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Knowledge of content and discipline structure was met through the learning outcome.
The students were provided with learning centers that were rich with hands on activities. : I
observed that students felt comfortable enough in the learning environment to ask questions and
make comments that expanded their mathematical thinking.
Domain 1b - When designing my lesson, I took into consideration the different learning
levels of the students. Therefore, I planned for scaffolding the lesson, using differentiated
teaching methods that were based upon each students prior learning. Students were allowed to
create and solve additional problems and were given a smaller number count as needed. From
observing and working with the students, I recognized and understood the needs of those who
were English Language Leaners (ELL) and students who lacked focus, or had differing
developmental levels. Some of my students needed me to motivate them by standing at their
desks and encouraging them to complete their work. A critical aspect of this is enabling
students to want to learn. Students were allowed to work with partners, if needed.
Domain 1c The instructional objective for the lesson was for the student to take away
an understanding of how to:
Understand addition as putting together and adding to, and understand subtraction
as taking apart and taking from
Use expressions to represent and understand basic addition and subtraction
As an extension of the instructional objective or outcome the students were to not only
try to solve the problems, but also be able to explain their mathematical thinking through
pictures, words, and or numbers as to how they arrived at the solution. When asked how you
b.
What the story, If You Give a Mouse a Cookie by Laura Numeroff was asking
them to find out?
c.
What strategy they will use to solve the given problem (e.g., fingers, number line,
tally marks, mental math)?
d.
My lesson plan was designed to have a direct correspondence between the assessment
and the instructional outcome. The students were informally assessed from observation in
whole, small and partner group as they completed their assigned work. Students at the start of
the learning activities were aware of the learning outcome and the expectation that they would
have to understand that addition is putting together and adding to, and understand subtraction as
taking apart and taking from. Further, that they would have to create and solve addition and
subtraction problems.
Learning opportunities include follow through on ensuring the proper resources are on
hand. Even though my lesson was designed in advance and I knew the resources and materials
that were needed to accomplished the lesson, I missed a few things and had to pull it together
during my planning period. Also, I had to adjust my lesson plan to further my instructional
outcome. Because I see a plan as a framework to be built upon, I feel it was okay because the
changes were positive ones, meant to further my students higher level of critical thinking.
In sum, as I reflect on Domain One I feel it went well but is open to improvement. I will
use the feedback, once received from my corresponding teacher, to improve on future lessons.
However, I was able to use feedback from a prior lesson analysis to find ways to keep my
students occupied while working with a student one on one to solve their mathematical
concept. The other students were given whiteboards to work the same problem, with or without
a partner, that was been worked at the board by individual students to keep them focused. Other
areas of opportunities, as I look to Domain 2, The Classroom Environment, I can see that further
practice in keeping the students attentive and focused is needed on my part. I embrace this
challenge for I realize that practice makes perfect.