TAT2 task 1 PDF

Preview

Summary

essay...

Description

TAT2-Task 1 Brad LeFevre Student ID: 001240495 Program Mentor: Michelle Roberts Assessment Code: TAT2 Task 1 5/23/2020

Instructional Goal When given a double-digit by double-digit multiplication problem students will be able to solve and understand the process of double-digit multiplication at a success rate of 70% when using one of the explicitly taught strategies. Performance Objectives When given a double-digit multiplication problem students will be able to correctly set up and apply turtle head model process 70% of the time. When given a double-digit by double-digit multiplication problem students will be able to break apart the double digit numbers correctly when solving, using the area model process of double-digit multiplication at a success rate of 70% when using the turtlehead method. When given a double-digit by double-digit multiplication problem students will be able to break apart and correctly place the numbers and their products of double-digit multiplication using the area model at a success rate of 70% when using one of the explicitly taught strategies. When given a double-digit by double-digit multiplication problem students will be able to solve and understand the process of double-digit multiplication using the area model at a success rate of 70% when using one of the explicitly taught strategies. When given a double-digit by double-digit multiplication problem students will be able to solve and understand the process of double-digit multiplication using the place value sections method, at a success rate of 70% when using one of the explicitly taught strategies. When given a double-digit by double-digit multiplication problem students will be able to solve and understand the process of double-digit multiplication using the algebraic notation method, at a success rate of 70% when using one of the explicitly taught strategies. When given a double-digit by double-digit multiplication problem students will be able to solve and understand the process of double-digit multiplication at a success rate of 70% when using one of the explicitly taught strategies. When given a double-digit by double-digit multiplication problem students will be able to solve and understand the process of double-digit multiplication at a success rate of 70% when using one of the explicitly taught strategies. (Review/practice for assessment)

Audience I am a general education teacher at the fourth grade level, with a class comprised of 15 students. None of my current students have any IEP or 504 modifications, although there are students receiving tier 1 and 2 interventions

currently. My class is comprised of a mix of boys and girls, ranging from 8-10 years old. Most of my students are below grade level, and perform below state expectations on standardized state test in both math and ELA. In response to this, I am constantly reviewing and teaching previous grade level standards and topic while pushing them forward in 4th grade curriculum. My students come from a mix of single parent families, living with relatives, and multiple families living in one home. I am responsible for teaching all subjects outside of special areas (PE, art, music, library, STEAM. Students have these special area classes once per day for 40 minutes, there are no aides or support staff in my room. Students in my class have a very wide range in the socioeconomic status they come from. Many have a low socioeconomic status at home. Overall, my students have a great attitude and motivation towards math, there are 1-2 students who often put forth very little effort in order to avoid being overwhelmed, but once the needed hurdle help is provided these students enjoy the success they are having with their task. This positive attitude towards math helps them persevere and succeed with challenging topics. Since students often have such an eager, positive attitude towards math, they often respond very well to positive praise. The students seem to really buy into and appreciate any positive praise; I plan to incorporate as much positive praise as possible to help build their confidence when working through this process. For the students who often need hurdle help to raise their initial effort, I plan to incorporate more small-group discussions of what needs to be done, in order to show them that their peers are also struggling and need help as well, while helping the whole group instead of just those 1-2 students. Building off any student successes seems to go a long way with this group of students, so trying to find any positives, no matter how small will be a large point of emphasis going forward. Key Components of the Unit This unit will be broken into eight lessons, spanning over 8 hours of instructional time. During this unit, students will be learning through a variety of deliveries, they will be learning in face to face lectures, small group direct instruction, online digital tools, and partner/independent work. This unit has been designed with the cognitivist theory in mind. Students will be building upon new

material, with time constraints, requiring a scaffolded approach. They must have a better knowledge of the topic before they can move on. The teacher will be utilizing small group direct instruction to ensure the best personalization of each lesson, small group interactive activities, utilizing technology resources in order to easily personalize content, track data to make data driven instruction on a student-by-student and group basis, while utilizing best practices. Resources/Materials needed 8x11 construction paper, markers, mini white boards, dry erase markers, erasers, computer (with online resources), pencil, paper, poster from previous lesson, multiplication worksheet, multiplication mania, dice, math expressions work book, math expressions homework/Remembering book. Lesson Plan and student performance description In lesson 1, students will start by watching how to multiply two double-digit numbers. After this, they will watch how to apply the turtlehead method. Next students will be writing out the steps to this method on their poster, with corresponding colors applied to an example problem. Step by step as we work through an example together. Once we have worked through this together students will continue to work through practice problems while identifying the next step as a group. After students have shown success as a whole group, they will work with a partner to solve/apply the correct steps. As students start to show success in partners they will have a chance to demonstrate their knowledge independently with an exit ticket where they must identify/point out what the steps are. These support the cognitivist theory because students are required to build upon previous knowledge, in a strict time constraint, while showing that they understand something before they can move and solidify this knowledge. In lesson 2, Students will be grouped by ability in order to help differentiate my instruction to student needs. Once in groups students will rotate through three stations. With me, students will get direct instruction, on the computer students will be completing scaffolded work in order to ensure they are in their zone of proximal development. At the independent station students will be demonstrating their knowledge on the topic through independent practice, as well as reviewing past topics. Students will be strategically placed at a starting rotation so that at the independent station they are able to demonstrate their understanding. These

support the cognitivist theory because students are required to build upon previous knowledge, in a strict time constraint, while showing that they understand something before they can move and solidify this knowledge. In lesson 3, Students will be grouped by ability in order to help differentiate my instruction for student needs. Once in groups students will rotate through three stations. With me, students will work to complete and check their peer’s work, on the computer students will be completing scaffolded work in order to ensure they are in their zone of proximal development. At the independent station, students will be demonstrating their knowledge on the topic through the multiplication mania board game. Students will be strategically placed at a starting rotation so that at the independent station they are able to demonstrate their understanding. These support the cognitivist theory because students are required to build upon previous knowledge, in a strict time constraint, while showing that they understand something before they can move and solidify this knowledge. Student performance will be assessed on a daily basis through teacher observation, online data tracking, and through a 10 question post assessment at the end, comprised of both multiple choice and written response. Technology resources There are seemingly endless amounts of technology at our fingertips these days, 6 very helpful pieces of technology that will help my students in this unit are Prodigy, IXL, YouTube, Kahn Academy, Smart Board, and Big Brainz. These are unique in their own ways, and help students differently. Prodigy and IXL are productivity programs, YouTube and Kahn Academy are research resources, two other helpful resources are Big Brainz, and a smart board. Prodigy is a computer based math game that creates very high student engagement, while allowing the teacher to easily personalize content, and collect and track meaningful data in order to make data based decisions with their instruction. This resource promotes meaningful learning by giving students a preferred activity while pushing each student individually at their own pace/level with high engagement. Two limitation to this resource are that when assigning standards based work the whole class must be working on the same standard, versus an assignment where each student can have a different topic for their personal assignment on the program. Another limitation to this program is that at times students may find ways to waste time and become easily off task.

The next resource is IXL; this is a computer-based program that allows students to work on very specific skills that scaffold from more basic, to work that is more complex. It can be used across many subjects (math, science, reading, writing, vocabulary, social studies, and Spanish), making this a tremendous resource for educators. It provides great feedback/data for educators to look through in order to help with data based decisions. Having students work on these specific skills, allowing them to get through so many problems in a small amount of time makes it a very meaningful resource. One limitation to this program is that is more of a skill and drill type of resource, over time if this is over used students tend to lose interest/motivation. Another limitation is that you need to have access to a lot of computers/iPads. The next resource is YouTube; this can be used as a very meaningful and powerful resource for research in school. There are a variety of productive videos teaching and guiding students through trouble spots when they are on their independent work rotations. Allowing students time on YouTube can be a very powerful thing for a teacher, even educational videos are off high interest to students since they are allowed to “go on” YouTube. With this comes some of the limitations, while most/many are engaged and on task, there are always some students who try to take advantage of this by going on to view unrelated content. Another limitation of this is that it requires several computers/iPads, as well as headphones, which are both not readily available at all schools. Another resource is Kahn Academy; this is an online-based resource. This gives students the freedom to work through their work at their own pace, as well as providing a great resource to look up videos to help them complete tasks they may otherwise need help from the teacher on. This resource contributes to meaningful learning by giving students control of their content, giving them a choice of which format they want to view the content. Giving students this choice is an easy way to help boost engagement and learning. Some limitations to this are that it takes a bit of time for students to be able to learn and consistently use this resource accurately. Another limitation is that by giving them the choice of what to do, students do not always make the most appropriate decisions, but with class community building, etc, this can be worked out.

Another resource is Big Brainz, this is an extremely engaging math based game. This program is a fast-paced math fact game that my students love to play. This helps build meaningful learning by making students quickly work through their math facts; once they are mastered they earn a special level for each operation, which gives them things like double digit work. This helps build meaningful instruction by giving students fast-paced content, to push them individually to raise their math fact recognition. Some limitations to this program are that it is a fast-paced game so students that need more time to process things often do not perform as well as their peers. Another limitation is that this program, students may not work with advanced facts until after they have mastered their basic facts. So unless you work with it prior to a more advanced unit it takes some time for students to get to what you intended them to work on. The last resource is a smart board; this is a great resource for teaching students in a whole group setting. This allows me to have a much more interactive presentation, having students come up to the board to write their work, circle things, draw, explain, and use their motor skills. This helps build meaningful instruction by giving students a more memorable and interactive presentation. Some limitations to this are that it only allows one person to use it at once, so having everyone participate in a lesson is very time consuming. Another limitation of the smart board is that they are very costly, and for a district to keep them up to date is very tough, as with most technology they become outdated very quickly. In my unit, I will incorporate Prodigy, YouTube, and a Smart Board into my unit. In order to effectively incorporate Prodigy into my unit and avoid the limitations mentioned above I will use a program called Go guardian, which allows me to monitor student computer usage in live time, at a quick glance, I can see who is working and who is wasting time. In addition, to avoid the personalization limitation I plan to give students both a standard to work on, as well as an assignment. That way each student is working at their own pace on current standards, while getting their personal work that each student needs. YouTube can be a very powerful resource and a very distracting resource at the same time. One way I will avoid some of its limitations is by using the program Go Guardian to limit what websites and searches are allowed. This allows me to have the assurance that all students are on task, and not just searching YouTube

for their favorite song or video game. In order to ensure I have enough electronic resources I will sign out the iPad cart well ahead of time. The last resource I will incorporate is a Smart Board. In order to help avoid its limitations I will pre select students so that they know when they are coming up to the board for their turn, this will not only speed things up, but make them feel more comfortable/prepared for their turn in front of peers. The three resources I have selected for my unit are all more than appropriate to include. These resources do not only enhance the learning on the student send, but they enhance the instruction on the teaching end. That is a true sign of an efficient and appropriate educational resource. Evaluating the six original resources allowed me to compare and contrast similar resources, while viewing their limitations. Giving me the opportunity to see which resource will benefit students most, while have the least offset in limitations. Using the productivity resource (Prodigy) will help enhance the effectiveness of the instructional unit by giving students a very engaging, preferred choice method of work. Having students working on something they enjoy will only increase their productivity, as well as their retention of that topic. Using the research resource (YouTube) will help enhance the effectiveness of the instructional unit by giving students the control over what they will be researching to help them. Students are much more likely to engage in their work when they are choosing what it is that they are working on (in this case, watching). Using the additional resource (Smart Board) will help enhance the effectiveness of the instructional unit by giving students a hands on opportunity to show their knowledge and abilities in front of peers. This can be a very powerful resource; students are hyper-focused when they know they will be in front of their peers demonstrating what they have learned throughout the lesson. This will help boost student attention and engagement, along with helping students move a little bit, rather than being sedentary throughout the lesson....