Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
In Math, my students were working on teen numbers during my full time teaching. I am
proud to say that every single one of my students grew or retained perfect scores from the pre-
created differentiated lessons and independent stations for the students to learn, practice and
apply teen numbers in many different styles. Every one of my students was able to recognize and
count teen numbers using manipulatives after my two weeks. The second part of the math
learning was correct number formation. After my two weeks, most of my students were able to
correctly write their teen numbers with the one first followed by the other digit. Some students
still struggled with number formation. I truly believe this is developmental. Some students just
take longer developmentally to understand and apply this concept of place value. This goes the
I will be focusing on math for my analysis of three individual children because that is
what I have gathered the most concrete data on. We did data teams on this cycle of teen numbers,
so I was really able to see the students progress over the two weeks. I will be focusing on a child
who already knew most of their teen numbers, one who was inconsistent and one who had little
knowledge of teen numbers before the two weeks. Below is the data that shows the
teaching?
7
0
Lincoln Mills Sofia
With Lincoln, he was already very advanced with teen numbers. Lincoln is very bright
and enjoys learning, so I knew he would do well on the pre-assessment. Once Lincoln proved to
already know how to recognize, count and write teen numbers, my next step was determining
where he can grow and where I could take him next. Lincoln and I focused more on the concept
of place value and truly being able to explain using vocabulary why teen numbers look the way
they do (1 group of ten and some more). I challenged Lincoln by differentiating his numbers. I
gave him numbers up to 30 to work with. I also started working on decomposing teen numbers
with Lincoln. He was ready for the next step. I watched Lincoln become more patient and
confortable with mathematics during this time and I enjoyed watching him progress even though
were and could count up to 20 using one to one with manipulatives, but struggled with number
formation. Mills usually has number reversals and often wrote the one behind the other number.
When working with Mills during my two weeks, I modeled correct number formation and then
had him try it using many different tools. We wrote our numbers in sand, salt and glitter. I do
believe this is somewhat developmental, so I did not push the reversals, but wanted Mills to see
that the one will always come first in a teen number and understand why. By the end of my two
weeks, Mills was able to write the numbers in the correct order and explain his thinking on why
the one always comes first. Mills became much more confident in his mathematical thinking and
began using more efficient tools and strategies during these two weeks. I was beyond proud.
Sofia scored a 2 out of 6 on the pre-assessment. I noticed when working with Sofia, that
she was completely skipping the number 15 when touching and counting. She would say 13, 14,
16. I knew this was a hiccup we needed to fix. For many days, I modeled and counted with Sofia,
making her go back and recount every time she skipped 15. I noticed that this habit was very
hard to break. Erin and I got together and thought about what we could do to help Sofia correctly
continue to touch and count up to 20. Sofia often looks up to our class number line, so we
thought this tool might be beneficial for her to have access to whenever she would like. I made
her a personal number line to keep at her desk. When I worked with her, I encouraged her to
touch each number on the number line to guarantee that she was not skipping any numbers. By
the end of the first week, Sofia had broken the habit and was counting correctly up to 20even
without the number line! Our next goal was to correctly write the numbers. She often referred
back to the number line for this until she remembered how to write them. Sofia is still somewhat
inconsistent with her number formation, but her growth in her mathematical thinking was
3. Recording of Progress
The childrens progress is recorded in multiple different ways. Daily, the teacher takes
anecdotal records that go into a binder for the teacher to keep. Erin has a binder that has each
child separated by tabs to put their work in. This allows her to see the constant progress of each
individual student. She then makes a checklist in her planner of assessments. This is so she has
the data with her in an accessible way at all times. These records stay with the students teacher
for the most part. Erin sends home many activities and work that the students do for parents to be
involved, too. Weekly, she sends home newsletters to keep the families in the loop about what
their children are learning. Weekly, we do data teams on math. So every piece of data Erin
collects, she uploads into the excel document with other teachers. This allows her to share this
information with the other teachers on the team and the administration. This allows them to share
strategies and challenges with one another. This method is also a great way to track progress
throughout the year. These results are shared in quarterly report cards. The report cards are very
detailed and are based on individual skills. Erin also shares this information at parent teacher
This semester has not only been a learning process for my students, but also for me. I
have learned more about myself in these two weeks than I have in many years. I was able to
learn and grow from the best mentors while getting real life opportunities to apply what I was
learning. I was so proud of how I did with my unit of study. I saw the direct correlation of
teaching and student growth. I have taken time to reflect on my teaching through analyzing the
progress of my students during my two weeks teaching. I saw extreme growth in problem
solving and critical thinking with my children. By the end of the two weeks, they were forming
deep questions and figuring out ways to find out answers. I saw these two areas of growth extend
to every subject. I attribute this growth to my growth in my teaching. This semester I really
focused on feedback and questioning. I worked diligently to make my feedback more specific,
timely and meaningful. I also worked to include deep thinking questions throughout the entire
I do believe that to some extent this may be development. Overall, everyone improved in his or
her number formation during my two weeks, and many students achieved a level of mastery. I
wish that I had made a number line for every child to have at their desk earlier. Once I did this
for Sofia and saw the impact it had on her mathematical thinking, I wondered if this tool would
have been effective for other students, as well. If I could go back and do it again, I would not be
so focused on the numbers being entered into the data team. Before talking with my teacher and
being a little bit discouraged about the continual difficulty of writing teen numbers, I wish I had
researched. Once I talked to the team, I realized this was not a me thing, but a brain thing. Some
students develop at different rates, and that is okay. I wish I would have known this information
difficult, but I was very successful in my efforts to grow alongside my students. I feel like I have
grown so much as a teacher by getting to explore the inquiry process first hand with my students.
They taught me so much through their questioning. I learned to be okay with things being a little
messy. They received first hand experiences that led to their studies. This was something that I
was extremely nervous about since I had never implemented student-based inquiry learning
before. I also feel successful in the way they grew as readers and writers. During shared reading,
their predictions of what the text would say became so much more detailed and complex. They
were thinking about writing and reading together and that made my heart so happy. Their
personal narratives became more specific and detailed. They began including emotions and
feelings into their writing. Every single one of my students created a book that stayed on task and
in the stress of planning and running around, that I did not enjoy a moment that should have been
enjoyed. I also would like to have changed the way we researched during our pumpkin inquiry.
Since my two weeks, I have been given many more resources and tools for the students to use
themselves with teacher support to research and learn. I would have loved to implement these
tools during my two weeks. I would do many things the same. I would continue to strive for
100% student engagement. I would continue to do a fun, hands-on approach to learning. I would
hug them all again everyday. I would have set up my day the same and worked with my
to teaching with a social justice background. I want to give all of my students the best education
they deserve. I did everything I could to show each one of my students how important they are.
Everything during my two weeks was culturally relevant to every child. This includes the books,
topics and discussions. Every ethnicity was represented with equity. Every activity/lesson was
individualized and differentiated based on what I have learned about what each student needs.
Every superhero I drew when discussing reading super powers were gender neutral and valued. I
also encouraged peer interaction with different partners during my two weeks to ensure that they
all had meaningful experiences. Everything we did was related back to real life. We made a class
book about a shared experience that we all had together to kickoff our learning of personal
narratives. We then had a campfire together to share our writing and foster relationships.
If I were to make any changes in order to better meet the needs of all students, I would
schedule more free time for me during the day during WIN to check in with individual students
based on what I notice they need rather than a small group. I noticed when I worked one on one
with a student for three minutes; they retained more than working with three other kids for 15
minutes. I would also continue to push to make everything a teachable moment. With our
classroom makeup, there is no telling what will happen at any point of our day. If I did it again, I
would use these moments to show the students flexibility and learning in everything we do. I
would also like to have gotten more practice with guided reading.
This semester has flown by and what a ride it has been. I have truly enjoyed every second
that I have spent at Irmo Elementary. I have learned more than I could have ever imagined and
loved deeper than I thought possible. I am beyond thankful for this learning opportunity, and will