cait_journal5

Cait Benson March 10, 2009 EDC 452 Assessment Journal # 5

Today my cooperative teacher decided to introduce a different way of using fractions to her mathematics class. This particular way of using fractions built off of what the class did in yesterday’s mathematics lesson and for homework. The teacher began by telling the students that she was going to try and trick them with new types of fractional questions. The children seemed very motivated and excited to outsmart the teacher and learn the new concept. After she had the class’s attention with her opening statement, the teacher started the mini lesson by writing one of the students’ name on the board, Bailey. While the twelve children sat in their assigned seats confused as to how a name could possibly be a fraction, the teacher continued her lesson by saying: “what fraction of Bailey’s name are vowels?” The students took several minutes to brainstorm and responded by saying three out of six (A, I, and E). This opening statement and question introduced the topic to the class. The teacher proceeded to continue with the lesson by using two more names to demonstrate this “name-fraction” idea before she introduced the last type of fractional question. This provided the students with more time to become familiar with the ideas. After this, the teacher then wrote Bailey’s name on the board again. She followed up by saying: “what letters make the first 2/6 of this name?” The students, now more comfortable with different fractional questions, answered by saying the letters “B” and “A.” After the mini lesson was taught, the students were then told to complete the coordinating worksheet. The teacher explained that the front side of the worksheet contained fractional questions similar to what they worked with last class and for homework in order to “warm them up” while the back side contained the new fractional questions that they just learned about. In addition to this, the answers that the students develop correspond with specific letters at the bottom of the worksheet that solve a riddle. Once these instructions were given, the students were sent off to work individually on the worksheet. While the students worked silently, the teacher and several other teachers’ aids circled the room to answer any possible questions. This activity can be seen as formative assessment because the teachers constantly provided all students with both positive and negative feedback about the children’s work. With that, after observing the students struggle on the ditto by circling the room and stopping to talk with each student, the teacher spontaneously decided not to collect the assignment; instead, she decided to go over each answer as a whole class on the board. Reflecting upon this assessment, I really liked to see a teacher, first hand, change her plans half way through a lesson plan. It was interesting to see how a real lesson can pan out. For instance, the teacher planned on collecting the assignment for a grade; however, after observing the students work on the ditto, she noticed that they were struggling a little too much and that it would not be fair to grade the worksheet. With that, I liked that she began by motivating the students to learn this new concept by saying that she was going to trick them. To me, this really captured the students’ attention. In addition to this, I thought it was beneficial to the students that the front side of the worksheet contained problems similar to the ones that they were already comfortable. This gave the students a chance to become comfortable with fractions and work with ideas or concepts that they already have some background knowledge in. It gave the class confidence because they already understood what the worksheet contained. To conclude, I can see myself creating worksheets like this one. I will definitely remember to start with concepts that the children already know and understand so they can stay motivated and keep their positive attitudes throughout the rest of the worksheet. In addition to this, I hope I can make beneficial decisions like my cooperative teacher made today that will help all students learn and fully understand the material //before// their grade is effected.

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