Helping Students Learn – What an awesome experience

1. Columbus Public - Crestview Middle School Helping Students Learn – What an awesome experience 6th Grade Math Class Otterbein Methods – Winter 2006 Cooperating Teacher: Mrs. Cavinee

2. Student, Teacher, and Community Population • Very diverse racial and ethnic student population • Approximately 75% of teachers are white • Many single family households • Many students do not live with a parent (relative or foster care) • Lower income community

3. “Ah Ha” Moments Related to Student Learning Peer relationships and acceptance is much more important to middle school students than grades or obeying the teacher School is not a priority for some students/families – bigger concerns such as taking care of family, eating, sleeping Homework is seldom completed – there appears to be little support at home or motivation to encourage the students to complete homework Students lack pre-requisites - 75% of students in one class could not complete a basic multiplication and division worksheet – they have no chance of computing volume and area All students have dreams - 5 out of 6 in my Advisor/Advisee group want to be doctors but don’t understand what it will take

4. Content Covered in Unit Patterns, Functions, and Algebra Palindromes (racecar, 1234321) Pascal’s Triangle Arithmetic and Geometric Sequences “nth” term in a sequence Rules for a pattern Linear and non-linear graphs Functions and function tables Function graphs | | | | | | | | Data Analysis Mean Median Mode Range Outliers Histograms

5. Ohio Academic Content Standards • Patterns, Functions, and Algebra Standard • GLI 1 - Represent and analyze patterns, rules and functions, using physical materials, tables and graphs. • GLI 2 - Use words and symbols to describe numerical and geometric patterns, rules and functions. • Data Analysis and Probability Standard • GLI 4 - Understand the different information provided by measures of center (mean, mode and median) and measures of spread (range). • GLI 5 - Describe the frequency distribution of a set of data, as shown in a histogram or frequency table, by general appearance or shape; e.g., number of modes, middle of data, level of symmetry, outliers.

6. Goals – Students Will Be Able To: • Identify character and numeric palindromes. • Recognize and extend a pattern. • Determine the patterns within Pascal’s Triangle and add additional rows. • Write & match a rule or function to a pattern. • Compute and graph the input and outputs for a function.

7. Complete additional rows and columns in a table based on recognizing a pattern and understanding a function. Identify & match a pictorial representation to a function. Compute the mean, median, and mode within a set of numbers or from various graphs. Goals – Students Will Be Able To: (continued)

8. Rationale for Choosing SWBA Goals Student centered Columbus Public School Curriculum Guide Alignment with standards Preparation for achievement test

9. Methodologies Used to Teach • Discovery with manipulatives to help students “see” the math • Peer tutoring (with tutor passes) • Small group activities • Student board/overhead work for motivation • Math Jeopardy (most effective and engaging) • Real-life references (sports and more sports) • Direct instruction for definitions and examples • Worksheets for repetition and re-enforcement

10. Methods of Differentiation • Individual instruction • Pre-written notes/definitions • Peer tutoring (tutor passes) • Co-operative grouping

11. Pre-Assessment Data 6 questions, 5 multiple choice and 1 graph, given to the students on 1st day of the unit. Sample question: Which rule is used to make this number pattern? 3, 5, 9, 17, 33, 65 A. Add 2 to the previous term B. Multiply the previous term by 1 and then add 2 C. Multiply the previous term by 2 and then subtract 1 D. Subtract 1 from the previous term and then multiply by 2

12. Post-Assessment Data 6 questions similar to pre-assessment were included in the written post-assessment, but students had to figure out their answers instead of having multiple choice. Sample question: Complete the table for the rule 2x + 4 = y.

13. Pre-Test / Post-Test Comparison Pre-Test Avg: 2.0 out of 6 Post-Test Avg: 3.3 out of 6 61% increase in correct answers 79 % of students (44 out of 56) increased score

14. Collecting Evidence of Student Learning Formal Assessments • Written unit test • Worksheets and homework Informal Assessments • Board/Overhead work following group activities • Individual discussion

15. The “REAL” Evidence –A Thank You note from a student

16. Observations on How Students Learn Best Many students need very clear instructions and expectations. Students need to enjoy the lesson and the material in order to be engaged. Students possess multiple learning styles – some need to “see” it, others “hear” it, and many need to “do” it.

17. Professional Standards Addressed NMSA I - provide opportunities that support student development and learning Evidence  post-assessment NMSA V - employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all students Evidence  lesson plans NMSA VII - understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals Evidence  journal entries

18. Supervisor and Cooperating Teacher Comments