Differentiated Assessment is a process where teachers combine data and valuable information together before, during and after instruction takes place to create a strategic learning plan. “One of the major principles of differentiated instruction is that of making instructional choices in response to differences in student learning. It therefore stands to reason that teachers must be aware of what students are learning and how they are applying it in order to vary that in instruction. Even though teachers evaluate student learning with great regularity, most of these activities are conducted in order to produce grades, to place or sort students, or to document students’ progress on high-stakes exams, while these assessments have their place, …show more content…
Common Core Standard: CCSS.MATH. CONTENT.2MD.8 Solve word problems involving pennies, nickels, dimes, quarters and dollar bills. An example would be: If you have five dimes and three nickels, what is the total amount? The correct answer is 0.65 cent.
My classroom consists of twenty students of different background. There are 12 boys and 8 girls. Twelve students are learning on a 2nd grade level, four are learning above level, and four are learning below level. The four students that are below level are resource students. They leave the classroom three times a week for three hours in persistent to resource instruction purposes. This week’s unit lesson will cover the material, objectives and curriculum of learning.
Students will solve problems affiliated with counting money with 90% accuracy. Their progress will be measured by learning how to identify each individual coin and bills during the learning stage. The students will demonstrate mastery is achieved by showing they can identify the value of each presented to them at 99% accuracy. Students will be tested on this unit at the end of the learning period.
Three Day Lesson
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They will be able to correctly answer word problems associated with counting money. They will be able to utilize the dollar and cent sign correctly. They will be giving money to pay for items of their desire. They will advise me of which items they would like to purchase, I will tell them the amount and they will pay me accordingly. I will record each response for my record. The individual assessment will begin once a successful transaction has taken place. Because I am teaching for mastery, this ongoing process will continue until all of my students have successfully mastered this
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
As this was a review of the chapter before our test, students overall did a good job applying the skills we have learned throughout this chapter. Every single one of my students can correctly identify a number based on the tens and ones, and can find the tens and ones of any given two digit number. I did not have any student fail to identify if a number was greater than or less than another number. In retrospect, I realized that during this lesson I placed very little emphasis on the greater than and less than signs themselves, but this was a large component of the independent practice work. Overall, I have been impressed with the learning progress my students made during this chapter. It was a quick chapter with only 5 lessons, but students moved quickly and comfortably through the content.
Numeracy is a mathematical skill that is needed to be a confident teacher. This unit of study has allowed students to build their knowledge in the mathematical areas of competency and disposition towards numeracy in mathematics. The six areas of mathematics under the Australian Curriculum that were the focus of this unit were; algebra, number, geometry, measurements, statistics and probability. Covering these components of the curriculum made it evident where more study and knowledge was needed to build confidence in all areas of mathematics. Studying this unit also challenges students to think about how we use numeracy in our everyday lives. Without the knowledge if numeracy, it can make it very challenging to work out may problems that can arise in our day to day activities. The knowledge of numeracy in mathematics I have has strengthened during the duration of this unit. This has been evident in the mathematics support I do with year 9 students at school, as I now have a confident and clear understanding of algebra, number, geometry, measurements, statistics and probability.
For this reading assignment, I chose Two of Everything by Lily Toy Hong. Since I worked with a third grader, Jacob, for the interview assignment, I asked his mom and him again today. After school, we met in the library, and I read the book to Jacob, that was very interested to listen, since it was the first time for him. During the reading, he was curious and was making predictions, such as to sell the pot. When I finished to read the book, I asked if he noticed anything that connects to math. The first thing that came in his mind was the bag of five coins as he said they duplicated to ten, and then the man put the money in one bag and duplicated again and again. Moreover, I mentioned if he could estimate how much coins the couple doubled,
Michael is a 15-year-old boy currently in the 9th grade. Michael has been receiving special education services since he was determined eligible in 2nd grade. Michael is currently receiving instruction in a self-contained classroom. According to the Brigance Diagnostic Comprehensive Inventory of Basic Skills conducted in April 2018, Michael’s computational math skills register at 2nd-grade level, and his problem-solving skills are at grade level 1. A review of classroom assessment and input from teachers indicates that Michael enjoys working on multiplications and tries very had to complete these problems. He is able to recite some facts but usually needs help in order to find the answers. Michael has improved upon addition and subtraction with regrouping. He now can add and subtract double digit numbers. However, he continues to need help with his subtraction problems. When reminded to regroup he is better able to complete his work. Michael has also worked with recognizing money and making change. This is an
Though when asked what number is ten less than 408 Joe answered “three hundred and ninety two”. Joe being unable to give the number that is ten less of 408 displays a misconception of the base ten number system and the role the tens play, Burns (2010). Joe did not display the understanding that 408 is 40 tens and 8 ones and when one ten is removed he is left with 39 tens and 8 ones giving him the answer of 398. This misconception was displayed again when Joe declared he was unable to partition 592. Joe could not see 592 as 4 hundreds, 19 tens and 2 ones or 5 hundreds, 8 tens and 12 ones. In addition to the misconception of the base ten number system and the role the tens play Joe displayed a misunderstanding of early multiplicative thinking. Joe was asked how many times bigger is 300 than 3 and how many times bigger is 300 than 30. Joe answered the multiplicative questions using subtraction giving the answers 297 and 270, respectively. The use of subtraction implies that Joe sees multiplication as addition and does not relate multiplication with division, Booker et al. (2014). Joe did not make the connection that 3 goes into 300 one hundred times therefore 300 is one hundred times bigger than 3. The same connection was not made for the second question, 30 goes into 300 ten times therefore 300 is ten times bigger than 30. At this point in the interview it was clear what areas of
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
It targets all the students’ needs without leaving anyone out. Differentiated instruction allows educators to plan activities and lessons that provided a higher order of thinking to their students. This course has provided me with a wealth a knowledge that I can pass on to my co-worker by showing them first hand through learning activities how to differentiate content, process, and product. In the article Moving to Assessment-Guided Differentiated Instruction to Support Young Children 's Alphabet Knowledge by Shanye Piasta, provided a great reason why early childhood educators should differentiate instruction. Piasta,( 2014)
For a second grade class, I will use a book entitled "Counting Crocodiles" written by Judy Sierra and Will Hillenbrand. The book is as simple as is sounds, a monkey counts crocodiles in the Sillabobble Sea to see if there are more crocodiles in the sea or monkeys on the island. At the beginning of the lesson, I will write the addition problem "1+2+3+4+5+6+7+8+9+10" on the board, and ask my students to solve it. If I 'm correct, they will not even know where to begin. Then, I will tell them that they can all do it if they use the right tools, and proceed to give each student base pieces (both units and longs). Hopefully, at this point, the kids are excited about solving such a large problem.
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
The more common notion of numeracy, or mathematics in daily living, I believe, is based on what we can relate to, e.g. the number of toasts for five children; or calculating discounts, sum of purchase or change in grocery shopping. With this perspective, many develop a fragmented notion that numeracy only involves basic mathematics; hence, mathematics is not wholly inclusive. However, I would like to argue here that such notion is incomplete, and should be amended, and that numeracy is inclusive of mathematics, which sits well with the mathematical knowledge requirement of Goos’
Relating addition to multiplication is relatively simple. In fact, instruction on multiplication often begins in kindergarten as children develop ideas about numbers, addition, and groups. These experiences provide the basis of understanding for multiplication. Because addition is a precursor for multiplication, a student must be able to count items in groups and count the number of groups, which will then help them to be able to multiply them. Through the addition principles of skip counting, repeated addition, grouping, and number lines students can attain a deeper, broader understanding of multiplication. When students finally understand that multiplication and addition function under many of the same rules or properties, they will understand that addition and multiplication work under the same conditions.
The invention of money was a major improvement in peoples’ lives. In the past, people usually had to travel all day to find the person who is willing to exchange their goods. In addition, the goods people want to exchange did not have the standard value of measurement. This led to unequal exchanges. Furthermore, it is not convenient to carry heavy goods from one place to another for an exchange. To solve these issues, money will be the only solution. Later, people tend to develop money from cowry shells to credit cards for the convenience and to improve their society.
Another way that parents can help their children with their maths, is to give them pocket money. It does not have to be a large amount, and they may have to do chores to earn it. This not only teaches them about the value of money, but they may need to use basic maths to work out how long they will have to save to buy the special toy that they want. This means that children are developing their money se...
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity