Field Experience: Teaching Experience

Field Experience Report

Crystal Gillespie

EDUC 530

Liberty University

Field Experience Report

The field experience report identifies some of the strategies learned, some observations that were made, and also includes research-based information studied in this course. In this report, the research-based information is used to explain about the observed lessons, and some of the perspectives. I feel that this field experience innovative, highly informational, and it taught many strategies. Over the past six weeks observing and teaching in this fifth grade class were motivational and educational, therefore, I was able to reflect on my teaching strategies within my own classroom. Reflection and

My very first observation consisted of the remediation of measurement. The remediation consisted of the relationship between area and perimeter. According to the text, “area and perimeter are a source of confusion for students, possibly because both area and perimeter involve regions to be measured “(Van De Walle, Karp & Bay-Williams, 2016). My observations determined the same conclusion as what is stated in the text. Teaching two formulas for concepts may definitely confuse students. I personally observed this to be true. For those students who needed adaptations and modifications, the cooperative teacher provided them by remediating the concepts and the formula’s on different days, or after the students grasped the formula.

.Another part of the observation during this lesson included the students making sense of the problem and being able to come up with a solution. Students who had difficulty were provided laminated grid paper and markers to draw the shapes to coincide with the

The teacher provided instructional processes to introduce, which included the reintroduction of geometry. As a group, I introduced the shapes and definitions that were first taught to the students in the fourth grade. This class has a high level of gifted students, and many automatically recalled the concepts of geometry. We worked on TenMarks together, and discussed the concepts of geometry. I also graded homework and Tuesday’s daily math review (90% of the class passed with a score of 85% or higher). I was responsible for teaching the students about two-dimensional figures, and the subcategories. All rectangles have four right angles and squares are rectangles, therefore all squares have four right angles. As a group, I utilized the technique of a hands-on activity of sorting plastic shapes into categories. I observed all of the students engaged in the