Nelson_08_AnecDotPort

[|anecdotal_rec.jpg] [|Anecdotal Records Nel.doc]
 * Grade Level**: 4


 * Content of Lesson:** I completed the anecdotal records during my math lesson. Students were in groups solving a particular word problem and were showing their answers individually on their own poster. The word problems came from the book, //Math Curse// by Jon Scieszka and Lane Smith.

 1. Students will show an understanding of multiplication, division, addition, and subtraction problems through completion of various word problems presented in the story, //Math Curse.// 2. Students will discover ways to organize information in a word problem in order to solve it. 3. Students will work effectively in a group to explore word problems.  4. Students will show individual understanding through showing their work on an individual poster.
 * Objectives:**


 * Assessment Criteria and Instrument:** I did not have a formal format for the assessment. I simply wrote down observations on two students in the class during group work.


 * Analysis of Data:**

__Dylan:__ Dylan seems to have trouble when working within a group. He is easily distracted and many times is socializing more than actually completing his work. I was walking around the room to each group to see how they were progressing, and Dylan would be the only group member with a blank poster. I asked Dylan why his group members were completing their problems on their posters and why he was not completing his with them. He brushed me off and said, "I'm doing it." He has a tendency to not do his work. It is apparent it is more for behavioral reasons rather than ability. On other days I have observed the class, Dylan was the first student answering math questions. It seems that group work distracts him more than helps him. __Skye__: When I was walking around the room, I noticed Skye looked a bit lost when her group members were explaining how they could solve the problem. Her poster was blank while her group members were completing their own. As I walked over to their group, I asked if anyone had questions and Skye said, "I don't get it." I had her read the problem to me aloud and then I asked, "So, what are we looking to find out?" She still said, "I don't know". I then went through the problem, sentence by sentence with her, to try to help her understand what the problem was asking for. She then said, "Ok, I'll try it by myself." I could tell she wanted the attention off of her so I walked around to another group to give her more time, but when I went back to her, she had drawn three things that did not make sense to the problem. I then told her to try to solve it with numbers first. Her math problem dealt with how many ears are in the classroom if there are 20 students. It could be both a multiplication problem as well as an addition problem. It was clear that she did not understand what her group members were saying about how to solve the problem and it seemed she was overwhelmed by the idea of solving the problem in different ways. 
 * Student Work**: N/A


 * Recommendations for future instruction for the entire class**: In the future, if I were to complete this lesson again, I would have a differentiated instruction for the lesson. For students like Skye that need a little extra assistance in understanding the problem, I would allow for more one on one time with me, the teacher, to ensure every student is understanding the problem. I could also form the groups myself to ensure that a strong student is in a group with a student that may need extra help. This will allow for peer discussion and assistance.

__Dylan__: Since Dylan's problem was more behavioral, to ensure he completes his work I would put him with a partner that is strong in the subject. This will decrease Dylan's probability of not completing his work or being distracted for social reasons. A group with 4-5 students may be too many students for him to be able to focus with.
 * Recommendations for future instruction for the students I sampled:**

__Skye:__ I would allow for more opportunities for one on one assistance with Skye. I would have started off the assignment by walking around the room to be available for all students and then allow for individual help for those that needed it. I felt I was on the right track with Skye, but she needs more assistance in learning the concepts. I think if she was in a group with some students with a strong understanding of the concepts, she would have had a better chance of grasping what the question was asking. The group she was a part of was not discussing what the question asked for, they simply began solving it. Skye needs more implicit instructions in order to begin to complete her assignments.