Task 3
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School
Western Governors University *
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172
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by LieutenantScienceElk36
Task 3: Determining Impact on Learners
A1.
Video Summaries
The first video I chose was Video 1, titled Using Stock Market Simulations to Work with Fractions and Decimals
. The setting is a gifted 6
th
grade math class, and the content includes mathematics and the number system. The lesson involves students using a stock market simulation to learn about fractions and decimals and engaging in critical thinking to make connections between the two. The 19 students were organized into small groups containing 4-5 students and the groups were arranged in a half circle around the smart board and teacher. The student groups were tasked to come up with conjectures or rules about fractions, the teacher wrote these rules on the board, and then they discussed them as a class.
The second video I chose was Video 2, titled Developing U.S. History Content Vocabulary
. The setting is a 5
th
grade English language development
class, and the content includes English, reading, and history. The lesson involved a collaborative vocabulary activity where students used a concept map to understand the vocabulary words: tax, patriot, and soldier. The students are arranged in groups of 4, working on their vocabulary concept maps and taking turns to write. The third video I chose was Video 3, titled Developing the Skills to Do Scientific Inquiry
. The setting is a half-day kindergarten class, and the content includes math and science. The lesson involves whole class instruction to complete a KWL chart and engage in a discussion about what seeds/plants need to grow. The teacher led this whole class discussion and invited students to present their experiment findings. All the students were sitting on the carpet for the duration of the lesson, and for one activity the students divided into pairs while still on the carpet. A2a.
High-Leverage Practices
The teacher in Video 1 uses the high-leverage practice of “eliciting and interpreting individual student’s thinking.”
To foster a deeper understanding of the connection between fractions and decimals, the teacher asks the students to formulate rules that can be applied to different types of fractions. She then leads a class discussion where the students try to prove or disprove the different rules. Throughout the interactive lesson,
the teacher creates an inclusive environment where students have ample opportunities to share their ideas and thought processes. She guides the class discussion toward logical reasoning and insightful conclusions. The teacher in Video 2 uses the high-leverage practice of “checking student understanding during and at the conclusion of the lesson.” This lesson showed EL students arranged in small groups and tasked with completing a concept map for a historical vocabulary word. Throughout the collaborative activity, the teacher circulates the classroom and engages with each group individually. This interaction serves as a check of student understanding and allows the teacher to provide them with timely and personalized guidance. Additionally, the concept map serves as tangible evidence of learning and allows the teacher to evaluate the students’ collective and individual comprehension. The teacher in Video 3 uses the high-leverage practice of “coordinating and adjusting instruction during a lesson.” The teacher planned and coordinated a well-structured lesson that seamlessly integrated various instructional methods, including whole group instruction, partner work, hands-on learning, and technology. During the lesson, the teacher facilitated a class discussion on the essential elements required for seeds and plants to grow. To enhance student engagement, she invited students to share their experimental findings with the class. She also incorporated peer learning by asking her students to Turn and Talk to a partner and discuss questions related to the experiment. However, the teacher made an insightful observation that some students did not engage in meaningful conversations during the peer learning activity and could benefit from modeling the desired
behavior before assigning the activity in the future. A2b.
Support Student Learning or Engagement
The high-leverage practice from video 1, eliciting and interpreting individual student’s thinking, promotes a deeper understanding of the connection between fractions and decimals. Through the task of formulating rules and engaging in a group discussion, students are challenged to think critically, articulate their thoughts, and defend their rules with evidence. This
practice creates an inclusive environment where students feel empowered to
share their ideas and the interactive nature of the lesson enhances student engagement.
The teacher from Video 2 uses the high-leverage practice of checking student understanding during and at the conclusion of the lesson as a valuable tool for providing students with immediate feedback. By interacting with each small group during the concept map activity, the teacher can assess student comprehension and offer personalized support. This practice contributes to an adaptive learning environment, where adjustments can be made promptly to enhance student learning and understanding. The teacher in Video 3 utilizes the high-leverage practice of coordinating and adjusting instruction during a lesson. The well-organized lesson incorporates various instructional methods, enhancing student engagement by catering to diverse learning styles. The class discussion and partner learning further contribute to enhanced engagement and understanding. The
teacher’s observation regarding the need to model desired behavior before introducing peer learning indicates a commitment to refining instructional strategies to meet the needs of the students. A3a.
Formative Assessment
Following the completion of the concept map activity in Video 2, students
will be assigned the task of creating a reflective journal. In these journal entries, students should reflect and evaluate their understanding of the historical vocabulary words and the effectiveness of collaborative learning during the activity. The teacher would provide the students with guiding questions about student’s personal contributions, evaluation of understanding, and feedback on the collaborative process. The self-assessment through reflective journals would provide valuable insight into the student’s perspective of their learning experience. The teacher could look for trends in the journal entries and use this data to inform or adjust future instruction. For example, if many students are having difficulty understanding historical terms, the teacher can use additional resources to reinforce those concepts. I would provide feedback to the students via one-on-one conferences to discuss their reflective journals. This type of feedback would allow me to provide personalized support and clarify any misconceptions. I could also summarize common themes or trends from the journals and present these insights to the whole class, highlighting positive aspects and addressing shared challenges.
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A3b. Lesson Adjustment
One adjustment I would make to improve instruction would be to invite students to rotate around the room to observe the other group’s concept maps. Students would be encouraged to closely observe, discuss, and ask questions about their peer’s concept maps. This adjustment would enhance understanding by allowing students to explore and analyze different concept maps. Students could observe different perspectives and make connections they may not have made in their own group. This adjustment would also promote a positive learning environment where students can learn from and appreciate their peer’s diverse representations, increasing student engagement.