donnelly_Anecdotal_Records

 ·  Worked alone – didn’t include group members  ·  Convinced answer was correct  ·  Didn’t want to share ideas with group  ·  Didn’t check answer for accuracy – fractions added to more than one  ·  Worked more cooperatively once spoken to  ·   Great confidence  ·  Math is difficult for her  ·  Healthy self-esteem  ·  Rushed through the problem  ·  Didn’t participate in discussion  ·  Took group’s criticism of her method well || ** Elizabeth (Blue group) **  ·  So smart  ·  Worked quietly and quickly  ·  Immediately figured out the problem  ·  Lacks cooperative group skills – didn’t include partner in problem solving  ·  Spoken to about working together – told partner the answer but not how she got it <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Wrote poster on her own <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Dominating in group presentation <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Work is organized <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Writing is messy and hard to read <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Answered for her partner when he was asked a question about the solution || <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Brought whiteboard to class without reminder <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Wrote comment down before raising hand <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Offered suggestions during group work <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Added examples of fractions in real life <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Asked me appropriate questions <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Smiled <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Nonverbally joked with classmates <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Tried different methods to come up with a solution <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Helped group members write up poster || ** Matthew (Red Group) ** <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Lacks self confidence in math <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Gave examples of fractions in real life <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Discussed real life examples with original group <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Manipulated the fraction strips <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Behavior suddenly and drastically changed – somewhat interacted until classroom teacher returned to the room <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Quiet and reserved during group work <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Didn’t participate in problem solving with group <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Nothing written on paper <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Able to explain group solution || (Transcribed from my handwritten notes)
 * ** Anecdotal Notes ** ||
 * ** Ambria (Orange group) **
 * ** Anastasia (Yellow Group) **


 * GRADE:** 5th


 * CONTENT:** Students were using fraction strips to solve a mathematical problem requiring them to add fractions. The math problem was about a family who traveled to the mall. The father split the money up among the five family members. The students were asked to determine the fraction of money each family member received and the total amount of money each received. For the lesson, students were placed in groups of 2 or 3 students based on math abilities.

<span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt">Students will: <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt"> 1. <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt">Solve a mathematical word problem using manipulatives. <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt"> 2. <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt">Work cooperatively in small groups and participate in whole class discussion. <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt"> 3. <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt">Record successes and failures while problem solving to aid in explaining their process. <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt"> 4. <span style="FONT-WEIGHT: normal; FONT-STYLE: normal; FONT-FAMILY: 'Times New Roman'; mso-bidi-font-size: 12.0pt">Describe the process and reasoning of their solution in writing and verbally.
 * LESSON OBJECTIVES:**
 * ASSESSMENT CRITERIA & INSTRUMENT**: Anecdotal records. I had no particular format in mind when I took the notes in class.

AMBRIA I think it was great that Ambria had the confidence to tell me she had the correct solution. This shows that she still has maintained a healthy self esteem. From my observations, it seemed like she rushed through the problem without even thinking about what the problem was asking. Throughout the semester, I have noticed that she has a difficult time conceptualizing concepts. I think she would benefit from going back to the concrete level of learning mathematical concepts to gain the background knowledge she needs to understand the problem.
 * ANALYSIS:**

ELIZABETH From my notes, it is clear that Elizabeth is lacking in cooperative learning skills. She is dominating in both the problem solving and group presentation. Even after I spoke to her group about equal participation, the problem remained. She somewhat explained the solution and then wrote up her solution completely on her own. So is so incredibly smart, but her social skills are severely lacking. I was impressed at how Elizabeth completed the problem very quickly and accurately. Unfortunately, she left her partner sitting back and twiddled his thumbs with nothing to do. When her partner was asked about the solution, Elizabeth answered for him. It seemed like she was assuming he did not know or would not answer as well as she would, since it was “her” solution. I think Elizabeth needs to practice working cooperatively in groups. She is very smart, but she tends to prefer working by herself or one particular other student who was not her partner for this task. She is not always going to have her choice in groupings, so she must be taught how to adapt to different situations. The ability to work with others is an important skill to possess for the real world. After practicing working in groups, I would start by asking her to be reflective in thinking about her cooperative learning. I would ask her to list a variety of qualities that make up a positive cooperative group. From there, I would pose questions for her to reflect on, such as, “Is the solution a combination of thoughts from all the group members?”

ANASTASIA She is doing very well during classtime. She has made significant improvements over the year. She asked questions and participated in the group work. It is great she has become comfortable enough to communciate nonverbally with her classmates. It is a shame the school is closing next year and she will be going to a new school without her friends. I think she needs to continue being supported by her classmates and her teacher in order to continue succeeding.

MATTHEW He is very nervous and uncomfortable in math class compared to his behavior in other classes. There was also a distinct difference of his behavior when the math teacher was out of the room and when she returned. Based on my observations, I think his dislike of math has alot to do with the way his teacher treats him during math class. He was quiet and seemed to prefer not trying to do the problem. I think he chose not to participate because he has been programmed to have little confidence in his math abilities. I recommend that a future teacher slowly begins to restore this student's confidence in math by providing opportunities for him to succeed. In the meantime, this student needs to try to get through the rest of the school year with a teacher who makes him feel negatively about the subject.


 * CLASS RECOMMENDATIONS**: I think the whole class would benefit from concrete manipulatives and practice in group work. All the students would also benefit from increased affect.

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