Content:

This "Small Group Lesson" and "Case Study" assignment was created for CI3030, Investigating Mathematics and Learning, Spring 2007. It was made under the advisement of this course's instructor, Tracie Salinas.

Impact:

In this assignment, I led an educational activity for six first grade students at Moravian Falls Elementary. This activity was entitled, "Boxed Beanbag Addition". It is attached at the bottom of this page. This lesson plan will help students identify numbers zero through ten. Through this lesson, students will also be able to correctly add a sequence of numbers in order to reach a sum. This was a hands-on activity that enabled students to get out of their seats to practice addition problems. This activity was also one taught out of five math centers. I rotated with my group to every station which helped me observe the same group of students for approximately seventy-five minutes. I taught this lesson plan by myself, rather than with a peer. The lesson plan was discussed with Ms. Redding, the student's first grade teacher, before it was given to the students. We made further modifications in order to accommodate all learners in the classroom. This modified lesson plan is also attached on the bottom of the page. I have also conducted a case study on a student in my first grade class. I have observed the student on eight different days. I have witnessed this student learn about addition, subtraction, shapes, base ten, and patterns. This case study has helped me understand the process of student learning.

Alignment:

The following NCDPI Standards for Elementary Teachers were met:

Standard 2 - Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.

    -- With this artifact, I have shown that I have a broad knowledge and understanding of the major concepts in mathematics. I understand that addition is a major concept in mathematics. As a young child, addition may be difficult for a child to grasp. Through this lesson, I have realized that students learn better through multiple teaching strategies and/or lessons. In other words, students are able to learn easier and possibly faster if review and practice of addition for example, can be used. I now have a broader knowledge of a major concept in math. Through the case study artifact, I have shown that I have a broader understanding of knowledge of addition, subtraction, shapes, base ten, and patterns. I have witnessed these lessons being taught and reviewed on a daily basis. This has helped me better understand the learning process of a child.

Standard 7 - Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the curriculum.

    --In this artifact, I have used appropriate strategies to design and deliver instruction in all areas of the curriculum. When giving instruction to my small group, I expressed the directions both verbally and physically. Before beginning the assignment, I talked with the students about what they will be accomplishing through this activity. After I had a brief overview of the lesson, I then modeled the activity. After I showed the students an example, I then invited the student's to try a practice round to ensure that they are comfortable with the instructions. In this case study artifact, I conducted an interview/review session with a student after a lesson was taught. Through this review, I have designed and delivered instruction to help this student succeed in math. With the help of this review, the student now fully understands the concept of patterns.

Standard 9 - Elementary teachers understand and use the process of problem solving, reasoning and proof, communication, connection, and representation as a foundation for the teaching and learning of mathematics.

    --Through this artifact, I have understood and used the process of problem solving, reasoning and proof, communication, connection, and representation as a foundation for the teaching and learning of mathematics. In this lesson, the children were not asked to simply state the answer. They were in fact told to express their answers through words. They were informed to communicate with other learners how they received the correct answer. This helps children with their problem solving, reasoning and proof, communication, connection, and representation skills. In this case study artifact, I have shown that I know the skills needed to understand math. Through the interview/review with the child, I have used the process of problem solving, reasoning and proof, communication, connection, and representation. The student chosen for my case study fully understands the mathematical concept of patterns by using these skills that I taught him or her.   

Standard 15 - Elementary teachers encourage underrepresented groups to engage in the schooling process, especially mathematics and science.

    --In this artifact, I have encouraged underrepresented groups to engage in the schooling process. While the students were playing, I encouraged all students to answer the addition problems including the underrepresented groups. After each problem, every child would raise their hand to answer. I made sure that everyone got called on an equal amount of time. Every student in my group paid attention to one another as they shot their bean bags. For my case study artifact, I have chosen an underrepresented child to observe, teach, and analyze. I have encouraged this child to engage in mathematics by asking the child frequent questions to ensure the he or she is understanding the material. I have also created a short interview/review session for this underrepresented child to actively participate in.