TWS 8:

Reflection, Self-Evaluations, & Professional Development

Reflection on Instructional Unit: Whole Class

The fifth grade unit planned and taught during the fall 2013 semester focused on Multiplication. The students had prerequisite knowledge of multiplication from the third and fourth grade. The unit began with a preassessment which focused on vocabulary terms, solving for products and rounding. Results from the pre-assessment allowed me to gain a better understanding of students prior knowledge. The pre-assessment results allows for unit modifications to better pace the unit and accommodate students needs. The lower level class required more accommodations then the middle and high level classes. Before diving more in depth with multiplication content the students showed from their pre-assessments that basic multiplication facts needed to be reviewed. The lower level class students spent the first five to ten minutes of each class to review basic multiplication facts. This occurred daily for the first two weeks of unit. The class practiced using fact families, skip counting, and multiplication tricks and tips. The lower class also completed numerous timed multiplication tests. The other two classes did not review basic multiplication facts but they did complete three timed multiplication tests within the first week of the unit. The students showed they did not need additional time spent on basic facts and were ready to continue to more in depth content. Through timed test, recalling facts and assessments the students in the lower class showed great improvement by the end of the unit. Taking five to ten minutes each day to recall basic multiplication facts allowed future content come at ease and ensure the students provided correct future solutions. The additional time spent on basic multiplication facts helped the students complete their summative assessment with confidence and assurances. The summative assessment showed that 92% of the students received a passing rate. Reviewing the basic foundations needed to continue

to fifth grade multiplication allowed the class to meet the instructional objective. Teaching strategies varied daily based on the content, students prior knowledge, and unit pacing. Strategies such as class discussion, group discussion, individual whiteboards, hands-on activities, learning videos were used throughout the unit to accommodate students learning. Throughout the unit I gained an outlook that students benefited more when using hands-on materials, engaging activities, as well as peer discussion. Unit plans were adjusted to accommodate the students learning styles. Students remained engaged throughout lessons when various learning strategies were used. Informal assessments allowed the students to answer without the pressures of being graded. Students expressed they became very uneasy and anxious when tested, whether that be summative assessments, quizzes, or PASS testing. Practicing informal assessments throughout lessons provides more testing practice but in a less stressful environment. Informal assessments are not only good practice for students but also helps modify future lessons. Informal assessments were used daily within lessons, including individual whiteboards, fingers up, or observations during group work. An informal assessment that was used daily was the use of individual whiteboards. After modeling was completed the students used their individual whiteboards to complete guided practice and individual practice. The individual whiteboards allowed each student to follow along with the guided practice. The whiteboards also showed which students did and did not understand the material based on their solution. Seeing the students work allowed me to point out where they made mistakes and how to correct it before continuing to group work or activities. When I observed that a large amount of the class did not understand the material I instructed the students to put their markers down and observe as I re-modeled the material. After modeling again the class would complete another guided practice and individual practice. This only occurred a few times throughout the unit. Without the use of whiteboards and the guided practice the lesson may have continued and students would have been left behind with no understanding of the content. Multiplication is the base of future content and is very important that the students have a full understanding of the content. The unit was a foundational unit that was not to be rushed. Pace and engaging activities allowed the students to gain and retain a large amount of the content.

While teaching a lesson that focused on the Distributive Property the students responses showed they needed additional time spent on the content. A smart board lesson was used to discuss vocabulary, steps, and examples. The students also completed a handout which followed along with the smart board lesson. The students wrote vocabulary terms, steps, and examples to be placed in their math vocabulary notebooks. After completing the smart board lesson the class used their whiteboards to complete guided practice again. Through the guided practice I was ensured the students needed additional modeling. I stop the guided practice and modeled several examples on the smart board for the class to observe and discuss. The class also reviewed the handout completed and discussed the importance of the distributive property. To ensure the modeling was beneficial the students completed the guided practice. This was an example of a lesson that was adjusted to benefit the students overall understanding. The summative assessment completed at the end of the unit covered all parts of the unit, multiplication properties, two-digit multiplication, exponents, and vocabulary. Based on the data from the assessment 92% of the students mastered the multiplication content. Students who were not overall successful from the unit were accommodated with IEPs or had high class absences, or simply did not want to put in any effort throughout the unit. Students with IEPs were accommodated to benefit the test scores and overall understanding. It was difficult to see students who simply did not want to put any effort into the test fail when they show so much progress during lessons and activities. Seeing the same students struggle with test anxiety shows that testing situations needed to be adjusted, accommodations were then needed to be made. Two students completed their test in the cafeteria with the cooperative teacher (Mrs. Smith) while I monitored the rest of the class. Allowing the students to be removed from the testing environment allowed the students scores to increase and lower test anxiety. This worried me though that the students would not receive the accommodations after my clinical experience was over. I was pleased with the overall outcome of the students performance from the unit and saw that adjustments throughout the unit made a difference in the students performance and grades.

Specific Lesson Reflections:

Date: Wednesday October 2, 2013

Week of: 9/30/13-10/4/13 Description: Following the lesson on estimating numbers to the tenths, hundredths, thousandth, and whole numbers, the students began working on adding and subtracting decimals. Adding and subtracting is a prior standard the students have a large amount of practice with. The lesson focused on ensuring the students lined up their decimals and place values correctly to find solutions. The students continued to follow along with the two learning bridge videos, the first modeled adding decimal numbers and the second modeled subtracting decimal numbers. Following the videos the students completed a guided practice on adding and subtracting decimals, this was performed using the Smartboard and the students individual white boards. Following the guided practice the students completed a group activity; the students were instructed to complete a series of word problems with a partner. Mrs. Smith and I continued to monitor the students as they continued to complete the activity. The students were then instructed to complete one page in their workbook for homework. Reflection: The students reviewed how to add and subtract decimals to ensure the students were lining their decimals and place values correct. Watching the learning bridge videos gave the students a real life connect as well as modeling the problems and explaining each step involved. The students enjoy the learning bridge videos which allow them to become engaged towards the material. I chose to model several equations to ensure the students had enough time to gain an understanding of the problem. Allowing the students to use individual white boards allows me to observe every students work at the same time, this comes in handy with a class of thirty students. Through the students results I was able to see almost all students understood the material, if a students answered incorrectly I instructed them to look at the problem again to ensure they did not make a careless mistake. If the students still did not get the correct answer I chose to work the problem out using the Smartboard, this only occurred two times throughout the lesson. The group work completed gave the students more practice with solving addition and subtraction equations that involve decimals. When the students work in groups they are social with peers and allows for students to recall the material through conversation. Assigning homework pertaining to the material ensures the students can individually solve the equations.

Decisions: The lesson went well and allowed for students to practice adding and subtracting, a basic skill students should be proficient in. If I were to teach this lesson again I would incorporate a different video and a slide show. The material used is informational but I believe it would be beneficial for the students if the video and slide show was closer to the students interest. Allowing group work kept the students on task and engaged because they were able to discuss the work being covered, this was a huge benefit towards the students and lesson.

Date: Friday October 4, 2013

Week of: 9/30/13-10/4/13 Description: Friday October 4, 2013 the students completed a test on chapter two which consisted of twenty questions. After the students came into the classroom and became settled we began discussing their homework and the review sheet from the previous day. The review sheets answers were placed on the Elmo so the students could compare their answers. If a student requested to see a solution worked out the whole class would turn their attention to the Smartboard and observe as we worked through the steps. Two of the three classes continued to interrupt during the review and began to run into test time. The students were given their Scranton for the test before being handed their test papers. The students were then given their instructions of what to do during the test as well as after. The directions were also placed on the whiteboard for the students to refer back to. Numerous students did not complete their test during the scheduled time and were instructed to return during related arts. Students who finished their worked before class ended were to complete two pages from their text book. The students were not given any homework because the school rules.

Reflection: The review sheet that was completed the previous day and was

discussed on the test day. The review sheet consisted of numerous problems that required estimating, and adding and subtracting decimal and whole numbers. Reviewing the previous work was the last chance students were able to discuss or ask questions about the material before testing. By covering the review sheet the students crystallized the material before beginning with their test. I chose not to give the students their test before giving instructions because I knew the students would become easily distracted or begin working on their test. I ensured the students understood the instructions by asking numerous students to repeat the directions. During the test I did not see or hear any distributive behaviors from the students. If the students completed

their test and still had class time remaining they were instructed to complete pages 28 and 29 in their text book. The work involved word problems on material that was covered throughout the chapter.

Decisions: I choose to reflect on a test day because I was able to see how

valuable and important testing time is. I also learned that if a review was covered before the test to keep it short so it does not cut into the test time. If the students do not know the material on test day they are not most likely not going to gain and understanding of the material by reviewing ten minutes before the test. I also learned that monitoring the students while testing allows me to ensure no student cheats or becomes off task.

Date: Monday October 7, 2013

Week of: 10/7/13-10/11/13 Description: Mondays lesson was the opening lesson of chapter three, multiplication of whole numbers. The students began by completing a unit pre-assessment to determine prior knowledge of the content. Following the unit pre-assessment the students will be given a handout. The students will fill in the blank handout as each section is presented on Smartboard. The handout provides definitions and examples of each multiplication property, commutative property, associative property, identity property, zero property. The students will follow along as each section is completed through class discussion. After the students have completed the front side of the worksheet the students observe examples of each property on the back of the handout. After two of the five problems from each section are presented as guided practice the students will complete the final three individually. After completing the back of the handout the students will staple their work into their math vocabulary notebooks, both sides of the handout are to be visible. Following note booking the students will watch a learning bridge video to clarify any misconceptions of the multiplication properties. The students will then complete a series of problems from their textbook with a partner. The students will compare and discuss their work and solutions. The students were instructed to complete a page of their workbook for homework. Reflection: The students began with a unit pre-assessment to determine prior knowledge of the content that will be covered the next two weeks. The students then completed a handout and discussion to define the properties of multiplication. The students followed along as each property was discussed

and then written on the Smartboard. The students discussed each property, to determine prior knowledge before writing down any information. The student then copied the formal definition followed by an example of each multiplication property. This provided the students with the vocabulary terms for the section and examples of how each property is presented. After defining each property and providing examples the students flipped their handout over, the students followed as two of the five problems were discussed as a guided practice. The students then completed the final three of five equations individually to determine their understanding of the properties. I monitored the students and provided help to those who needed assistance. The students placed their handouts in their math vocabulary notebooks to refer back to when studying for their test. When studying the multiplication properties the handout will provide definitions, examples, and equations for each property. The learning bridged allows the students to crystallize the content through a visual representation after completing multiple examples. Following the learning bridge video the students complete group work from their textbook. This allowed the students to discuss and compare information about the multiplication property. The students were able to practice the properties through discussion. The students were assigned homework to provide more practice of the multiplication properties. Decisions: If I were to teach this lesson again I would use some of the same materials and process but change minor details. The students and I enjoyed completing the handout to define terms and work out examples. I also love the handout because it provided the students with a reference of everything they need to know about the multiplication properties. If I were to teach this lesson again I would collect the students handouts to make copies and then the students would have one copy to place in their notebook and one to place in the hallway. The handout was in the shape of a Kite and the students could hang their work in the hallway for other students and teachers to observe. I also would have provided the students with a worksheet to complete instead of using the textbook during group work. I wanted the students to complete word problems from the section but the text did not provide as many word problems as I would have liked.

Date: Wednesday October 23, 2013

Week of: 10/21/13-10/25/13

Description: Wednesdays lesson geared towards a new unit topic, the students were just tested the previous day on multiplication of two digit numbers, the distributive property, and exponents. The new unit topic focuses on division of one digit numbers. The new unit opened with the topic dividing multiples of 10 and 100. The lesson focused on using basic multiplication facts, fact families, to find the quotient. The lesson began with a short preassessment of 25 questions to determine the students prior knowledge of basic division facts. Following the pre-assessment the students watched the learning bridge video provided by Pearson success. The learning bridged video provides a real life situation on division that allows the students to connect with. The learning bridge breaks down thinking process and steps when dividing multiples of 10 and 100. Following the learning bridge video the students continued to hold their focus on the Smartboard while I modeled several examples. During the modeling I explained the steps I was taking while ensuring all students continued to follow along. After modeling, the students then were instructed to use their whiteboards to complete the guided practice. The students would hold their whiteboards up when they found the quotient of the problem presented. This allowed me to see who understood the content and who was not, after all the students had their answers held up the class reviewed the steps to solving the equation. After completing several problems as a guided practice I allowed the students to continue to use their whiteboards to complete problems individually. After using our whiteboards the students were placed into groups to complete problems from their book. The book pages were placed onto a hard copy for the students to use with a partner; this allowed the students to keep their work on one page to refer back to. During the group work I was able to monitor the students performance and behavior. I continued to provide assistance to students as needed as well as verbally rewarding those who were communicating and staying on task. If the students completed their group work before the class was finished I instructed them to complete page R 4-1 in the workbook. The page R 4-1 is a re-teach page from the common core textbook which provides the students with more practice of dividing multiples of 10 and 100. Two of the ten groups also finished the R 4-1 from their workbook, at this time I allowed the students to begin working on P 4-1 which would be their homework for the night. Reflection: After completing the multiplication unit the long range plans called for the students to focus on division. The students understanding the division steps provide the students to foundation for future content that will

be covered. This is another foundation the students must be able to master to continue to more complex math content. We began the lesson with a preassessment to determine if the students remembered fact families. The preassessment was yet another reminder that knowing basic multiplication facts is important for division as well. The students will be assessed again next week on the same content to continue to practice their fact families. The learning bridge allowed the students to connect to a real life situation they were able to relate to. The learning bridge opened the lesson and provided the students with an example of dividing multiples of 10 and 100. Using the whiteboards during the guided practice allowed me to visually see the students steps taken to complete the problem. If a student did not show their work during the guided practice they were instructed to rework the problem showing the steps. I was able to gain an understanding of who needed assistance with the content. The students continued to work individually while using their whiteboards to provide for more practice. The students completed problems from their book while working in groups. Group work allows me to monitor the students performance and behavior. I assisted students who needed additional help of the content. The students completed a page from their workbook for homework; this provides more practice of the content. Decisions: I enjoyed teaching this lesson and the content involved. The large amount of group work allowed the students to communicate about the content. If I were to teach this lesson again I would focus on a more engaging group work activity. The students behavior was positive because the lesson was not only direct instruction but included a guided practice, individual work, and group work.

Date: Monday October 28, 2013

Week of: 10/28/13-11/1/13 Description: The lesson on Monday allowed the students to make connections with models and symbols when using division. The models and symbols used to represent dividing will be paper money. The lesson began by modeling a real life situation. The class observed as four students were placed in the front of the classroom. I discussed with the students how we can split $108 equally between four students. I continued to model to the students that I was unable to split the money equally because of the bills being used, a hundred dollar bill

and eight one dollar bills. I explained each step as I changed money into smaller bills that could easily be divided. After all four students had an equal amount of money the class discussed each step that was taken to equally provide each student with the same amount of money. Following the modeling the lesson continued towards the guided practice. The guided practice focused on how $148 could be equally separated between four school programs. The class held a short discussion as they followed along in their textbooks with the visual learning bridge to come to a solution. After the guided practice the students watched the learning bridge video which discussed and modeled the guided practice already seen. The students were handed a bag of money and a worksheet to complete in groups. The students completed each word problem using the money provided in the money bag. In their groups the students continued to discuss solutions for each word problem. The students were assigned a homework worksheet which provided more word problems. Reflection: The lesson involving models and symbols was to allow students to connect to division problem. The lesson gives the students reasoning for division and how it can be seen in everyday life. Modeling the first problem to the class allowed them to see that money may have to be broken or traded for smaller amounts to equally be distributed. Holding a discussion after the modeling allowed the class to recap what happen and why each step was taken. The guided practice provided the students with another visual example of how money can be equally separated into groups. The students were able to follow along with their text to determine the correct solution. The learning bridge video gave the students clarity of the guided practice performed. The students were able to ask questions about the guided practice after the learning bridge video, this allowed for any confusion of the lesson to be clear up. If needed an explanation was given to clarify any misconceptions. The group work allowed the students to discuss with peers how to solve each equation and how it should be solved. The group work involved numerous equations that required the students to separate money into equal groups. The students were assigned additional equations to complete for homework. The homework provides more practice of dividing money into equal groups. Decisions: If I could teach the lesson again I would include a Smartboard lesson to go along with the modeling and guided practice. I would have included more guided practice using a Smartboard lesson. I would have practiced and discussed more of exchanging money for smaller bills. Monday was the first day the students were placed into group desk and I would not have chosen this lesson to be the first lesson performed in group desk. I wish

the students would have had more time adjusting to being in groups before diving into a new lesson that involved a large amount of group work. I enjoyed the lesson but feel with more group work practice would have made the lesson more successful.

Three Students Reflection:

The students observed that were the most successful during the multiplication unit was student number three. The student comes from a supportive home which encourages good grades and an active lifestyle. The student is involved with numerous sports clubs and teams. During class the student remains attentive and engaged during peer and class discussion. The student provided sufficient responses and solutions during class and group discussion. Through students threes work it shows she is very knowledge with the fourth grade content and does not fall behind in her studies. The student is shy and prefers to work with friends who she feels more comfortable with. The student provides and receives criticism from other students in a mature manner. The student is not one to answer first out of a crowd but always provides positive responses. The student needs more social interaction to improve her social skills. Student number two did not succeed to his fullest potential but he did not leave content be left misunderstood. The student always made sure that he understood the content but did not always go the extra step when needed. Student number two completed all his assessments with passing grades but if he put in more effort his grades would have reflected his true potential. Student number two comes from a supportive yet busy family. The students father is a teacher while his mother just went through another pregnancy. The students parents remain busy but he ensures me that they continue to have family dinners and play outside together. The student worked hard during lessons but showed he needed engaging activities to prevent from becoming off task. The student was constantly called upon during lessons and class discussions to keep him engaged. This student could easily be seen in the high level classes if he continued to work hard and put more effort into work in and out of the classroom. Student number one was less successful throughout earlier lessons but progressed throughout the unit. The student was born with physical development issues which caused him to be on a feeding tube up until two years ago. The student also struggles with motor development skills which

causes him to suffer while taking notes or solving series of problems. The student comes from a supportive family that continues to provide support while also encouraging him to become more independent. His parents both work while his sister helps him with homework and life skills needed to be successful. The student loves wresting and anyway math can be tied in with wrestling he is more acceptable to providing responses. The student requires numerous accommodations for each content area, math, science, social studies, and ELA. The student is given a step placed under his desk to provide foot support as well as a slanted surface for a better writing surface. The student also receives enlarged tests to accommodate his hand writing. The student needs a large amount of space to write his solutions and thoughts. This helped increase his testing scores because he was able to observe his work closely without writing over the following question. The students showed a large amount of improvement after all his accommodations were adjusted to his learning. Reflection on Possibilities for Professional Development: Classroom management is a professional development goal that teachers struggle with year after year. Every year teachers receive different classroom sizes and classroom behavior which cause for different classroom management procedures. Having a plan for classroom management will benefit the classroom environment and allow for more instructional time, activity time, and group work. My goal is to set up a classroom management plan that will be implemented into classroom procedures. I plan to review classroom rules and procedures such as how to line up, walk in the hallway, bathroom procedures, and cafeteria procedure for the first week of school. Repeating procedures and rules for a full week will ensure that students understand what is expected out of them throughout daily procedures. A large amount of time needs to be spent on addressing and practicing procedures and rules. By addressing and practicing proper daily procedures students will have a full understanding of what is expected, this will prevent from having to return to procedures. Classroom time can be better spent on instructional time or activity time. The use of technology in the classroom is a beneficial and engaging way for students to learn and continue practicing new content. A large amount of technology such as the Smartboard, Elmo Projector, or Prezi presentations can be used to enhance a lesson or engaging activity. I would love to learn more about the Smartboard such as engaging activity, Smartboard power points,

and Smartboard tools that can help advance a lesson. Whiteboard and expo markers have been surpassed by the Smartboard and allow for more time spent on direct instruction. The students enjoy using the Smartboard when they are allowed to come to the board during engaging activities, I would love to learn more about activities that can be produced to make a more engaging and successful lesson.