Read the passage below and answer the following questions. Describe one learning barrier in the below passage. Describe one example the teacher in the below passage addresses the learning barrier in question 1 above. This entry features my 6th-grade math class, which has 18 students, ages 11 and 12. Of those, 17 are on free or reduced lunch, 16 are of Hispanic background, and the other 3 are Caucasian. I have 2 English Language Learners (ELL) who have minimal English reading and writing skills. Both boys use strategies to self-soothe during class to stay focused. Marco usually draws or scratches things. Diego usually does something with his pen and never uses a pencil. In addition, 3 of my students receive special education services. I also have 2 students in the gifted program at our school, Jessie and Taylor. Socially and emotionally, they are sensitive and love to debate, especially if it’s humorous, but it’s essential to them to “save face.” I avoid power struggles at all costs. Based on the characteristics of my classroom, I decided to translate the instructional slides into Spanish to allow all my students equal access to my lesson. Additionally, I modified the curriculum materials by looking at our state standards and our adopted curriculum materials, creating my presentation for my students. I use a Project GLAD strategy called imprinting, where students sit right in the front. Since I have 3 special education students, I collaborate with our special education teacher. Because of our progress and the benefits to our students, she also has incorporated the same Project GLAD. Using what I know about my students and this lesson, I chose to scaffold the task by making sure they understood fractions and that multiplication doesn’t always make numbers larger. The learning objectives were for students to investigate fractions and multiplication through classroom discussion. They needed to understand that when comparing fractions, the fractions needed to have the same whole unit, and when multiplying, the product would not always get larger. If they didn’t understand this, they would not have been able to draw fraction multiplication models using arrays or estimate and check their answers because they would expect something larger. The class discussion format supports the lesson objective because my students learn best when collaborating with their peers. Using the whole class discussion model gives all students access to everyone’s opinions and thoughts. Additionally, there were great discussions with the examples posed. Several times, I had to monitor and adjust my teaching because of the unexpected results I received from my questions. I noticed much of the class was confident about their answers and felt comfortable enough to express their opinion. Students were actively engaged during discussions with each other and me. This proved that using the whole-class format was appropriate for this lesson. I created presentations and asked my class what a fraction is. When I posed the question, I wrote down everything they said without addressing whether they were wrong or right. After these results, I realized I needed to adjust my teaching and take this moment to teach my students about 3 different ways fractions are represented. The design and execution of my lesson were carefully crafted, using everything I knew about my students to ensure fairness, equity, and access to learning. I created the presentation knowing that I had English Language Learners, special education students, and most of my class not at grade level. This prompted me to modify curriculum materials to fit my students’ learning needs best while they still met state standards. I also included Spanish translations to my slides so my ELL would not be left out. I knew there were going to be misconceptions about fractions and multiplication, so I chose to use whole class discussion as my strategy. My positive interactions were encouraging and motivated students to continue sharing their opinions. I set up a safe and conducive classroom; students were not afraid to take risks, and their interactions were respectful. This allowed all my students to learn by sharing, listening, and thinking. The 3 students who said nothing and 2 ELL students need more processing time and are very comfortable with just listening, processing, and then coming back later to share or ask questions. I didn’t call on them to answer like others because it would have disrupted their learning and pressured them into committing to an answer, they were not yet ready to share. One of the significant successes of the lesson was the learning environment in which the class discussion took place.
- Describe one learning barrier in the below passage.
- Describe one example the teacher in the below passage addresses the learning barrier in question 1 above.
This entry features my 6th-grade math class, which has 18 students, ages 11 and 12. Of those, 17 are on free or reduced lunch, 16 are of Hispanic background, and the other 3 are Caucasian. I have 2 English Language Learners (ELL) who have minimal English reading and writing skills. Both boys use strategies to self-soothe during class to stay focused. Marco usually draws or scratches things. Diego usually does something with his pen and never uses a pencil. In addition, 3 of my students receive special education services. I also have 2 students in the gifted program at our school, Jessie and Taylor. Socially and emotionally, they are sensitive and love to debate, especially if it’s humorous, but it’s essential to them to “save face.” I avoid power struggles at all costs. Based on the characteristics of my classroom, I decided to translate the instructional slides into Spanish to allow all my students equal access to my lesson.
Additionally, I modified the curriculum materials by looking at our state standards and our adopted curriculum materials, creating my presentation for my students. I use a Project GLAD strategy called imprinting, where students sit right in the front. Since I have 3 special education students, I collaborate with our special education teacher. Because of our progress and the benefits to our students, she also has incorporated the same Project GLAD. Using what I know about my students and this lesson, I chose to scaffold the task by making sure they understood fractions and that multiplication doesn’t always make numbers larger. The learning objectives were for students to investigate fractions and multiplication through classroom discussion. They needed to understand that when comparing fractions, the fractions needed to have the same whole unit, and when multiplying, the product would not always get larger. If they didn’t understand this, they would not have been able to draw fraction multiplication models using arrays or estimate and check their answers because they would expect something larger. The class discussion format supports the lesson objective because my students learn best when collaborating with their peers. Using the whole class discussion model gives all students access to everyone’s opinions and thoughts.
Additionally, there were great discussions with the examples posed. Several times, I had to monitor and adjust my teaching because of the unexpected results I received from my questions. I noticed much of the class was confident about their answers and felt comfortable enough to express their opinion. Students were actively engaged during discussions with each other and me. This proved that using the whole-class format was appropriate for this lesson. I created presentations and asked my class what a fraction is. When I posed the question, I wrote down everything they said without addressing whether they were wrong or right. After these results, I realized I needed to adjust my teaching and take this moment to teach my students about 3 different ways fractions are represented. The design and execution of my lesson were carefully crafted, using everything I knew about my students to ensure fairness, equity, and access to learning. I created the presentation knowing that I had English Language Learners, special education students, and most of my class not at grade level. This prompted me to modify curriculum materials to fit my students’ learning needs best while they still met state standards. I also included Spanish translations to my slides so my ELL would not be left out. I knew there were going to be misconceptions about fractions and multiplication, so I chose to use whole class discussion as my strategy. My positive interactions were encouraging and motivated students to continue sharing their opinions. I set up a safe and conducive classroom; students were not afraid to take risks, and their interactions were respectful. This allowed all my students to learn by sharing, listening, and thinking. The 3 students who said nothing and 2 ELL students need more processing time and are very comfortable with just listening, processing, and then coming back later to share or ask questions. I didn’t call on them to answer like others because it would have disrupted their learning and pressured them into committing to an answer, they were not yet ready to share. One of the significant successes of the lesson was the learning environment in which the class discussion took place.
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