Heidi Bennett Fall 2010

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  2. Educational Autobiography
  3. Philosophy of Education
  4. Resume
  5. Standard 1 - DEVELOPMENT, LEARNING AND MOTIVATION
  6. Standard 2 - CURRICULUM
  7. Standard 3 - INSTRUCTION
  8. Standard 4 - ASSESSMENT
  9. Standard 5 -PROFESSIONALISM
  10. Examples of Technology Usage in Education
  11. Favorite Links and Resources
  12. Student Teaching Artifacts
  1. Standard 3.1 Integrating and applying knowledge for instruction
  2. Standard 3.2 Adaptation to diverse students
  3. Standard 3.3 Development of critical thinking and problem solving
  4. Standard 3.4 Active engagement in learning
  5. Standard 3.5 Communication to foster collaboration
Home > Standard 3 - INSTRUCTION > Standard 3.4 Active engagement in learning

Standard 3.4 Active engagement in learning

NY- New York State Standards
Subject: Mathematics, Science, and Technology (1996, 2005 Math update)
Learning Standard 3: Mathematics (2005 update)
Students will:
•understand the concepts of and become proficient with the skills of mathematics;
•communicate and reason mathematically;
•become problem solvers by using appropriate tools and strategies;
through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.
Grade/Subject: Grade 4
Area: Process Strands
Strand: Representation Strand
Standard: Students will create and use representations to organize, record, and communicate mathematical ideas.
Performance Indicator: 4.R.1 Use verbal and written language, physical models, drawing charts, graphs, tables, symbols, and equations as representations.
Performance Indicator: 4.R.2 Share mental images of mathematical ideas and understandings.
Performance Indicator: 4.R.3 Recognize and use external mathematical representations.

Welcome to Standard 3.4 Active engagement in learning section of my online portfolio.

In this section of my portfolio, I have included various artifacts from my Childhood Education preparation program that show how I have met this standard.

I have included a lesson plan that was written based off of what I observed in my host classroom. My teacher did many lessons on place value, but I noticed a few students were still not getting it. I created my math lesson plan to help them understand what place value was. I used my net book computer to show them a video about numbers, and how each of them have values. I gave them an index card to help them see and hold numbers of different place values. I made up math riddles about the place values of numbers, and I asked the student to figure out what the mystery number described was. Once they did that I asked them to go home and create their own riddle and bring it in to class for their classmates to try.

By completing this artifact, I have learned about how important it is to create lessons that have children actively engaged throughout the experience. I worked with three students, and I gave each of them enough time to finish what was asked of them. I created a worksheet that went along with the video, and I think I will use this idea in my future classroom. They enjoyed seeing the numbers on the computer, and it was important for them to understand how place value related to the prices of things. I also learned about the importance of productive questions, and how to stay away from questions that consist of yes or no responses. I learned how to incorporate dialogue in my lesson plan, and this makes my lesson plan easy to follow.

File Attachments:
  1. Mathematics Lesson Plan Mathematics Lesson Plan
Author: Heidi Bennett
Last modified: 12/12/2010 5:49 PM (EST)