Edmu 524 week 4 journal PDF

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Week 4 journal response ...

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After watching the video in the learning activities folder Public Lesson: Number Operations-Multiplication & Division Lesson by Becca Sherman, and reading Chapter 13 in Elementary and Middle School Mathematics by Karp, Bay-Williams and Wray, I learned what the academic benefits are of focusing a lesson surrounding a Big Idea. The academic benefits of focusing a lesson surrounding a Big Idea are that it engages students’ prior knowledge and can be used to build the students acquisition and use of key conceptual knowledge. Using a Big Idea allows students to focus on one conceptual idea and learn new concepts that branch underneath that idea, that they can keep relating back to the Big Idea in order to understand their meaning or why they are learning the given concepts. To develop student understanding of the concepts of multiplications and division, the teacher focused on multiple strategies that differentiated her lesson. She asked students to access their prior knowledge of multiplication and division and to call out concepts they remember from class or from experiences they have had outside of the classroom. She also asked students to work in partners or small groups to think of ways they could explain multiplication or division concepts, and asked students to work off of each others answers to explain why they agree or disagree. She also asked students to engage in mental math with different given problems and allowed students to work through their understanding of solving an equation in whichever way they liked best. The teacher also did a really great job of keeping students engaged in the lesson even during transition periods which is really important, and is a time where especially in that type of setting, the students attention and focus can get lost.

I think the previous question also answered what effective engagement strategies the teacher used throughout the lesson and what evidence supports that the strategies were effective by the differentiated instruction she provided and how she let students use different ways to answer equations, with explaining how they solved the equation. She also spent time allowing students to draw an example or image of the math problem they were discussing as a class about money. The students were taking notes and drawing images but they were not necessarily asked to answer the question yet. All of the students created different stories and notes in their work that could be used to answer the given question, and this showed the teacher that her strategy of teaching this word problem was effective because even though the students all answered it differently and showed their work differently, they still understood how they were supposed to answer the problem. If I were to teach this lesson, which I believe the teacher highlighted very well in the outro of this lesson, is that too much time was spent on focusing on one given problem, or allowing students to run with one factor to multiply with and then students thinking they could not alternate that factor with another one and still be able to use that as a multiplication concept. For example, after the first student gave the example of 2x8=16 which is also 8+8, the teacher could have encouraged students to say what happens if we say 3x8, could we still use addition to solve this problem the same way we did as the previous example.

A., V. D., Karp, K., Bay-Williams, J. M., Wray, J. A., & Brown, E. T. (2019). Elementary and middle school mathematics: Teaching developmentally. NY, NY: Pearson. Faculty Debrief. (n.d.). Retrieved from http://www.insidemathematics.org/classroomvideos/public-lessons/4th-grade-number-operations-multiplication-division/facultydebrief...