D182-Task 1 Hogan (1)
docx
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
D182
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
5
Uploaded by ColonelPower12241
Brandy Hogan
Reflective Practitioner D182
Task 1
A.
Summary of Lesson The lesson recently taught was in place value SOL 3.1 a. SOL 3.1 a states, The student will read, write, and identify the place value of each digit in a six-digit whole number, with and without models. (Virginia Department of Education, VDOE, 2022). This lesson was taught in a third-grade classroom. As a class and in small groups, we used place value blocks to show a visual representation of the number we were discussing. Additionally, we used place value mats to help us visual the place value houses. At the end of the place value unit, we had a unit test that
only assessed the 3.1 a strand. B.
Reflection log Before beginning this place value lesson, the students should have good foundational skills of place value from second grade. The students should be able to identify up to the hundreds place. Additionally, the students should be able to tell the value of a digit within a certain place. My class has 23 students, two of whom are receiving additional support throughout the day. Demographically, the students are evenly split with race and academics. When planning this
lesson, I had to think about how my higher groups might need less scaffolding in the lesson, such
as, less visuals. While the other groups may still need the concrete support of visuals. When planning this lesson, I knew my two students that needed support would need to have more tangible items to help them make connections to the place value skills being taught. In
addition to those students, I had a student with dyscalculia who needed separate supports. These three students did not have a good foundational base when it came to place value and needed the extra support of the base ten blocks. Additionally, some of the students made better connections with drawing pictorial representations of the place value blocks while completing the tasks. The student with dyscalculia needed very explicit instructions during our math lessons. To meet her academic needs, I had to use multisensory aspects like having her repeat instructions/concepts back to me and using movement to help her better understand the lesson. Place value can be an extremely hard standard to grasp for some students. When planning
this lesson, my focus was on allowing the students to touch the base ten blocks and see how to manipulate them to create bigger or smaller numbers and how when we do that, we change the value of the numbers. When the students can feel and make these connections, they are better able to create pictures of numbers in their minds later in their academic journey. Place value is such a foundational skill that to be successful in certain areas of math the students need to have a
solid foundation when it comes to place value. The base ten blocks were mostly used for students
still building on their second-grade skills. The students with a better grasp of place value used more of the place value mats to create and manipulate their new numbers. All the students were engaged in working on the weekly skill while receiving instruction on their level.
The assessment used for this place value unit was on a program called Performance Matters. The unit test was created by all the third-grade teachers in my district to reflect the standard as tested on our yearly standardized test and was given on the computer. The students were expected to read, write, and identify the place and value of a six-digit number. We felt that the assessment asked related questions that would be on the standardized test but also reflected how the material was taught to our students. In preparation of the unit assessment, we did smaller
exit tickets to quicky assess whether the students were mastering the concept or if the students needed more instruction on place value. C. Reflection Log-outcomes
During the place value lesson, I noticed the one specific student that was previously grasping the more complicated third grade portion was now having a more challenging time. Initially, they could identify the place of a number but were struggling to understand the value of each place. I spent a lot of time reinforcing value with base ten blocks and pictorial models. Eventually, the student was able to grasp the concept. By the end of the place value unit, the students should be able to read, write, and identify the place and value of a six-digit number. The assessment data showed that most of students understood the concept while about 6 students were still struggling to identify the place and value of numbers over 999. By the end of the unit, the students should be reading numbers up to 999,999 and able to identify the place and value of numbers. When reflecting on this lesson, I thought about how I was able to activate prior knowledge on place value. There were students who normally would not be engaged in the lesson but could now contribute. Additionally, I think I did well on scaffolding the lesson differently for each of my small groups based on their needs. The scaffolding was using prior knowledge from K-2 instruction. During any lesson, there are interruptions and distractions and certainly this lesson was no different. The students would interrupt when they had questions. So, some parts of my lessons would be incomplete, and the point was lost when these interruptions occurred. At my school, the place value unit is the first thing we do in math, so the students are still extremely excited to be back at school and see their friends, so distractions and interruptions were frequent. When these interruptions occur, it also takes away from the amount of instructional time we have to teach the subject. Another unsuccessful element was running short on time. Our math block is split up by our lunch break and keeps us on a tight schedule. There is no wiggle room to run over
and continue a lesson when needed. Going forward, I think I will continue to activate prior knowledge from the grade levels prior. Continuing to active prior knowledge allows the students to make connections in their academic worlds and allows them to expand on ideas they might have. But I think I will have to review classroom expectations longer than the first week of school to ensure it does not impact their learning environment. Place value is such a foundational skill that this unit needs the least number of interruptions possible.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
D. Insights
Since reflecting, I have learned how important concrete models are in my lessons. It allows students to visual harder concepts and helps them gain a better understanding of the standard. Additionally, I have learned how important it is to keep on schedule with lessons. Since COVID,
the students need more support and instruction than ever, and time management helps keep us on
track. E. Methods of Reflection
Bookwidgets gave several ideas for methods of reflection. There are two methods they mentioned that would be a good simple start to becoming a reflective teacher. The first method is an extension to your lesson plan. They suggest leaving a blank space beneath the bottom of your plan and attaching it there. Another method that Bookwigets suggests is a reflection practice checklist. The checklist is something you can use anytime when planning your lessons or teaching. The methods listed above can be a soft start to becoming a reflective teacher. Both methods will
not take much time to start and keep up with throughout the year. I think being a reflective teacher also means keeping up with good habits and these methods seem like they could help me do that. The extension to my lesson plan allows me to reflect on what went right and what I might need to change for the next lesson. When I add the reflection portion to my lesson plan, I can easily access it and even use it for the following year. The practice checklist would be used to keep me on track to keep up the good habits of reflecting on my teaching. The checklist is a fantastic way to help me scaffold myself into becoming a reflective teacher. Eventually, I would love to scaffold back and not rely on the checklist as much because I have made it a habit to check in with myself and may teaching practices and access what is working and what is not. As Bookwidgets mentioned, “self-reflection is a process” and I think a checklist will help keep me focused and stay in good practice to improve my teaching (Renard, 2023).
Works Cited Standards of learning for Mathematics
. Virginia Department of Education. (n.d.). https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/standards-
of-learning-for-mathematics
Renard, L. (2023, May 5). How to become a reflective teacher - the complete guide for reflection in teaching
. BookWidgets. https://www.bookwidgets.com/blog/2019/02/how-to-become-a-
reflective-teacher-the-complete-guide-for-reflection-in-teaching