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How I’m Thinking About My Students’ Thinking

How I’m Thinking About My Students’ Thinking. By Megan S. Crabb Student Teacher Lowe Elementary, JCPS. Teaching Math to 5 th graders: Data About Us. Design of Instruction: Classroom Environment Learning Objectives Assessments Activities. Classroom Environment.

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How I’m Thinking About My Students’ Thinking

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  1. How I’m Thinking About My Students’ Thinking By Megan S. Crabb Student Teacher Lowe Elementary, JCPS

  2. Teaching Math to 5th graders: Data About Us

  3. Design of Instruction:Classroom EnvironmentLearning ObjectivesAssessmentsActivities

  4. Classroom Environment • Located in suburban Jefferson County • 28 zip codes represented • 40% free and reduced lunch • 25 AP math students • 8 have not been assessed using 4thgrade learning targets

  5. Learning Objectives Gathering and Analyzing Data Students will… • Gather data by surveying classmates • Create a representation of data in a line plot or bar graph • Compare data from different graphs and plots by answering questions about that data

  6. Learning Objectives Identifying Data Students will… • Identify range in a data set • Identify median in a data set • Identify mode in a data set • Identify typical data in a data set

  7. Rationale • KY Core Content version 4.1 Ex: MA-05-4.1.1 – Students will analyze and make inferences from data displays • 5th Grade Curriculum Map Ex: MA-06-4.1.1 Analyze bar graphs, line plots, stem-and- leaf plots • 5th Grade Learning Targets Ex: I can identify the data displayed in a table, chart, plot or graph. • Pre-Assessment Standards Based Checklist Ex: 88%of students were unable to analyze a stem-and-leaf plot.

  8. Pre-Assessment Standards Based Checklist A Pre-Assessment was administered prior to first lesson. The results were used to guide the unit plan. *Content areas with less than 80% mastery must be a main focus of unit.

  9. Activities Students completed a variety of core content driven activities during this unit. Activities were designed to be completed by the whole group, small groups and as individuals. Activities were assessed daily using a Formative Assessment Record Sheet. This sheet guided the nest days instruction, and provided proof for re-teaching, or of mastery. Whole Class Individual Small Group

  10. Assessments Formative Summative Summative Assessments assess what students have learned. Students were given a Post-Assessment upon completion of this unit. The post-assessment showed all areas of content mastery. • Formative Assessments assess how students are learning. • Students were assessed on a daily basis to guide re-teaching opportunities for both individuals and the whole group. • A Formative Assessment Record Sheet was kept for each day’s activities.

  11. Post-Assessment Standards Based Checklist The post assessment was administered upon completion of the final lesson. The results show mastery in 8 of 9 content areas. *Mean not assessed on post-assessment

  12. Unit Reflection:Strengths vs. Weaknesses

  13. Live, Learn and Pass It On A+ Strengths I am able to teach students using a variety of core content driven activities. As a result of my unit, students were able to show growth over a 10 day instructional period. I am able to utilize the technology in the classroom to enhance the teaching of my lessons. Images provided by Google Images

  14. Live, Learn and Pass It On Weaknesses I need more work with matching standards and learning targets to objectives. I need to make sure my objectives cover one skill at a time so my students are not overwhelmed. I need to find more ways to put technology in the hands of kids so they can learn to explore outside the classroom. Images provided by Google Images

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