IdentifyContextualFactors

SchoolandCommunityDescription:

BillingsisthelargestcityintheStateofMontanaandiscurrentlyhometoalittle

over157,000peopleasof2015.Thecityishometotwenty-twopublicelementaryschools,

oneofwhich,BoulderElementary,islocatedinthewestcohortofschooldistricttwo.This

urbanschoolislocatedat220232ndStreetWestinBillings,Montana.Therearecurrentlya

littleover450students,with28teachersatBouldermakingateacherstudentratioof16:1.

Ofthe450students,235aremalemakingup52%ofstudentpopulationandtheother48%

arefemale,makingupabout217.Ofthetwenty-eightclassroomteachers,specialistsand

supportstaffpersonnel,thisschoolservicesgradesKindergartenthroughsixthgrade.

Asschooldistricttwowillundergoboundarychangesintheupcomingschoolyear,

BoulderisnotandwillnotbeclassifiedasTitle1.Currently,about15%ofthestudents

qualifyforFreelunchand5%qualifyforreducedlunchprices.Asawhole,34%ofschool

districttwo’sstudentsqualifyforfreelunchsoBoulderisonthelowerendofthat

spectrum.Thediversityscore,whichisthechancethattwostudentschosenatrandom

wouldbemembersofadifferentethnicgroup,isa.23atBoulderElementary.Students

cometogethertostarttheschooldayat8:15am.Firstthroughthirdgradestudentsare

dismissedat2:20whilefourththroughsixthgraderemaininclassuntil3:00.

ClassDescription:

Mrs.KerraOlsonisafirstgradeteacheratBoulderElementarySchoolandIhave

hadthepleasureofstudentteachinginherclassroomwithhertwenty-threestudents.

Kerrawroteagrantforherclassroomtohaveflexibleseatingsothereare5different

tables,allatdifferentheights,withdifferent‘tools’thatthestudentssiton.Theseatsrange

frompeanutballs,towobblestoolsandevenfloorseatcushions.Inthebackcornerofthe

classroom,Mrs.Olsonhasakidneytablethatisusedforsmallgroupreadingandmath

activities.ShealsohasasmalltableforherMimeo,computerandotherinstructional

materialslocatedinthemiddleendoftheclassroom.Kerra’sfirstgradeclassisalso1:1

withiPadsandshealsohas4GoogleChromeBooksalongthebackwindow.Behinda

dividingwall,lies22cubbiesforthestudentstokeeptheirbackpacksandcoats,aswellas

deskmaterialsandbookboxes.Mrs.Olson’sclassroomisoneofthesmallestinthebuilding

howeverduetothespaceflexibleseatinghassavedanditsDr.Suesstheme,theroomis

homeyandbrightprovidinganideallearningenvironmentsuitableformaximumlearning

totakeplace.

StudentDescription:

Ofthe23students,elevenarefemaleandtwelvearemales;allrangingfromagesix

toseven.Abouthalfofthestudentshavelatespringtosummerbirthdayssotheyare

consideredyoungsecondgraders.OneofthestudentsisNativeAmericanandanother

studentisfromtheChinesedecentandcomesfromabilingualhome.Theother21are

WhiteorCaucasianandallhavevaryingneeds.Oneofthestudentshasaseverespeech

impediment,severeADDandveryseverelearningdelays.Heispulledfor20minutesaday

forlearningsupport,and15minutesadayforspeech.AnotherstudentisontheAsperger

spectrumwithaminorspeechdelayaswell.Thisstudentgetspulledfor30minutesof

readingsupportandgoestoSTandOTonceaweekoutsideofschool.Threeotherstudents

arepulledforreadingsupportthroughoutthedaywithtwodifferentreadingintervention

specialists.Oneotherstudentseesthecounseloronceaweekforemotionalsupportand

alsosupportinhowtohandlesocialsituationsashestrugglesbeingakindfriend.

Accommodationsimplementedintotheclassroomincludethevarietyofseating

options.Eachmonth,thestudentswritetoMrs.Olsonandmyselftopetitionaseatwhere

theylearnbestaswellaspeopletheyareleastdistractedby.Somestudentschooseto

standinsteadofsitsotheyhavealittlemorefreedomtowigglearoundwhenneeded.We

alsohave2-3studentssitonacushionwhileatcarpettohelpwiththewigglestheyhave

andtemptationtomovearound.Eachstudentisgroupedinareadinggroupthatbestfits

theirimmediateneedswithdifferinglevelofinstruction.Abouthalfofthestudentsare

eitheratorbelowbenchmark,whiletheotherhalfisaboveafirstgradelevel.Thereare

about4studentswhoexcelandrequiremorechallengingworkthatcanbefoundingifted

andtalentedprograms.

Instructionhasbeenmodifiedtogivebothaudioandvisualdirectionsbecausea

majorityofthestudents’learningmodalitiesrequireeitheroneofthetwooracombination

ofbothforcompletesuccess.Directionsandstepsarewrittenontheboardforstudentsas

avisualinstructionplan.Mrs.OlsonandIfocusonsharingideasvocallytoencourage

activeinvolvementbyallofthestudents.Thestudents’confidence,problemsolvingskills,

andlevelsofindependencehasincreasedthroughoutthepastfewweeksofschool.The

firstfewweeks,therewasmuchdependenceontheteacherandlittlefreedomand

differentiation.Wehaveworkedwiththestudentstohelpgainmoreandmoredependence

withappropriate,assomestudentsneedmoreguidanceandsupportthanothers.

ClassbehaviorandmanagementarealsoimportantaspectsofMrs.Olson’sclass.We

havesetabasisofexpectationsrelationtoWholeBrainTeachingandhavealsointegrating

aprogramcalledPaxthatencouragesanequalamountofrespectgivenbythestudentsand

teachersequally.Wealldreamedtogetherofwhatthebestclassroomlookslike,each

studentcomingupwithuniqueideas.Eachoftheseideashaveplayedaroleinourideal

“Pax”classroom.Everystudentisassignedajobforthemonthandtheytaketheirjobsvery

seriously.Theserangefromrecesshelpers,tomessengerandiPadgenius.Wehave

encouragedallofthestudentstoparticipateequallytomakeourclassroomthebestitcan

be.Mrs.Olson’sclasscontainsavarietyofuniqueindividualsthatallrequiretimeand

attentioninalldifferentaspectsofeducation.

Pre-Assessment:

Thestudentshavebeenexposedtoadditionwithin10inKindergartenandacouple

timethroughoutthepast6weeksoffirstgrade.Someareextremelysuccessfulandare

readytoaddlargernumberswhileothersstillstrugglewithadditionwithin10.Each

studenthasbeenassessedusingtheFastBridgeAssessmentEarlyMathandaMathandhave

beenassignedintoamathgroupwithstudentsthathavesimilarneedsasthem.Aftera

briefopportunityforquestions,thestudentsusedtheiriPadstocompleteaMimioVoteand

individuallyansweredthequestions.Thesequestionsrangedfromvocabularytermsin

additiontoactuallyaddingtwonumberswithintwenty.Thestudentswerenotgivenany

helpfromtheteachersorfromtheirpeers,althoughIdidobservesomestudentslookingat

theirneighbors,whichcouldhaveskewedtheresults.Thesequestionshelpedus

determinethatmanycanapplytheconceptsofadditionwhengivenampletime.However,

weneedtospendtimefocusingonfluencyandprovidethestudentswillmultiplestrategies

tohelpdevelopfluency.(CCSS:1.OA.A1,CCSS:1.OA.C5&CCSS:1.OA.C.6)Afterviewing

theseresults,Ihavedevelopedaseriesoflessonsandactivitiestohelpthelowbecome

proficientaswellashelptheachieversgrow.Iwantthemtodeveloptheirnumbersense

andthefoundationalskillswithinaddition,notjustmemorizethealgorithms.

Pre&PostTest

1.Whatnumbersentencehasthesameaddendsinadifferentorderas4+2=6? a.5+1=6 b.6-0=6 c.2+4=6 d.3+3=62.Whatnumbersentencehasthesameaddendsinadifferentorderas2+7=9? a.7+2=9 b.4+5=9 c.6+3=9 d.1+8=93.Whatnumbersentencehasthesameaddendsinadifferentorderas0+3=3? a.2+1=3 b.4+5=9 c.6+3=9 d.0+3=34.Whatnumbersentencehasthesameaddendsinadifferentorderas6+2=8? a.4+4=8 b.2+6=8 c.5+3=8 d.1+7=85.Whatnumbersentencehasthesameaddendsinadifferentorderas9+1=10? a.5+5=10 b.8+2=10 c.1+9=10 d.6+4=106.Fivefrogsaresittingonalog.Twomorefrogssitonthelog.Howmanyfrogsaresittingonthelognow? a.ten(10) b.three(3) c.six(6) d.seven(7)7.3+()=6 a.3 b.2 c.9 d.5

8.Thereare7horsesinthebarn.Then1horsejoinsthem.Howmanyhorsesareinthebarnnow? a.6 b.8 c.7 d.49.()+4=10 a.8 b.14 c.6 d.4010.Threedolphinsareswimmingintheocean.Sixmoredolphinsswimovertojointhem.Howmanydolphinsareswimmingtogethernow? a.thirteen(13) b.three(3) c.twelve(12) d.nine(9) Pre-AssessmentScores

0

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2

3

4

5

6

7

8

9

10

Que

stio

ns C

orr

ect

out

of

10

Student Name

Pretest Results

Correct 87%

Incorrect 13%

Question 2: What number sentence has the same

addends in a different order as 2+7=9?

Correct 70%

Incorrect 30%

Question 1: What number sentence has the same addends in a different

order 4+2=6?

Correct 70%

Incorrect 30%

Question 3: What number sentence has the same addends in a different

order as 0+3=3

Correct 74%

Incorrect 26%

Question 4: What number sentence has the same

addends in a different order as 6+2=8

Correct 78%

Incorrect 22%

Question 5: What number sentence has the same addends in a different

order as 9+1=10

Correct 74%

Incorrect 26%

Question 6: Five frongs are sitting on a log. Two more frongs sit on the log. How

many frogs are sitting on the log now?

Correct 56%

Incorrect 44%

Question 7: 3 + (?) = 6

Correct 91%

Incorrect 9%

Question 8: There are 7 horses in the barn. Then 1

horse joins them. How many horses are in the barn

now?

Correct 87%

Incorrect 13%

Question 9: (?) + 4 = 10

Correct 65%

Incorrect 35%

Question 10: Three dolphins are swimming in the ocean.

Six more dolphines swim over to join them. How

many dophins are swimming together?

COELessonPlan:ExtendedForm

LessonTeacher:KatelynHalter Date:Oct/5/2016

LessonGradeLevel:FirstGrade Timeframe:10:30to11:10

ContentArea: MathLesson2of5

GroupingStrategy:WholeGroup

PreparingforLessonDevelopment1. Whatdoesyourpre-assessmentobservationindicateaboutyourstudent’sneedsandcurrent

performanceandeducationalneeds?Thestudentshavebeenexposedtoadditionwithin10inKindergartenandacoupletimethroughoutthepast6weeksoffirstgrade.Someareextremelysuccessfulandarereadytoaddlargernumberswhileothersstillstrugglewithadditionwithin10.Afterabriefopportunityforquestions,thestudentsusedtheiriPadstocompleteaMimioVoteandindividuallyansweredthequestions.Thesequestionsrangedfromvocabularytermsinadditiontoactuallyaddingtwonumberswithintwenty.Thestudentswerenotgivenanyhelpfromtheteachersorfromtheirpeers,althoughIdidobservesomestudentslookingattheirneighborswhichcouldhaveskewedtheresults.Thesequestionshelpedusdeterminethatmanycanapplytheconceptsofadditionwhengivenampletime.However,weneedtospendtimefocusingonfluencyandprovidethestudentswillmultiplestrategiestohelpdevelopfluency.(CCSS:1.OA.A1,CCSS:1.OA.C5&CCSS:1.OA.C.6)Afterviewingtheresultsofourmimiovote,Ihavedevelopedaseriesoflessonsandactivitiestohelpthelowbecomeproficientaswellashelptheachieversgrow.Iwantthemtodeveloptheirnumbersenseandthefoundationalskillswithinaddition,notjustmemorizethealgorithms.

2. Howwillyoudesignthelessontomeettheneedsofalllearnersinyourclassroom?Eachstudenthasbeenpreviouslyassessedinmultipleformstodetermineeachoftheirparticlarneedswithinmath.Throughoutthislesson,thestudentswhoneedmoreofachallengewillgetacountingonworksheetwithhighernumbers.Eachstudenthasbeenstrategicallyplacedwithashoulderbuddyofequallingneeds.Thereareabout7or8kidsthatwillneeddirectattetnionduetotheirscoresonthepre-assessment.Thesestudentshavebeengivenaworksheetthatisattheirlevelgivingthemabetterchancetobesuccessful.

Thebulkofthislessonwillbewholegroupatcarpet.Thereare2studentswhohavecushionstositontohelpthemwiththeirwiggles.Wehavealsopairedstudentsupstrategicallytohelpthembesuccesfulandhavepeersupportwhenneeded.Asneeded,Iwillsay"findmewithyoureyes"or"1,2,3eyesonme,3,2,1,yourshareisdone"or"class,class"togettheirattention.Studentswillmakesuretheirbodiesareturnedtowardsmeandtheyaresittingcrisscrossontheirbottomssotheirfriendsbehindthemcansee.Offtasklearnerswillbegivenaverbalqueorataponthehead."HandsandEyes"willbeusedifmultiplelearnersareofftaskortogettheirattention.

LessonPlanDevelopment

LessonTitle:CountingonFall

CommonCoreand/orStateStandard:CCSS.1.0A.A.1:Useadditionandsubtractionwithin20tosolveworldproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.CCSS.1.OA.A.2:Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumislessonthanorequalto20,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.CCSS.1.OA.C.5-Relatecountingtoadditionandsubtraction(e.g.,bycountingon2toadd2).CCSS.1.OA.B.3-Applypropertiesofoperationsasstrategiestoaddandsubtract.

LessonObjective:Thestudentswillbeabletousethecountingonstrategytodeterminethesumofmultiplenumbersentences.

AssessmentofLearning:Thestudentswillbeinformallyassessedthroughoutwholegroupteaching.Thestudentswillbeformallyassesseduponcompletionoftheworksheet.Thestudentswillreceiveacheckinthegradebookiftheyget17ormorecorrect.Studentswhoscorelowerthat17willbepulledduringmathgroupsforreteaching.Studentswillusethecountingonstrategywithanaccuracylevelof90%.CCSS.1.OA.C.5

LessonObjective:Thestudentswillbeabletodevelopstrategiestoaccuratelyansweraseries

ofstoryproblems.

AssessmentofLearning:Thiswillbeinformallyassessedverballythroughoutwholegroupteachingbyturningtheequationintoaverbalstoryproblem.Studentswillansweraseriesofstoryproblemswithanaccuracylevelof90%.CCSS.1.OA.A.2CCSS.1.OA.B.3

LessonObjective:Thestudentswillbeabletoidentifytheaddens,determinethecorrectsum,andwillbeabletoapplythecommunitivepropertyofaddition.

AssessmentofLearning:Thestudentswillbeinformallyassessedthroughoutparticipationinwholegroupteaching.Thestudentswillbeformallyassesseduponcompletionoftheworksheetbywritingthemissingaddendthatmatchesthepictureandfindingthecorrectsum.Thestudentswillreceiveacheckinthegradebookbygetting17ormorecorrect.Thestudentswillbeabletoidentifyaddends,determinethecorrectsumandapplythecommunicativepropertyofadditionwitha90%accuracy.*Thereisatotalof40pointspossibleontheworksheet.(20forthesum&20forcorrectlywritingtheaddendsonthelinebelowthepicture)CCSS.1.OA.B.3CCSS.1.OA.A.1

LessonObjective:

AssessmentofLearning:

LessonObjective:

AssessmentofLearning:

LessonObjective:

AssessmentofLearning:

LessonObjective:

AssessmentofLearning:

LessonObjective:

AssessmentofLearning:

LessonObjective:

AssessmentofLearning:

LessonObjective:

AssessmentofLearning:

Basedonthelessonobjectives,selectanappropriateteachingmodelMadelineHunter

IndianEducationForAll(IEFA) No Yes.Ifyes,pleasedescribe

LessonProcedures/Activities MaterialsClassroom

ManagementNeeds

AnticipatorySetTostartourlesson,allofthestudentswillbesittingattheirassignedcarpetspot.Iwillwriteanequationontheboardandaskthestudentstowhispertotheirshoulderbuddywhatthetwoaddendsare."Remember,addendisjustfancywordforthetwonumbersweaddtogethertomakethesum."Callonastudenttocomeuptotheboardandpointtotheaddends.Next,Iwillaskthestudentstowhispertotheirshoulderbuddywhatthesumis.(Displaycountingonstrategywhenwritingthesumontheboard;"6+2=okaysoIstartatthebiggernumberandcounton,7,8.Ohyeah,thesumis8).OncethestudentsarefinishedandhavetheirthumbsuptoshowmetheyarereadyIwillsay"shakeyourheadupanddownifyoutoldyourbuddy8""Let'slookatsomeequationsontheboardandfindtheaddendsandthesum."

WhiteBoardMarker

Aswesittogetheratcarpet,thestudentsknowtheirexpectationistoalwaysbeeyesonmeandtoraisetheirhandforpermissiontospeak.8minutes

TeacherInputIwillusewholebrainteachingandhavethestudentsmirrormyactions.

2-3minutes

T:"Mirror.Repeatafterme."Addendsare*repeat*2numbers*repeat*thatcometogether*repeat*tomakeasum*repeat*"Turnandteachyourneighborwhataddendsare."Getattentionusing"handsandeyes"CheckforUnderstandingEachstudentwillgetanindivdiualwhiteboard,markerandaneraser.Iwillwriteaseriesofequationsontheboardsuchas(6+2=8).Iwillthenaskthestudentstowriteontheirboardswhattheaddendsare."Whenyou'rereadyshowmeyourboardcarefullybyyourtummy".Next,Iwantyoutowritetheequationonyourboardandunderlinetheaddends."Now,Iamgoingtogiveyouthetwoaddends,andIwantyoutoseeifyoucanfindthesum.Onceyouthinkyouhavefoundit,carefullyholdyourboardupbyyourtummy.-4+2-3+2"Last,Iamgoingtowriteacoupleexamplesthatlookjustliketheworkyougettodoatyourdesktoday."-8+(Drawtwodots)=-9+(Drawtwodots)=

IndividualWhiteboardsMarkers

Remindthestudentsthatwe"takeawhiteboardandpassitdown.Takeamarkeranderaser,passitdownandnodoodling"Ifanystudentisstrugglingfollowingdirectionstheycanuseapieceofpaperandapencil.10minutes

GuidedPracticeThestudentswilbeindivdiuallydismissedfromcarpetwithanexitticketofidentifyingthesumand/ortheaddendofanequationIwriteontheboard.

Iwillstrategicallydismissthestudentsthatmightstrugglemorethantheotherswiththeirworksheetsotheywillhaveampletimetofinish.

IndependentPracticeThestudentswilleachbegivenacountingonworksheetthattheywillcompleteindepently.Thestudentshavenumberlinesontheirnametagsiftheyneedextraassistance.Mrs.Olsonandmyselfwillbewalkingaroundforaidif/whenneeded.

CountingonWS Theworksheetshavebeendevelopedpreviouslytofiteachindivdiualstudents'abilitiessotheycanbesuccessful.Theworksheetsalreadyhavetheirnamessotheywillbeinstructedtogototheirdeskandgetrighttowork.Until11:05-11:10(Timepermitting)

ClosureStudentswhofinishearlywillbeinstructedtoopenupSlateMathontheiriPadsandseeiftheycanfindanycountriesthatgiveusexamplesofcountingon.Studentswhodon'tfinishtheirworksheetpriorto11:10willfinishatquiettimeafterlunchorduringmathgroups.

iPads AllprevioussetexpectationsforiPadusewillbefollowedotherwisethestudentswilllooseiPadprivledgesfortherestoftheday.

EvidenceofLessonEffectiveness/StudentLearning:Thestudentswereengagedthroughoutwholegrouplessonandshowedparticularinterestinparticipating.Havingthestudentswriteontheboardtoshowtheirpeerstheirthinkinghelpedtheirinterestlevels.Byusingwholebrainteaching,thestudentswereabletonotonlylearnwhattwoaddendsdowhentheygotogetherbuttheywerealsoableto'teachme'andtheirpeers.Attheendofthelesson,thestudentsshowedparticulargrowthusingthecountingonstrategytocomeupwiththemissingaddendsandthesum.ReflectionandRecommendationsforNextTime:Therewassomedowntimeatthecarpetwhilestudentswerebeingdismissed.Althoughitwasjustafewminutes,nexttimeIwouldhaveaseriesofproblemsontheboardforthemtodiscusswiththeirshoulderbuddies.Also,thedifferentiatedworksheetsweretoodifficultfor

someofthestudentsresultingindiscouragedspirits.Inthefuture,Iwouldhavesomeeasieronestoswitchoutwiththestudentsifthisoccurred.Attachments,ifrequired.

AnalysisandAssessmentofData

Thepreandpostassessmentsincludedansweringaseriesofquestionsincludingcounting

ontofindthesum,findingthemissingaddendsandfindingthesumofstoryproblems.This

assessmentcoveredthe3objectivesthatarebasedonthecontentstandardsCCSS.1.OA.A.1,

1.OA.A.2,1.OA.C.5and1.OA.B.3.(CCSS.1.0A.A.1:Useadditionandsubtractionwithin20to

solveworldproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,

takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,

drawings,andequationswithasymbolfortheunknownnumbertorepresentthe

problem.CCSS.1.OA.A.2:Solvewordproblemsthatcallforadditionofthreewholenumbers

whosesumislessonthanorequalto20,e.g.,byusingobjects,drawings,andequations

withasymbolfortheunknownnumbertorepresenttheproblem.CCSS.1.OA.C.5-Relate

countingtoadditionandsubtraction(e.g.,bycountingon2toadd2).CCSS.1.OA.B.3-Apply

propertiesofoperationsasstrategiestoaddandsubtract.)Thefollowingbargraphshows

theresultsforthepreandpostassessmentscoresforallindividuals,exceptforonestudent

whowasabsentforthepostassessment.

0

2

4

6

8

10

12

Students Name

Pre & Post Test Results

Correct 91%

Incorrect 9%

Question 1: What number sentence has the same

addends in a different order as 4+2=6?

Correct 100%

Incorrect 0%

Question 2: What number sentence has the same

addends in a different order as 2+7=9?

Correct 86%

Incorrect 14%

Question 3: What number sentence has the same

addends in a diffrent order as 0+3=3

Correct 86%

Incorrect 14%

Question 4: What number sentence has the same

addends in a different order as 6+2=8

Correct 91%

Incorrect 9%

Question 5: What number sentence has the same

addends in a different order as 9+1=10

Correct 95%

Incorrect 5%

Question 6: Five frogs are sitting on a log. Two more

frogs sit on the log. How many frogs are sitting on the log

now?

Correct 82%

Incorrect 18%

Question 7: 3+ (?)=6

Correct 95%

Incorrect 5%

Question 8: There are 7 horses in the bard. Then 1

horse joins them. How many horses are in the barn now?

Correct 82%

Incorrect 18%

Question 9: (?)+4=10

Correct 91%

Incorrect 9%

Question 10: Three dolphins are swimming in the ocean. Six

more dolphins swim over to join them. How many dolphins are swimming together now?

Pre-Test(Outof10points)

Post-Test(Outof10points)

AssessmentImprovement

Student1 7/10

10/10 3pointincreaseStudent2 6/10

10/10 4pointincreaseStudent3 4/10 Absent N/AStudent4 8/10 10/10 2pointincreaseStudent5 10/10 10/10 Student6 4/10 9/10 5pointincreaseStudent7 10/10 10/10 Student8 1/10 4/10 3pointincreaseStudent9 7/10 9/10 2pointincreaseStudent10 9/10 10/10 1pointincreaseStudent11 9/10 10/10 1pointincreaseStudent12 9/10 10/10 1pointincreaseStudent13 9/10 10/10 1pointincreaseStudent14 6/10 7/10 1pointincreaseStudent15 9/10 10/10 1pointincreaseStudent16 10/10 10/10 Student17 10/10 10/10 Student18 4/10 5/10 1pointincreaseStudent19 9/10 10/10 1pointincreaseStudent20 9/10 9/10 Student21 6/10 4/10 2pointdecreaseStudent22 8/10 10/10 2pointincreaseStudent23 10/10 10/10

Uponthecompletionofthepostassessment,onestudenthadadecreaseoftwopoints.22

ofthe23studentsincreasedfromthepretopostassessmentscore.WhenIapproachedthe

studentwhosescoredecreased,theyclaimedtohaveguessedonthepre-assessment

resultinginahigherthanunderstoodscore.Theaveragescoreonthepre-assessmentwas

7.5/10answersandtheaveragescoreonthepost-assessmentwas9/10.Takingallofthese

factorsintoconsideration,itisclearthatoverhalfofhestudentssignificantlyimproved

theirunderstandingofcountingon,identifyingaddends,andusingthecommutative

propertyofaddition.

Reflection

InsightsonEffectiveInstruction:

Basedonthefactthat22outof23studentsincreasedtheirscores,ortheirscoresstayed

thesamebecausetheygotthemallcorrectonthepre-test,Iwouldconsidertheinstruction

giventobesuccessful.Analyzingthepre-assessmentresultsshowedthatsomestudents

hadlittlepriorknowledgeoftheskillsbeingassessedwhilesomehadcomplete

understanding.Duetotheseresults,Idifferentiatedinstructionandassignmentstokeepall

students’interestlevelshighandinordertoinsurethatallstudentsgainedunderstanding,

notjustthelowerscoringstudents.Inaddition,Ihopedthatthevarietyandhands-on

methodsIusedwhileteachingtheselessonswouldhelpstudentsstayengagedthroughout.

Whole-brainteachingwasusedrepeatedlythroughouteachlessonsothatitbecame

secondnatureforstudents;“Twoaddends,gotogethertomakeasum”,whileusingeach

actionstoshowwhatisbeingsaid.ThisinsuredthateverylessonincludedIdo,wedo,you

do.

InsightsonEffectiveAssessment:

Initially,IhadmadeaKahoot!toassessthestudents’knowledgepriortoteaching.

However,itbecameobviousthatthiswasnotgoingtocreateeffectiveresultsduetothe

factthatitwasmoreofacompetitionbetweenstudentsonwhocouldguessthewrite

answerthefastest.Wewerealsoexperiencingstudentslookingattheirpeers’answers

beforeansweringtheirown.Afterobservingthis,IcreatedaMimioVote.Eachstudentwas

assignedaseatwithprivacyfolderssothatIcouldgetaccurateresults.Afterseeingthese

results,IwasabletoseewhereIneededtofocusmyinstructionandalsowhatstudentsI

couldusetohelpmereteachtheseconceptsandideastoourstudents.Itisreallyimportant

inourclassroomthatthestudentsrealizetheyareteacherstoo,itisnotjustadultsthatcan

teachstudents;studentscanteachstudentsandbejustaseffective.Afterourseriesof

lessons,somemoresuccessfulthanothers,Iwasseeinggrowthandcouldtellmystudents

werereadyforthepostassessment.Thiswastakeninthesameenvironmentasthepre

assessment,quietwithprivacyfolders.Overall,Ibelievetheassessmentsprovidedeffective

waystomeettheobjectsofthelessonandshowmewhereeachstudentneededtogrow.

ImplicationsforFutureTeaching:

Inthefuture,Iwouldcreatesomeanchorchartstohangaroundtheroomforstudentsto

discussandcompletewhentheyfinishtheirwork.Differentiatinginstructionwas

importantthroughoutthelessonsinthisunitbutitisimpossibletobepreparedforevery

turnofevents.Iwouldcreateextraassignmentsand/orworksheetsforstudentswho

mightbestrugglingwiththeoriginalassignmentsoIcanhelpthemfeelsuccessfulbefore

challengingthem.Iwouldalsohavethestudentscreatepeer-focusedassessmentsfortheir

shoulderbuddiesasanextensionuponcompletionofwork.Seeingtheproblemstheycome

upwithcanhelpmeseewhattheyarethinkingandwhattheydetermineas‘challenging’.

Thereisalsoonestudent,student21,whohassomecognitivedelaysandstrugglesinall

areasoflearning.Ibelieveifhehadmoreone-on-oneinstructionthroughouttheselessons,

hewouldbeabletogainsomewhatofanunderstandingofsomeofthemorebasicconcepts

withintheselessons.

EvidenceofImpactonStudentLearning:

Duetotheimprovementofscoresfromthepre-testtothepost-test,Ibelievethe

instructionwaseffectiveandstudentlearningtookplace.Inthefuture,Iwouldincorporate

someofthechangessuggestedandwouldexpecttoseebetterresults.Eachstudent,some

morethanothers,showedsignificantgrowthintheclassroom.Theengagementincreased

asthelessonsprogressedandthestudentswereexcitedtolearn.Thisshowedmethat

althoughitwaschallengingforsomeatfirst,thesequencethatthelessonstookplacein

waseffectiveandtherewasabalancebetweenconnectingtopriorknowledgeand

introducingnewconceptsandchallenges.Seeingthestudentsbesuccessfuland

understandingtheconceptsandvocabularytermsbeingusedwasextremelyrewarding

andshowedmethatlearningwastakingplaceandthestudentscouldfeelittoo.Toensure

theseconceptsarenotlostandthestudentscanbecomefluent,repetitionwaspresent.The

topicslearnedwillbebuiltuponthroughouttherestoftheyearandIbelievethestudents

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