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Increasing engagement in the classroom
Increasing engagement in the classroom
The Importance of Increasing Student Engagement in the Classroom
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I selected to do a small group math lesson. At this time of the year eighth graders are reviewing for Standardized Testing. One of the things they need practice on is their algebra skills, such as solving linear equations. The focus of this lesson was on solving linear equations with one variable. There are various standards that deal with solving equations, but for these students I narrowed it down to single-variable equations: Solve linear equations. The Alabama standard used from this lesson was 8. EE.7.b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
The necessary materials were prepared in advance which included:
• Expo markers
• Dry erasers
• Worksheets “When are the equations true?”
• Assessment worksheets “When are the equations true?”
• Pencils
Lesson Outline:
1. Activator:
Student will work individually on the assessment task designed to reveal their current understanding and difficulties. The teacher will walk around to review and evaluate students work. Afterward, the teacher will select two students to go to the board (for Sally and Jim) to explain that character work. The teacher will evaluate student’s response and demonstration of their work.
2. Teaching/Instruction:
Give each student a copy of the assessment task “When are the equations true?” Give students seven minutes to work individually to answer these questions, without assistance. Explain to the students not to worry too much if they do not understand how to solve the equation, just do their best. In this unit they will work on similar task that will help them understand better. By the end of this unit, they will be a...
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... addition, I will encourage students to relax when a lesson is being taped in the future.
Reflections:
I believe that everyone should reflect on what they do to find ways to improve it. I learned a lot from taping this lesson that will help me in the future. I will always continue to praise all students on their work. I will always encourage students to ask questions if they do not understand something or how it is done. I enjoy the use of peer helpers when they are available because it gives the student a chance to help demonstrate their knowledge when helping another student. I believe in getting feedback from students at the end of any lesson to assess their learned knowledge. Also, it allows me to know who and what areas I need to focus more attend on to improve the knowledge and skills. I believe that increasing students’ knowledge is the purpose of teaching.
Every video I watched displayed tools that I could use in my own classroom. The instructional strategies and models used in the classrooms were great. My current teaching philosophy about instructional strategies and models would be that they are great to use. As a teacher, looking for ways to help teach certain lessons is a must. Every teacher found different ways to teach the materials to their students. It is always great to have resources in the classroom to look back on. Students love to have resources to guide them. In the video (Case #1112), I would emulate their strategy by letting my students use a textbook. I feel that textbooks are reliable sources and can be used to validate certain materials. In the video, you can tell that the students were using the textbook as a tool to prove their discussion with each other. In the video (Case #876), I would avoid assessing my students in whole-group discussion. I would have my student in groups to see how they communicate with each t=other about our discussion. Seeing my students evaluating each other’s opinions would be a great way into assessing their knowledge about the lesson. A classroom environment I would like to teach in would be with students who are ready to ask questions. Students who are not afraid to express their thoughts about the instruction. It would be easier for me to assess my students if that were
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
In conclusion I feel that I have gained knowledge that can only be obtained through hands on experience in the classroom. With this experience I changed my assumption about classroom management techniques and have a totally new outlook which will only aid me as a teacher. This will be of great help to me going forward but I feel as a teacher you must be constantly open to learning and improving
Analysis – Informal observations and asking questions will allow me to see if students are able to decontextualize real-life situations, and then apply this understanding into symbolic (numbers, drawings) representation. Summative assessment will provide further information on students’ ability to apply their knowledge and skills to solve a problem.
The adjustments include multiple choice to eliminate choices; discussion and essays give the students a chance to label or draw pictures; matching helps to eliminate unfamiliar language matches; short answers consist of one-word answers; true/false clarify the unfamiliar words and fill in the blank provides two to three choices. In addition, accommodating grading can be easy to focus on and allow the student to feel relief, which includes grading completed items and only half of the number of items, while accepting pictures as answers rather than word use; grade and count the process not the product and homework and labs should be included in their final assessment (Fregeau & Leier,
When the students are participating, I will give them verbal confirmation. If their answer is not correct, I will say “not quite” and then I will pick another students to share. For direct observations, I will also give the students verbal feedback. If I see students doing something really well, I will verbally let them know. If a student is not quite grasping the task, I will help him or her accordingly. I will sit down with them and I will explain that I can see they are having a difficult time with the task, and then I will allow the student to explain their troubles. I will give them verbal confirmation that they have a better understanding of the task, after we have worked together. While I am looking at the students’ work, I will also allow them to evaluate their work and provide their own feedback. This will allow them to reflect and monitor their own learning. If I agree with what they said, I will explain that I agree with their feedback. If do not agree, I will explain what I am seeing and then I will help the student accordingly. For the collections of their materials, I will write the feedback on their work. If they did really well, I will let them know. If there is something they need to work on, I will state that on their
Other strategic questioning practices include open/closed questions; wait time; think time; turn to your partner; think/pair/share; prompts; hands down, and discussion lines. Feedback in the formative sense has to provide specific advice about what the student can do in order to improve their performance (Glasson, 2009). Peer feedback is a process whereby students offer one another advice about their work and refer to a success criteria to identify areas for improvement. In addition, peer feedback incorporates advice on how to achieve that improvement, usually guided by the teacher. Black and Wiliam (1998) describe student self-assessment as ‘…not an interesting option or luxury; it has to be seen as essential.’ Student self-assessment offers students a proactive approach to learning that requires them to reflect upon the learning process critically; understand the learning intentions/objectives and success criteria; use the success criteria to guide their learning; act on feedback received from teacher/peers; set learning targets of problematic concepts; and manage the organisation of their learning. Making formative use of summative assessment means using data derived from summative assessments to inform future student learning. For teachers, this means
You kept students engaged through question probes and didn’t let them off the hook when they said “I didn’t answer that question” or “I don’t know”. You also encourage students to respond by stating you know they can do it and celebrated their success when they did.
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
Many students view mathematics as a very difficult subject since it does not only focusses on numbers but also in letters. Mathematics does not only require the students to come up with an answer but it also requires them to show the solutions on how they arrived at the answer. While in elementary, students were already taught on how to solve problems in a step-by-step procedure starting with what is asked in the problem, what are the given, make a number sentence or formulate an equation and solve the problem. These procedures are called problem-solving which cannot only apply in mathematics but also in other areas such as in Science, businesses and most
It is important that teachers give children a fair chance to show their knowledge when assessing. “The purpose of assessment is to provide feedback that can be used to improve student performance” (Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children, tests should never be the only criteria for assessment. Instructors should always make sure that their assessment is fair.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
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