Rationale for Planning, Teaching, Reflecting on and Assessing

DPI Standards:

Standard 2

Standard 7

Standard 9

Standard 15

Context: 

            During my internship at North Wilkesboro Elementary School, I conducted two math lessons in my 1^st/2^nd grade class.  For both of these lessons, we split the class up into three groups, the teacher, my partner and I all taught one section.  The first lesson was taught to the 2^nd grade part of the class.  We taught a lesson on two and three digit addition with regrouping.  During this lesson, we used multiple math manipulatives, like base ten blocks and ones and tens charts.  After teaching the idea of regrouping, we had the students break into groups and they worked together using the Rally Coach sheet.  For the assessment, we had the students work on some worksheets to have more practice with regrouping.  For the second lesson, we taught the first graders.  The first graders learned about two dimensional shapes.  We used a book When a Line Bends… A Shape Begins.  This book helped to teach about the shapes and where they are found.  After reading the book, we had the students color and cut out shapes from a template and glue them onto Popsicle sticks.  These sticks would be used later to review their shape facts.  After they were done with the sticks, we had the students look through magazines and cut out pictures of shapes.  These shapes would then be glued on to note cards.  These note cards could be later used for a math center. 

Impact:

            This project let me see how a possible math lesson would go if taught in a classroom.  Even though we were divided into smaller groups, we were still able to see what happens during a math class.  These two lessons were designed in a way that could be altered for any level.  They can be either geared up or down. After looking over some of the students work, after the lesson, I can see that they enjoyed the lessons and learned from them.  These lessons included lots of ways to incorporate all learning levels.  They both had auditory, visual, and kinestic learning taking place.  I also feel that by having the students divided up into smaller groups made a difference in learning.  The students were able to have more one-on-one attention that they might have not received during a regular lesson.   

    I feel that these two lessons would be good lessons for a future class of mine.    

Alignment:

            I met DPI Standard 2 by knowing and understanding the material that was taught in both of the lessons.  These concepts are part of the major ones in mathematics.  I was able to meet DPI Standard 7 by teaching the students the lessons using different strategies to learn the material.  I also presented the lessons in different ways, so all learners would be able to learn it.  DPI Standard 9 was met by using different strategies to teach the lessons.  I used manipulatives to show how problem solving, reasoning and proof, communication, connection, and representation take a role in mathematics.  I met DPI Standard 15 because I encouraged all of my students to take part in the math lessons and this showed how they engaged in the schooling process.