Hillery_AR

Anecdotal Records: These records were made during my math lesson and focus mainly on cooperative learning in pairs and groups.

four focus groups Group 1: Students AM, MN, and MR Only group of three Seem to want to keep apart need to be promoted to push desk together Work independently unless promoted Am and MN work together but exclude MR little effort to work together to help each other solve the problem.

Group 2: Students DZ and MS Time each other quickly work independently to solve the first half of the problem DZ shared the guidance he got from me with MS Both became frustrated and gave up after answering only the first half of the problem DZ refused help from another student who was finished Ms asked for more help but was unable to finish before it was time to leave for art.

Group 3 students DG and BL

BL distracted talking to another group Bl needs to be prompted to stay and work with her partner DG completes the work for both herself and her partner DG tries to explain to BL why she has calculate the number of breaths per hour before she can calculate the number of breaths per day Bl tries to finish the problem but becomes distracted by a group that is already finished.

Group 4 students AS and RM Work well together to time their breaths AS helps RM to calculate how many breaths in an hour both request help on how to calculate the number of breaths per day. AS finishes first and attempts to help RM to finish the problem

Grade Level: fourth grade

Content of lesson: see math lesson plan

Objectives:(see math lesson plan) and To assess how well students work together in pairs.

Assessment: anecdotal notes taken during the lesson

An analysis of data: despite being placed in pairs after they timed their breathing most of the students worked independently to solve the problem.

Sample of student work: N/A

Recommendations for future instruction for the entire class: Work on working cooperatively to solve problems, emphasize combing knowledge with group members to work on solving a problem together that may be to difficult to solve independently.

Recommendations for instruction for the sample student: Group 1- work on showing respect for fellow class mates and working in groups whether they like their partners or not. Group 2- work on not giving up so soon, maybe pair these students with students of a higher developmental level in math. Group 3- work on keeping BL focused on the task, and make sure DG doesn't get stuck doing all the work by herself. Group 4- work on making sure the partners work together and that RM doesn't let anyone push him around, make sure there is enough time to finish the problem.