
Uploaded by BarristerRoseWaterBuffalo23
Small Group
Instruction Portfolio
Emily Bennett
SEC 415
Mrs. Paparella
Spring 1 2024
When doing my small group, I used the following students: Javon, Chloe, Akyra, and Isaac. These students are all in the 6th grade, and the age range for these students is 11-12 years old. These four students chosen for this small group are all on reading grade level per the teacher, but their math level varies. Two students, Javon and Isaac, are in the group, and their math level is below grade level. Chloe and Akyra are at grade level in math but seem to struggle in larger groups, and they both benefit from smaller-group learning. When speaking with the teacher about these students, she stated that they could benefit from smaller group intervention because when observing them daily, they get overwhelmed with larger instruction. Per the teacher, Isaac and Chloe have always thrived when being pulled for smaller groups to the one to one. Breaking down the skills and having the visuals help these students master the skills presented to them. According to the teacher, Javon has a tough time concentrating with all of the noise in the larger group. When pulled for the small group instruction, there are fewer distractions, quieter, and he can focus on what is being taught. Akyra is the student who picks up on information quickly, but the teacher has recently noticed that she needs help with the recent lesson. The teacher wanted her to start in small group instruction to see if that would help her struggle
.
Small Group Lesson Template
Lesson # 1/3
Subject Content: Math Skill to be taught: How to analyze the relationship between dependent and independent variables using tables, graphs, and equations
ALCOS Objective: Identify, represent, and analyze two quantities that change in relationship to one another in real-world or mathematical situations.
a
.
Use tables, graphs, and equations to represent the relationship between independent
and dependent variables
Lesson Objective: The student will be able to analyze the relationship between dependent and independent variables with at least 90% accuracy. Materials and Resources Used for Lesson:
Pencil
Savvy’s Math Book
Markers
Poster paper
Graphic Organizer Instruction of the Skill:
TTW display the definitions of independent and dependent variables for the students to use on their graphic organizer. The teacher will have a discussion on how quantities are related. TTW ask students what variable is represented by the x values and y values and fill it in on the graphic organizer. TTW lead the students in a real word example. TSW complete the rest of the graphic organizer independently and make a graph to assess their understanding. Best Practice Strategy /Activity: When talking with the students about independent and dependent
I explained that In math, independent and dependent variables are values that change with respect to each other. The dependent variable relies on the independent variable, meaning that as the value of the independent variable changes, then the dependent variable will change also. With this information the students and I used a graphic organizer to work out real world scenarios. This activity helped break down what an independent and dependent variable is and the content in a word problem that they need to
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know. The reason that I picked this strategy and activity for this lesson is because this graphic organizer broke apart what each term meant and helped the students understand to know what part of the equation depended on the other to get the correct answer. It also uses real world scenarios so the students will know
how to find the answers quickly but yet correctly .We broke off from the other students in the class, I had the students look ever the work sheet to get them familiar with what we were doing. I recalled the information of what they had learned from whole group lesson about independent and dependent variables. I went in to more detail with the students on what an independent and dependent variable was and how to find it in a word problem equation using my anchor chart that I created. Once the students understood exactly how to find the dependent and independent variable in an equation and knew that the dependent variable depended on the independent variable. The students worked together on three REAL WORLD scenarios using their knowledge. Once the two students finished the assessment, we check the answers for accuracy and ended the small group lesson with me reiterating what an independent and dependent was and they depend on each other. Student Activity:
Reflection: The skill that I was teaching the students was How to analyze the relationship between dependent and independent variables using tables, graphs, and equations. When asking questions and observing the students in their assessment at the end of the lesson the students correctly underlined the variables and correctly answered the questions that were asked. This proved evidence to me that they understood how to find the variables and what a dependent and independent variables are. When leaning about my style of teaching, I would describe my teaching style as
coaching
. Instead of offering answers to my students, I try to
ask the right questions
,
and with the help of demonstration and group activities
they should find the answers. In my opinion, the
young generation lacks critical thinking and creativity
. I try to help them develop these abilities, and that’s exactly why I prefer coaching to lecturing, the prevalent teaching style for this grade level. When I think about my weakness and strengths with this lesson, I see that I need to slow down and give the students time to give me their complete thoughts on what they are trying to let me know. Also, I need to be more patient with the students instead of trying them to hurry. They need more time to work. My strengths with this lesson is that I feel that I explained this lesson very well and they seemed to understand the objective and skill better once we discussed it further more in depth and we used my anchor chart to explore more examples and I was able to model for them how to find the information that we were looking for. This was an overall great lesson and I am proud of how the students adjusted to the small group learning.
Small Group Lesson Template
Lesson 2 /3
Subject Content: Math Skill to be taught: How to generate an equivalent ratio
ALCOS Objective: Alabama Math Standard 6.RP.A.3 - Use ratio and rate
reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Lesson Objective
: Students will be able use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from and extending pairs of rows in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope and variety of problems in which they use proportional reasoning to connect ratios and fractions with 90 % accuracy.
Materials and Resources Used for Lesson:
Pencil
Savvy’s Math Book
Markers
Poster paper
Graphic Organizer Instruction of the Skill:
TTW start by defining what equivalent ratios are and why they are important in understanding proportional relationships. TTW address the common misconception that ratios must have the same numbers to be equivalent. Provide clear examples and relate
them to real-life situations to ensure understanding. During the guided practice TTW provide students with various scenarios where they need to find equivalent ratios. Scaffold the questioning
from simple to more complex examples and encourage students to
explain their reasoning. Monitor student performance by circulating the classroom and providing support where needed. TTW and TSW fill in the graphic organizer together so they will understand what they are comparing, what do they know and what they need to find out. This will help the students with their turn and talk assignment.
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Best Practice Strategy /Activity
: With Understanding the Concept: I will ensure that students grasp the concept of ratios and how they represent relationships between quantities. I will them that equivalent ratios have the same value but may look different. Another practice strategy is solving the problems; this provides students with real-life scenarios where they can apply equivalent ratios to solve problems. Encourage them to use different strategies, such as scaling up or down, to find equivalent ratios. With Visual Representations
I used visual aids like diagrams, bar models, or manipulatives to help students visualize equivalent ratios. This can enhance their understanding and make the concept more concrete. Such as the graphic organizer that the students used to help the understand what they were comparing, what did they know and what they needed to find out from the equation that was given. By incorporating these best practice skills for equivalent ratios into my teaching, I can help students develop a strong foundation in ratio concepts and problem-solving abilities.
Student Activity: Provide photos of students’ work samples. Reflection:
When teaching my lesson, the skill that was being taught was How
Use appropriate notations to represent a proportional relationship
between quantities and use ratio language to describe the relationship between quantities. This was a fairly a simple lesson for the students to pick up and understand. The students that I worked with in this lesson, made great progress with this small group lesson. Once the students and I worked on the graphic organizer together, the students seem to understand exactly what
information they were looking for in the word problem to help them with the equation. With the graphic organizer, it broke down with questions that they students’ needs to ask them self when reading problem. This graphic organizer really helped the students
complete the group assignment that was given to them. They were
able to tell me the ratios in the chart quickly without any problems. When looking back and grading myself on this lesson, my learning style was great for these students. I was very encouraging and positive even when they did not get the answer correct. A student never needs to hear that they are wrong, as a teacher you can always turn a negative into a positive answer. Some of my weakness with this lesson was time management. I stayed on the modeling and the we do portion a little too long. In the future, I will need to work on timing in certain areas of my lessons. I also think that my assessment with this lesson was a little too easy for the student and they needed little more complex
equations as you can see by the students work they could work the problems without showing their work. I would have like for them to show their work so that I could see their comprehension to the skill. One of my string suits with this lesson I think I that I was fully prepared and understood how to teach this lesson and thought that the flow of the lesson went very well. The students did great with this lesson and also did very well on the quiz that was given to them by the main teacher.
Small Group Lesson Template
Lesson # 3/3
Subject Content: Math Skill to be taught: Converting fractions to percent
ALCOS Objective: MA.6.RP.3.c: Find a percent of a quantity as a rate
per 100 (e.g., 30% of a quantity means 30/100 times the quantity)
Lesson Objective: The student will be able to convert fractions to percents accurately with 90% accuracy
Materials and Resources Used for Lesson: Pencil
Graphic Organizer
Interactive board
Savvy’s Math Book
Instruction of the Skill:
TTW start the lesson by displaying a visual representation of a pizza sliced into different fractions. I will then ask students: "If you ate 3/8 of the pizza, what percentage of the pizza did you eat?" This will pique their curiosity and activate their prior knowledge on fractions. TTW introduce the key points by using real-life examples like sharing snacks with friends to convert fractions to percent. To address a common misconception, I will clarify that to convert a fraction to a percent, students need to multiply the fraction by 100%.
Best Practice Strategy /Activity
: When starting the activity converting fractions to percentages, the best practice skills I use during the lesson for student to accurately understand how to convert fractions to decimals is using
visual aids
. I utilize visual aids such as fraction bars or circles to help students see the relationship between fractions and
percentages. Another practice strategy that I used was real life examples. This
engaged the students in hands-on activities where they have to convert fractions to percentages themselves, promoting active learning. The last practice strategy that I used during this lesson was peer collaboration. When working on the assessment I encourage peer collaboration to facilitate discussion to enhancing understanding through interaction. By incorporating these practice strategies, I can help students grasp the concept of converting fractions to percentages effectively. Student Activity: The students and I converted the fractions into percent’s with step
by step instruction on how to convert fractions.
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Reflection:
The students were able to convert fractions into decimals. When following up with the students on the assessments. I instructed the students to show step by step on how they would convert the fractions to decimals. While observing the students in small group the students worked in pairs, the students were able to produce the correct answers for the equations with 100 percent accuracy. When teaching this lesson, I learned that it is very important for me as a teacher to go in to a lesson confident with that I am teaching, I did not want the students to go away from the lesson confused and not able to master the skill that we had done. With this lesson I had one student who attention span was short this day, so I had to keep bringing the student back to the lesson. With
this I learned that one of my weakness was keeping the students on track. Next time I will make sure that I do not give much down time and keep the lesson going smoothly, I think my strength in this lesson was able to explain clearly and accurately to the students how to convert fractions to percent. This has always been one of my favorite lessons when I was a student in school. Being confident with this lesson helped be with a cleat delivery of the skill .