Mathematics Observation, Edmunds-Francis, EED 416, week 5
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416
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Mathematics
Date
Jan 9, 2024
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OBSERVATION
1
Mathematics Observation
Kelly M. Edmunds-Francis
University of Phoenix
EED 416 Elementary Methods: Mathematics
Professor Peter Hensley
February 13, 2023
Summative
I observed Mrs. Schmidt’s 6th grade math class. In this class they were learning about angle relationships in triangles, the objectives were up on the smart board so students could see what they would be learning for the day. The students were very respectful, on task, ready to learn and engaged in the learning. Schmidt placed their warmup on the board with a 5 minute timer and when the buzzer went off, they were ready for the results. They then made it to the daily lesson where they had a booklet they took notes in that were fill in the blanks. Once the lesson was completed, Mrs. Schmidt went over examples of solving for the angles of triangles and then the students did some on their own. As they completed the problem, they would have a chance to answer the question. What was interesting was the fact that they were able to problem
OBSERVATION
2
solve and discuss how they got the answers they did if one was off. When students confirmed they understood and the lesson was complete, they were given an exit ticket to complete. The exit ticket consisted of 3 angle measurements. They needed to find out if the measurements made a triangle and then why or why not. Once completed the students went right to their daily work. They immediately went to get their binders and knew where to place everything without causing disruptions. This is because of the organization of Mrs. Schmidt's room. Nothing in her room was crowded, everything was labeled and placed accordingly. Schmidt had music playing softly and students got right to work on their daily and weekly homework and were able to make corrections for a better grade if needed.
Mrs. Schmidt uses an independent method in her classroom. Her lessons all depend on the grade level the student is at and what the data presents. In her classroom, she follows a curriculum that allows her to cover all content areas she needs to by the end of their current year.
With her being the only middle school math teacher, she has no one to collaborate with. Due to that, she reflects on her students' abilities. Schmidt provides more activities if they do not understand what she initially taught. When her lessons are over and she needs to consider how to adapt her lesson, she looks through their exit tickets and that allows her to see where students are misunderstanding.
Mathematics is a hard concept to teach because of all the different grade levels students are at. However, after speaking with Mrs. Schmidt, her ability to teach, adapt and reflect still after 23 is years astounding. What I learned from observing her room and would definitely incorporate it into mine would be the daily and weekly books. Each book is different and it is based on a student's level of understanding. This method is allowing each student to work at their own pace and take responsibility for their learning and to me that is an important method.
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