1.  Describe a situation in which you adjusted the length of time of an instructional activity to more closely match student skill levels and attention spans.

During the time that I was teaching these 4^th graders Geometry and Algebra, I made adjustments to my planned length of time spent in guided practice and in independent practice.  These adjustments were always based on student outcomes and attention span. 

I put an enormous amount of time and thought into my math instruction.  I consulted numerous sources and worked hard to plan highly engaging lessons.  This is not to say that I cared less or planned haphazardly in other subjects.  These students demonstrated a substantial need for highly effective instruction in mathematical concepts and skills.  It is particularly important to me that I am ultra-highly effective in teaching mathematics.  I did not experience highly effective mathematical instruction in primary, intermediate, or high school mathematics.  This altered the entire course of my adult life to date.  This is a very important professional goal for me.

There were times during guided practice that I realized students were mastering the skills and concepts faster than I anticipated.  I began to refer to this as “I’m shortening the Mrs. Wormald show”.  In one particular lesson plan in which I was teaching students how to write an expression from the information given to them in a word problem, I had planned to work 3 problems with them for guided practice.  Halfway through the second problem I realized that they would not need that third problem, and I would lose their focus if I continued.  The whole class was quickly and easily able to solve the guided practice problem without my guidance.  My anticipatory set and modeling had been highly effective.  I adjusted my plan by sending them to independent practice earlier than I had predicted they would be ready.  They showed me that I had made the right decision by demonstrating mastery of the lesson goal. 

Much to my surprise and pleasure, students often wanted to spend more time practicing the basic algebra concepts and skills I was teaching them during those last weeks I was with them.  At the end of my first lesson on completing function tables, it was time to transition out of math.  The entire class asked to be allowed to keep going. They were highly engaged in the independent practice and feeling positive about their ability to demonstrate mastery.  I gave them five extra minutes, which made them very happy.  They had expressed a collective desire to keep going.  This wasn’t a great deal of time, and by giving it to them I let the students know that I respected their desire to guide their own learning.  I was beyond thrilled at their deep level of engagement with my lesson plan.