S17: Blog 11: Full Speed Ahead!
This past week we certainly jumped right back in after Spring Break! With the countdown to testing on we are moving at full speed when it comes to math. I subbed for my CT the last two days before our break and during this time students took their test on a unit we completed about patterns and graphing on a coordinate grid. I spent my Friday afternoon before break officially started grading all of the tests and looking at what the scores were telling us. Overall, I was pleased with most of the scores on the test, although I was puzzled as to why one class’s average was so much lower than the other three. I knew my students would be asking me about their scores when we got back from break so I wanted to be ready for them. I also wanted to be ready to answer my CT when she asked me which questions we should spend time reviewing with the students, to ensure that they grasp the concepts they need to.
This led to me creating a Classflow early Monday morning the day that we came back from break where I copied and pasted the most-missed questions from the test to go over with each of our 4 classes. This is how we started each class that day. Something that I had been thinking proved to be true as students showed that they had understanding of the math concepts and skills the problems were asking them to use, they just had difficulty understanding what the question was truly asking them. Having reading strategies for questions is often just as important as having the math strategies you need to answer the questions!
The rest of Monday my CT and I spent station teaching. We would be moving on to a unit about multiplying decimals and wanted to review concepts with our students that we knew they would need in order to be successful. In my station, I reviewed 2 digit by 2 digit and 3 digit by 2 digit multiplication with the students while my CT reviewed decimals (reading, writing, and place value) at her station.
This week was certainly a shining example of different co-teaching methods in the classroom, as on Tuesday my CT and I taught the first day of the multiplying decimals unit using rotations. Some students were working on iReady math initially, students absent on Monday met with my CT first to catch up with what they had missed, while the rest came to me to review powers of 10 and exponents. Once students had met with me, they moved on to meeting with my CT who showed them how powers of 10 and exponents apply to moving the decimal when multiplying. The whole day felt like it moved incredibly quickly because of the constant movement. I will say teaching the same thing 12 times did at times feel a little repetitive. Although, I still found that I had to adjust my instruction to meet the needs of whatever students were in my group at the time. Some students completely remembered from the beginning of the year while others needed a full re-teach.
Wednesday’s co-teaching model of the day was alternative teaching. My CT led the whole group instruction on how to model multiplication of a decimal and whole number using grid paper and base-10 quick pictures. As students were given problems to practice independently, we noticed while circulating around the room that some students were struggling with drawing the quick pictures. I pulled these students into a small group to review the concept with them and provide them with additional practice, at a pace that worked for them, while my CT continued the whole-group instruction. We even got to display this method co-teaching for some visitors that our principal walked into the room with during our second math class!
As time waits for no man, we spent Thursday and Friday moving on from models onto more efficient ways of multiplying decimals and whole numbers, including using an area model. We also then were able to make connections between the area model and the standard algorithm (which is just like regular multiplication, you just have to know where the decimal goes!) My favorite part of the week by far was “Fun Friday” as my CT and I broke out our Pie-Face Showdown game to challenge students to solve as many problems as they could correctly to earn a chance to surprise each other with a little whip cream to the face. Our students love this game- we’ve played it before with other concepts like fractions. What they don’t know and see is that it’s also a great way for my CT and I to differentiate problems for our students! Friday morning, I created 3 different questions sets (easier, right on target, and challenge) to give the students to play the game with. Students are getting the practice they need, at the level they’re ready for, and having fun doing it! There’s really nothing better than hearing the kiddos laugh with their classmates. My only complaint was that I was on my own the second half of the day and trying to check over 20 students’ work by yourself gives you quite the workout!
This week sped by and I imagine these last few weeks before testing and before my time as a resident is up will go by just as quickly! I’m so looking forward to the future but also choosing to enjoy the moments I’m having now.
FEAPS: 1b - Sequences lessons and concepts to ensure coherence and required prior knowledge
1c - Designs instruction for students to achieve mastery
1e – Use diagnostic student data to plan lessons
1f - Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies
2a - Organizes and manages the resources of time and space to support student learning
2c - Conveys high expectations to all students
2i - Integrates current information and communication technologies
2j - Adapts the learning environment to accommodate the differing needs and diversity of students
3a - Delivers challenging and engaging lessons
3c - Identify gaps in students' subject matter knowledge
3g - Teaches for student understanding using varied and appropriate strategies
3h – Differentiate instruction based on assessment of differing needs and diversity of students
3i - Support, encourage, and provide immediate and specific feedback to promote student achievement
3j – Utilizes student feedback to monitor and support instructional needs and to adjust instruction
4a – Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs
4b – Analyzes and applies data from multiple assessments and measures to inform instruction based on those needs, and drives the learning process
4c - Analyzes and applies data from multiple assessments and measures to drive the learning process
4g - Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge
4h – Shares the outcomes and implications of student assessment data with the student and the student’s parent/caregiver(s)
5c - Reviews data with colleagues to evaluate learning outcomes and plan effective lessons
5d - Collaborates with stakeholders to support students learning
6a - Adheres to the Codes of Ethics and to the Principles of Professional Conduct of the Education Profession of Florida
6b - Demonstrates professional responsibility
6c - Exhibits ethical conduct
6d - Maintains positive and productive relationships with colleagues
Evidence:
Classflow
Pictures
