The Reflection:

If you were going to teach this lesson to the same group of students, what would you do

differently? Why? What would you do the same? Why?

If I was going to teach this lesson to the same group of students, I would mainly change

the set-up of the math review. At 11:59, I notice in my video, that my students begin to get very

restless and tired of sitting patiently on the carpet. They were bored during the review because

although it was interactive, only certain students were called to come and write answers on the

projected review. For future reviews, I plan to set up stations that students can work out each

review problem and they can move station to station solving the problems and stopping at check

points to get their answers checked. This will keep the students engaged and moving while

solving the problems on their own. Something else I plan to change would be providing my

students with scratch paper during their math game. At 22:41 in my video, I noticed students

were beginning to struggle with some of the problems in front of them. Although we were

practicing fluency for the test, I still should have allowed them paper and a pencil for additional

side work during the activity.

If I was going to teach this lesson the same with the same students, I would begin with

the same word problem that I used. My engage word problem from 2:07-4:43 had the students

engaged the entire time. The problem was about “Ms. Bishop” and using the help of the students

we needed to figure out how many flowers I picked in my garden. This problem engaged them

and I allowed certain students to come up and write on the board. Another thing I would teach

and do the same during my lesson would have been my formative assessment. During the math

game, from 24:05-30:07, I spent 1 minute at each group asking each student what numbers they

were looking for. There were 3 problems in front of every student so I quickly assessed them by
the amount of problems they accurately solved to me. 0/1 question correct received a check

minus, 2 questions correct received a check, and all 3 questions solved accurately received a

check plus. This was demonstrating FEAPS 1d: how I select appropriate formative assessments

to monitor my students learning, because the data I collect reflected how they did on their tests as

well. This was a quick and accurate representation of where all the students stood prior to the test

the next day, and I would use this formative assessment again.

Describe an instance or particular encounter that comes to mind. Why did you pick that

instance? What is so perplexing about that particular moment?

During the math review, I had a student really blow me away with their strategy for

solving a problem. This moment really stands out because it was something that I had shown her

a few days prior. I introduced the number line to her, and her using it on her own to justify her

work really ensures that she is learning and it was a very important moment during my lesson. At

15:38, I asked the students to please try and solve the next problem and use a strategy to show. I

then had them turn and talk with a partner and discuss the method they used, and at 16:12 I asked

them to share their PARTNERS strategy. That is when M.R. told me that I.K. used a number line

as her strategy for solving the problem. I had I.K. bring her review to the projector and show the

class her strategy and explain why that made sense to her to use. This strategy is very advanced,

and I am excited to begin pushing I.K. more in her math skills.

What surprised you in your lesson?

During my lesson, I was surprised by the students right away. At 2:47, during my engage

word problem, none of the students were trying to use the strategy of subtraction. This was very

surprising to me because normally this is their go to strategy when it comes to word problems. At

3:54, I finally had to prompt their thinking toward subtraction. I hinting about using the numbers
we had in front of us and how could we double check our work. After prompting their thinking,

they were all silly and laughing at themselves for not thinking of using subtraction. I think they

were equally surprised as I was when they realized they were not thinking about subtraction,

because for them it normally is their strategy of choice.

The Analysis:

Identify an individual or group of students who did especially well in this lesson today.

How do you account for this performance?

A group of students that did very well during this lesson would be my English Language

Learners, ELL, students. During this lesson, I paired my ELL students together with one another

and allowed them to use their native tongue if they choose.

Claim: When students that are learning English are paired with students with the same native

tongue as them or bilingual students, they often do better in the lesson because the students

can support one another in their learning.

students’ progress during the game. I went around to each pair of students, and formatively asked

the students what numbers they were needing for their game board. Each student had 3 problems

in front of them, so if they got 0/1 out of 3 then they received a check minus recorded on my

sheet. If the student answers 2 out of 3 problems correct they received a check, and 3 out of 3

was a check plus. My English Language Learners, ELL, students did exceptionally well during

this math board game, and most of them answered 2 or 3 of their problems accurately when

previously they were struggling in math.

Describe how you assessed how the lesson impacted student learning? What worked? What

would you change?

During this lesson I assessed the students formatively during our final math activity

game. I went around to each student individually and asked them the numbers they were looking

for based on the game board they had in front of them. This was positively impacting the

students learning because it was challenging them to think ahead about what numbers they

needed, how they knew that, and how they could prove it. This process really was challenging

the students in their thinking in hopes that the same process would work for them the following

day while they were taking their test.

Claim: When students are answering higher order thinking questions, it enriches their

thinking and makes the lesson more impactful for them.

Next time I would still formatively assessment them, but instead of asking each answer, I would

ask more strategies that the students would use. This is allowing them even deeper thinking into

the problems.
The students did fairly poor on their previous math test, therefore this time we wanted to gage

how they were going to do prior to the test. We predicted that most students would do better on

this test opposed to the previous test based on the formative assessment results.

I tracked the results on an excel spreadsheet. It shows the scores of the students, and it is

highlighted to key based on if the student went up or down in their score, or stayed the same.

This is one of the ways that I demonstrate my mastery of the FEAPS 4f Applies technology to

organize and integrate assessment information, because I am organizing my student’s assessment

data on a technology database to better track their progress in their learning. This keeps it

organized for me, as well as easily allows me to see the students that might need more

interventions in math.