4a: Reflecting on Teaching
ELA Lesson Plan Reflection.docx
Professor Bellew
ED345
24 October 2018
ELA Placement Lesson Plan Reflection
Despite some distractions, I thought my lesson was successful. I saw almost all of the students had raised their hands to answer questions and they were all engaged. My cooperating teacher asked me to create a lesson that reviewed nouns, verbs, adjectives, adverbs, and prepositions. There was a lot of information provided but I believe the students used prior knowledge and were able to understand all the concepts. After my lesson, the students participated in a Kahoot! and had a sheet to complete for that night’s homework.
One thing my supervisor has mentioned to me is how well I demonstrate my knowledge of my students. I feel as though I know which students need more attention than others. One of the goals I set for myself is to call on different students each time I ask a question. It will help students enjoy the activity more and. I think the instruction I designed worked for my students because it allowed room for a lot of class participation and hands on activities. My students like to volunteer and share their ideas, so I made that part of the lesson. They also had the opportunity of cutting stuff out and using their iPads for more textile learning experiences. Lastly, creating a Kahoot! allowed me to practice designing student assessments.
When I arrived at school that day, my cooperating teacher explained that high school students will be coming into the classroom to observe and help at 8:45. I was supposed to start teaching at 8:45, so I was nervous that the students would be distracted. I tried to wait until after the student arrived to get started but the student wasn’t there when it was time for me to start so I began. The high school student arrived in the middle of my lesson, which distracted some students, but I got the students to focus quickly. I think I managed their behaviors during this time well. My supervisor said I managed the students well during this and set instructional outcomes clearly before I started my lesson so that when the high school student came in the students knew what to do. Lastly, I tried to stress the importance of this material by explaining to the students that they will become better readers and writers if they understand all of the concepts.
Despite the craziness of the day, I got to practice being flexible and adjusting my lesson to the situation at hand. Another event that happened was my cooperating teacher gave the students part of the worksheet I was going to have them complete during my lesson for homework the night before despite me sending her that worksheet. Again, I had to adjust my instruction to the situation and make the best of it. I was thinking of what I could have the students do or write during the time I was going to give the students to complete the worksheet. I suggested that if the students didn’t complete their homework, they could complete the worksheet at that time. If they did finish, they could begin cutting out the vocabulary my cooperating teacher asked me to make for them. My students have been engaged every time I teach and are always willing to answer the questions I ask. I always feel that they understand what I’m teaching while I’m doing it. This week I had the opportunity of creating a Kahoot! and homework sheet to assess my beliefs. After looking at the homework sheet and the Kahoot! results, I understand where students are still struggling.
If I had to teach my lesson again, I would spend a few more minutes on prepositions and adverbs because I noticed students struggled with the Kahoot! questions that pertained to those topics. Another thing I would do is not review all these parts of speech at the same time. I think it would’ve been more beneficial to the students if each was reviewed individually. I think each week I teach, I grow and develop professionally and am more excited to teach the next week. Overall, I think my lesson was a success and the students are confident in their parts of speech.
4b: Maintaining Accurate Records
4c: Communicating with Families
Parent:Teacher Conference.docx
Madison Kubik
October 4, 2018
Parent/Teacher Conference
On October 4, my cooperating teacher invited a student and his parent to stay after school to discuss behavioral and educational issues. The whole meeting was student-centered. My cooperating teacher asked the student to provide information on how he will learn better and start paying attention in class. The mother of the child also let the information come from the student. The student provided all of us with some information that will help us teach him better. After the student supplied the group with answers, the mother asked a lot of questions and gave more information about the student. She wanted to help us understand her child better, including some of his strengths and weaknesses. This was a unique experience for me to participate in because I have never sat down with a parent to discuss their child before and it was interesting to see how all parties handled the situation. I learned a lot through this meeting and was able to help my cooperating teacher create an action plan for the student. The student and parent left the classroom feeling accomplished and improvement was made after this meeting.
4d: Participating in a Professional Community
In Class Math Lesson Plan.docx
Teachers: Madison Kubik and Jennie Guarneri
Topic: Two-digit x One-digit Multiplication
Grade level: 4th grade
Length of time for the lesson: 30-35 minutes
Date: November 7, 2018
Collaborative Math Lesson Plan
Relevant academic standards
- Standard - CC.2.1.4.B.1: Apply place value concepts to show an understanding of multi-digit whole numbers.
- Standard - CC.2.1.4.B.2: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Lesson objectives
- Students will be able to multiply two-digit by one-digit numbers.
- Students will be able to multiply using three strategies
Essential question
- What are different models for multiplication?
- What is a standard procedure for multiplying multi-digit numbers, and how do place value properties aid computation?
- What real-life situations require the use of multiplication?
Materials
- Individual whiteboards
- Dry erase markers
- Erasers
- Make your own picture worksheet
- Example problems
Accommodations
- Giving students a multiplication table.
- Help students with lining up place values.
- Giving students extra time.
- Helping students cut out arrays/write.
Management
- Start the lesson with daily math problem.
- Keep students engaged by including students throughout the lesson.
- Use proximity or stating students’ names to re-grab their attention.
- Reminding students to look at the board.
- Ensuring students are on task if working with partners.
- Ensuring students are not talking to their peers if work is to be done independently.
- Grouping will be determined by where students are sitting, make sure no one is at a table alone.
Lesson procedure
- Traditional Method
- Partial Product Method
- Box Method
Preparation/hook (2 minutes)
- The problem on the board: Miss Kubik goes to a store to buy 2 books. They are priced at $16 each. How much will she spend on the books?
$16 x 2 books = $32 total
Development of concept (21 minutes)
- The first method that we will introduce is the standard algorithm for multiplication.
- For the standard algorithm, we first want to multiply the ones in the bottom number by the ones in the top number.
- We place the result in the one's column. Regroup to the tens if needed.
- Next, multiply the bottom’s ones by the top’s tens. Add in any carrying. The result goes into the tens place.
- Next, start a new answer line under the first and put a zero in the one's place. This holds your place value.
- Then, multiply the tens in the bottom number times the ones in the top number. Regroup if needed.
- Multiply the bottom tens by the top ten. Add in any carrying.
- Lastly, add together the two answer lines.
- Ask someone to share their work on the board.
24 x 3 = 72 (showing) 34 x 4 = 136 (together) 18 x 3 = 54 (individual whiteboards)
- The next method is the partial product method. This method of multiplication has students focus on one number at a time without having to regroup or carry numbers.
- For example, if you are multiplying 15 X 8, the students would first multiply eight times five, since that is the first portion of the problem, and write 40 beneath the problem.
- The students would then multiply eight by ten since the one in fifteen is worth ten. The students would write eighty beneath the equation as well.
- When each of the numbers has been multiplied, the numbers beneath the initial equation will be added together. In this case, forty and eighty would be added together, and the overall answer to the multiplication problem would be 120.
- This allows students to see each number in its entirety, the one challenging area is to make sure students are properly lining up place values when they are writing the first answers to add together at the end.
- Ask someone to share their work on the board.
15 X 8 = 120 (Showing) 24 X 9 = 216 (Together) 41 X 5 = 205 (White Boards)
- The last method is the box method.
- First, you create a box and separate it into two columns.
- Break the bigger number into its expanded form and place the single digit number on the left of the box.
- In the first column, you would multiply the two-digit number by the one-digit number and find the result.
- In the next column, you multiply the number in the ones by the one-digit number and find the result.
- Take the results from the two columns and add them together.
- The answer you get is the answer to the original two-digit times one-digit number. two.
- You can check your answer by using the standard algorithm.
- Ask someone to share their work on the board.
44 x 7 = 308 (showing) 93 x 8 = 744 (together) 85 x 3 = 255 (individual whiteboards)
Learning activity (5 minutes)
- The students will be given a worksheet where they create their own skyscraper/city by using two digits by two-digit multiplication facts.
- The buildings will be a slim piece of cardstock folded in half, so the students can work on both the front and the inside of the paper.
- Have students write the multiplication equation it represents on the bottom of their building.
- Students will be given three multiplication problems and instructed to solve as many as they can in the remaining time.
Array City Problems:
14 X 3 = 42
10 X 5 = 50
19 X 6 = 114
(4 groups of 2, 1 group of 3)
Closure
- Review the three methods.
- “What method did you use to make your own skyscraper/city?”
- “Did you find the method easy?”
- “What method seemed the most challenging?”
4f: Showing Professionalism
Madison Kubik
ED 365
Dr. Frick
29 October 2018
Professional Learning Network
My professional learning network helps create opportunities to learn and grow as an educator and provides me with resources to use in the future. Some of the companies and organizations I follow are Education Week, Teaching Strategies, Council of Teachers of Mathematics, Center for the Collaborative Classroom, Teacher Created Resources, Teaching Institute for Excellence and STEM, National Council for Social Studies. These groups and hashtags all embody and focus on things that I want to show in my future classroom. I follow hashtags such as creativity, 21st-century learning, collaboration, classroom management, and classroom design. Many of the different resources I found are teacher made resources. I think they are beneficial because they come from current and former teachers who know about the education system. I also follow a lot of companies and organizations for the different content areas that provide blogs and articles that would help further my education and give me opportunities to become a better teacher. When I teach social studies or any other content area, I want it to be creative and relevant. Resources like NCSS help me find relevant and current information. Any grade level teacher can find meaningful information in the organizations and hashtags listed. The connections I made on LinkedIn were my fellow colleagues and people with the same interests as me as well as organizations that believe in the same philosophies.
The best resource I follow on LinkedIn is Education Week. It provides articles and resources for many different aspects of teaching. It also allows teachers to stay educated on current events and can help keep the topics and discussions in school relevant to students. As I investigated their profile more, I found the articles shared to be very informative for educators and can enhance education in many ways. Each item I read I found beneficial to my future teaching and saved many as future resources.
My professional learning network supports my teaching across the four domains because it embodies the philosophies I believe in and gives me access to resources that will benefit my teaching. I have collected many resources that fall into the planning and preparation domain. With my professional learning network, I am demonstrating my knowledge of resources by collecting these artifacts and following companies that share meaningful information. Sources like the Teaching Institute for Excellence in STEM and the National Council for Social Studies will help build my knowledge of content and pedagogy. Lastly, the resources provided from the different organizations can help me design coherent instruction and have a collection of resources to use.
Many of the hashtags I follow support domain two. They will show me articles and organizations that will help manage my classroom and my students. Two of the sources I follow are teacher made, meaning they are filled with well thought out resources that will help engage students in their learning.
The companies Teacher Strategies and Teacher Created Resources will help guide my instruction and better it. Developing and creating a professional learning network will support my teaching and displays my professional responsibilities.
By following organizations and companies that support education I am participating in a learning community. LinkedIn provides me with the platform to discuss education with other educators. Lastly, the connections with these groups allows me to show my professionalism and grow and develop professionally.