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ed 338 rationale statement mathematics

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Quanesha Medina ED 338 Rationale Statement This unit plan focuses on the curriculum area of Mathematics. I taught it during my ED 338 field placement at HOPE Christian School: Semper, 1st grade level. Wisconsin Teaching Standard #1 states that Instructors are knowledgeable of the content area they are modeling to scholars. My instructional objective was for scholars to be able to recognize halves within a circular clock face and tell time to the half hour. During the lesson scholars were able
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  Quanesha Medina ED 338 ationale Statement This unit plan focuses on the curriculum area of Mathematics. I taught it during my ED 338 field placement at HOPE Christian School: Semper, 1 st  grade level. Wisconsin Teaching Standard #1 states that Instructors are knowledgeable of the content area they are modeling to scholars. My instructional objective was for scholars to be able to recognize halves within a circular clock face and tell time to the half hour. During the lesson scholars were able to engage in core fluency differentiated practice sets (1.OA.6), happy counting (1.NBT.1), think count (1.0A.5), and take from ten subtractions with partners. At all time an exemplar response, lesson plan, and annotations made by myself always stays in front of me as I am teaching or rotating. Wisconsin Teaching Standard #4 states that Instructors are skilled at teaching using a variety of tools (technology/resources) to compliment lessons. Mathematics is split within two groups of fifteen scholars. The first fifteen (group one) starts math engagement lessons on a computerized program called Zearn. This is a complete math program that provides Common Core aligned math lessons, personalized to individual learners based on Eureka Math/Engage New York. Zearn pushes scholars in deep understanding of concepts taught in class, fluency, and problem solving. Each scholar has a packet that goes along with the computerized version of the lessons. The next fifteen scholars (group two) are placed on the carpet to go through problem set, concept development, and reteaches that are specifically needed for scholars. Wisconsin Teaching Standard #3 states that Instructors understand that children learn differently, and lessons are differentiated to meet the needs of the diverse scholars. The two groups are strategically split amongst high and low math levelled scholars to tailor my lessons accordingly. I believe that it is vital that every teacher is effectively planning for instructional time. Preparation time is truly never wasted time. High quality planning considers all scholars collectively and individually. This type of planning pushes the Instructor to meet the needs of all scholars.   This is done by creating lessons that are more hands on using manipulatives (for my low scholars) and giving my high scholars fluency and rigorous work to challenge their thinking. Conceptualization allows scholars to relate the subject matter of mathematics to real life experiences. Within this lesson we discussed the difference between an analog and digital clock. I explained how an analog clock has moving hands typically marked 1 to 12, and a digital clock automatically displays the time. The scholars were given a few seconds to turn and talk about where they usually see an analog and digital clock. I was able to clock information from them; fathers watch (analog clock), scholar in the class had on a watch (analog clock), and alarm clock (digital clock). Scholars were able to easily memorize these concepts when we discussed them being apart of our real lives.  Wisconsin Teaching Standard #7 states that Instructors can prepare lessons according to the interest of the community and objectives of the lesson. My favorite part of the lesson was giving and supporting scholars in building their own paper analog clocks. This took their engagement and learning to a new level, scholars were excited about the hands-on portion of this lesson. This is where most of the Diagnosis took place, I was able to go in between working with a group to individualizing the learning as they created their models. I would take note and assist scholars who did not understand how to correctly label their clocks. Afterwards we practiced turning our clocks to the correct times given and scholars were given a concept development sheet to complete along with exit ticket as they transitioned.
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