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19, 2015)
Lenis Observation Notes
6 step process 3rd grade?
o Change order
o 2 different ways of solving
o 2nd grade seems comfortable and know knows what to expect 3rd grade doesnt
know about the process (will take too much time to explain?)
Had problem pre-written on board for students to clearly see
Used post-its as manipulatives took a while to implement strategy
Possible diagram for large multiplication #s? (Revision for next lesson)
Used pre-assigned groups and handed out materials group by group. Groups that were
sent back to their desks early students got distracted
Students were allowed to choose what problem solving strategy to use (post-its, number
line, hundreds chart, etc.)
Kevins Observation Notes
Engage students through questions about prior knowledge
Printed out word problems
Manipulatives in the form of post it notes
Engage class in class counting
Uses six step model
Read and understand the problem
Write a sentence
Draw your model
Write an equation
Solve the problem
Check and fill in your answer
Good at not embarrassing girl with the wrong answer
Broke the students up before the lesson
Avoided taking time to split them up during the lesson
Hard to control class in tables transitions
Im gonna wait till youre quiet stop look, listen
Separate worksheets for each student
eyes and ears please
Multiple ways to solve problems
Some students started working individually rather than as a group
Waled around and visited groups to make sure groups were on task and on the right track
Rules for group work before started
Guided questions
Changes #1
Courtneys Lesson to Kevins Lesson
Different vocab
6 step process to cubes based off of mentors comments
o Decided as a group that because kevins class was not familiar with the 6 step
process that he should use the strategies that has been used in his class.
Instructional strategies
o Changed from giving lesson on the floor to at their seats
We noticed that the transitions from floor to seats was where most of the
students got off task, so we decided that for Kevins lesson he should
instruct the students from their seat.
Changed the focus from addition and subtraction word problems to addition and
multiplication word problems (2nd -3rd grade)
o Because one of the biggest changes from Courtneys lesson to Kevins is the
grade level, Kevin and leni both changed the word problem questions from
addition and subtraction word problems to addition and multiplication
Established rules for what was expected before breaking them out before groups
o Rather than in courtneys lesson where she gave rules in the middle of the lesson
as it started getting out of hand.
Had one student line up from each group to get materials rather than passing them out
myself
o We decided this so that we can cut down on idle time sitting around.
Took questions from the internet and checked answers before hand
o To make sure that answers were correct (one answer was incorrect in courts
lesson)
Wrote down the task on the board
o To remind students what their directions and expectations were. (In courts lesson
she verbally repeated it out loud.)
Steps:
- Draw a picture
- Manipulatives
- Write an equation
- Final answer on paper
Changes #2
Kevins Lesson to Lenis Lesson
Because Kevins students have been exposed to the CUBES problem solving method
throughout the school year, when implementing the method into Lenis lesson, we
decided the explanation of CUBES should provide explicit instruction and go more in
depth for each step of the process. We also decided to provide visual aids for students to
easily refer back to.
We thought it would be a good idea to keep a list of directions up on the projector to
remind students the tasks they are required to do.
Some groups in Kevins class had difficulty working together. Although he reminded his
students to work as a team, there were still issues so we decided for our next lesson
collaboration would be strongly emphasized.
An extension tasked is to be addressed beforehand for students who finished early,
instead of on the spot.
Manipulatives should be pre-bagged to save time and allow for easy clean up. Some of
Kevins students got distracted when they were given the counters because easily
accessible.
Smaller group sizes were implemented to ensure all students had a chance to contribute
Research and be aware of the community and background knowledge of the students. Use
it to choose appropriate word problems that student can understand and relate to. A
student was not familiar with bird and birdcages. Student thought birdcages go in birds. It
hindered the students ability to determine groups an group units.
Know, be aware, and be open to different strategies and methods of thinking. - Students
sometimes think differently and if you arent open to or able to recognize their strategy
you are rejecting the students method.
When circulating, provide feedback, then assign task for them to work on, and tell them
youll check up on them later. This is so that the teacher can visit more groups at a time.