Saturday Morning Tutoring Project Log

Teacher candidates will be required to keep a log of hours and write a reflection about each
experience.

Your names: Jessica Del Latto, Kaitlin Graff, Meaghan Bosch Current Course: EDU 572 Summer 2017
Hour[s] of this Session: 1+ __1____ [#] Total Hours to Date: __________1______ [#]
Date of this session __June 5, 2017____ Time: 6 PM to 7 PM
Students Name: Andrew Noe__
Grade and Subject Area (or other description): __Grade 2: English Language Arts & Mathematics_____
Reaction to Effectiveness of Instructional Activities Which Took Place during the Tutoring Session,
provide at least two specific examples:

English Language Arts Goals for the session:

Reading and Following written instructions
Identifying characteristics of written directions (numbered steps)
Identifying synonyms and antonyms that describe the slime

Reaction to Effectiveness of the Goals and Activities Met in English Language Arts:

Andrew enjoyed our first academic session for many reasons. He seemed to thrive throughout a

kinesthetic learning experience, and was excited to make the glitter glue slime. In order to hook Andrew into

our lesson, we used our previous schema about him and applied it to the color choice of pink in order to catch

his undivided attention. Our color choice of pink slime really made Andrew remain focused and intrinsically

motivated throughout the lesson. As per one of our instructional goals, Andrew had to read and follow written

instructions. We noticed very quickly as Andrew read out loud that he had trouble identifying certain words

such as contact and kneading and option, as well as had a relatively slow reading pace. Andrew made the

slime with us the first time, and had to make the slime on his own. He mostly preformed the process by memory

rather than reading the instructions. After this session, we learned that Andrew had no difficulties with

synonyms and antonyms, he can follow written and numbered instructions, and however his reading fluency

skills and decoding were skills that we needed to focus more on in later sessions.

Mathematics Goals for the session:

Adding 3 numbers together
Adding and subtracting whole numbers less than 20
 Skip counting by twos with and without the use of a number chart

Reaction to Effectiveness of the Goals and Activities Met in Mathematics:

Andrew seemed to enjoy our first mathematics session. Again, we made the lesson very kinesthetic and

upbeat for him to remain focused and on task. Andrew had to add and subtract numbers he rolled on a die, and

his end result had to be placed on a large piece of paper titled Odds or Evens located each at different parts

of the hallway in different colored markers. We noticed that he is very competitive by nature, and liked to be

positively reinforced for his efforts. For example, when Andrew felt slightly lethargic, we cheered him on and

clapped for him which in turn made him continue to push himself. Throughout this lesson we noticed that

Andrew is able to do mental math, and he is very strong in this area. Our goals of Skip counting by twos with

and without the use of a number chart was very easy for Andrew to accomplish, almost too easy. He was

familiar with a number chart, and easily mentally dictated to us skip counting all the way to fifty, then we

stopped him because it was getting redundant. Learning this about Andrew, we strove for more challenging

goals in the mathematics area in our future lessons. We also realized that Andrews strengths and weakness in

his green folder were not fully up to date. Since this was our first lesson with Andrew, we used many of the

subtopics of operations and algebraic thinking components that were determined as his weakness. To us, he

seemed to reach most of these goals just based off our first academic session alone.

Reflections tied to Educational Theory:

Upon reading Andrews file and getting to know him the week before, we realized that our lessons must

be tailored to his interests, be kinesthetic, and competitive games. We noticed that the color pink captured his

interest, and competitive and positive reinforcement must be used throughout the lesson whenever possible.

These active and engaging lessons can be related to many constructivists. One constructivist in particular that

our first tutoring session could be related to is John Deweys approach to learning. Dewey was a believer in

creative experiences, activating prior schema to lessons, and most importantly, to learn by actively participating

in a lesson rather than hearing it orally. Andrew responded very well to the kinesthetic nature of our lessons,

and in turn would help us create active lessons for him in the future sessions to come.
 Saturday Morning Tutoring Project Log

Teacher candidates will be required to keep a log of hours and write a reflection about each
experience.

Your names: Jessica Del Latto, Kaitlin Graff, Meaghan Bosch Current Course: EDU 572 Summer 2017
Hour[s] of this Session: 1+ __2____ [#] Total Hours to Date: __________2______ [#]
Date of this session __June 7, 2017____ Time: 6 PM to 7 PM
Students Name: Andrew Noe__
Grade and Subject Area (or other description): __Grade 2: English Language Arts & Mathematics_____
Reaction to Effectiveness of Instructional Activities Which Took Place during the Tutoring Session,
provide at least two specific examples:

English Language Arts Goals for the session:

Decoding sight words and high-frequency words

Reading with fluency

Reaction to Effectiveness of the Goals and Activities Met in English Language Arts:

After noticing a few flaws in Andrews previous lesson, we decided that it was a wise choice to work on

Andrews reading fluency, and decoding skills for our English Language Arts portion of our tutoring session.

We worked on the difference between the words option and opinion by giving him a pretest on Quizziz.

The visual of him answering the questions about option and opinion wrong, made him see on the screen where

his mistakes were. When we placed all twenty cards high-frequency words on the floor, we decided to add some

words he already knows in order to draw his attention and act upon previous schema. The words he recognized

were pink slime baseball option opinion. Since the cards in the game were pink, as well as the

competitive nature of the game, Andrew remained actively engaged and focused. Overall, the lesson went very

smoothly despite his foul mood that he was missing a baseball game. We believe that the positive

reinforcement, the movement, the competition, and pink color worked to our advantage to work around his

unhappy mood that he was missing his baseball game.

Mathematics Goals for the session:
Reading and interpreting a graph
Gathering data and creating a graph
Reading a ruler

Reaction to Effectiveness of the Goals and Activities Met in Mathematics:

Andrew seemed to be able to accomplish our goals with much ease. He understood how to read and

interpret a bar graph, and knew how to gather data and create a bar graph from his data with very little

prompting. His biggest difficulty with our lesson was where he had to read the ruler. Our ruler had centimeters

and inches, so at times it was difficult for Andrew to determine which side to work with. For example, when he

needed to measure something in centimeters he would start with inches or not start at zero. Andrew would seek

positive reinforcement throughout the reading of the ruler section of our lesson. Other than the slight ruler

difficulty, Andrew absolutely loved gathering data. He found it quite humorous to measure items around the

Molloy campus, and loved to compare and contrast large items (lockers) to small items (wall tiles). Again,

getting Andrew up and moving seemed to make him intrinsically motivated, and his humor made him retain

focus despite his unhappy mood since he was missing his baseball game.

Reflections tied to Educational Theory:

Our second session with Andrew seemingly solidified our goals for Andrew throughout our time with

him. We realized that despite an unhappy mood, Andrew benefits from a multisensory approach to learning. We

can relate our second session with Andrew to Howard Gardners theory of multiple intelligences. Gardner is a

firm believer that people are able to learn in a variety of ways. Andrew is a visual learner, a bodily kinesthetic

learner, and is very interpersonal. We had to bring all of these elements combined in order for him to be actively

engaged throughout our session that day. We had to really rely on his interpersonal aspect due to his unhappy

mood. We spoke to him about how days like these can happen, but we have to get through them. We remained

very positive, and took slower transitions which seemed to work in his favor throughout the second session.
 Saturday Morning Tutoring Project Log

Teacher candidates will be required to keep a log of hours and write a reflection about each
experience.

Your names: Jessica Del Latto, Kaitlin Graff, Meaghan Bosch Current Course: EDU 572 Summer 2017
Hour[s] of this Session: 1+ __3____ [#] Total Hours to Date: __________3______ [#]
Date of this session __June 12, 2017____ Time: 6 PM to 7 PM
Students Name: Andrew Noe (ABSENT)__
Grade and Subject Area (or other description): __Grade 2: English Language Arts & Mathematics_____
Reaction to Effectiveness of Instructional Activities Which Took Place during the Tutoring Session,
provide at least two specific examples:

** This session did not take place due to a scheduling conflict with Baseball. Despite this fact, we decided to
observe Antonios group for his English Language Arts session.

Antonios Group English Language Arts Session: Activities and Reaction

Right away, we noticed that Antonio is very similar to Andrew in many ways. He enjoys kinesthetic

learning experiences and some friendly competition from time to time. Antonios tutors goal was to work on

the three noun groups (person, place, thing) and clearly distinguish them in correct order. The pre-test was

performed on a tablet on an interactive game where Antonios name was Bingo Master, which right away told

us that he enjoys games that are competitive in nature. The actual lesson was where Antonio had to physically

place words into a person box, a place box, and a thing box. These words were all words from his favorite

videogame titled Mine Craft. This aspect was very good in the fact that Antonio was actively engaged and

focused throughout the lesson because it was something that he valued. It was humorous to watch that

sometimes Antonio would correct his tutors and say Cats arent in the game, Jaguars and Sheep are!. We are

unsure if this was purposely done, however it really made Antonio remain attentive throughout the time. He

ended his session with the same test on the tablet and received a high score which he was very pleased with.

Overall, the use of friendly competition, and attaching previous schema helped keep Antonio intrinsically

motivated throughout the lesson. Antonios tutors clearly knew how to tap into his intrinsic motivation.
Reflections tied to Educational Theory:

Our observed lesson with Antonio really solidified the need for intrinsic motivation to help facilitate

connections for learning. The need for intrinsic motivation, or Self Determination Theory is proved through

educational theorists Edward Deci and Richard Ryan. Intrinsically speaking, Antonio had the desire to win due

to his competitive nature, and Mind Craft was something that excited him and sparks his interest. Those factors

combined created a great hook for Antonios lesson, and clearly made him remain actively engaged.

Saturday Morning Tutoring Project Log

Teacher candidates will be required to keep a log of hours and write a reflection about each
experience.

Your names: Jessica Del Latto, Kaitlin Graff, Meaghan Bosch Current Course: EDU 572 Summer 2017
Hour[s] of this Session: 1+ __4____ [#] Total Hours to Date: __________4______ [#]
Date of this session __June 14, 2017____ Time: 6 PM to 7 PM
Students Name: Andrew Noe__
Grade and Subject Area (or other description): __Grade 2: English Language Arts & Mathematics_____
Reaction to Effectiveness of Instructional Activities Which Took Place during the Tutoring Session,
provide at least two specific examples:

English Language Arts Goals for the session:

Reading comprehension
Vocabulary and using context clues
Main idea and details

Reaction to Effectiveness of the Goals and Activities Met in English Language Arts:

This session really highlighted Andrews weaknesses in reading. We noticed that while Andrew was

reading our passage to us out loud from ReadWorks.org, he would delete or substitute some words, either being

nonsensical or logical. For example, when the article spoke about natural items from the rainforest, he said the

word spin instead of the word spices. He also had a very difficult time with the word destroying. The
passage used this word frequently, and each time he came across it he had difficulty sounding it out and

determining it was the word destroying. He also substituted the word destroying for discovery, as well as

substituted shrinking for shaking. He did self-correct one word recycle as recent re-sell then to

recycle. We noticed that his goal of reading comprehension was not fully met, he took a very long time

determining the main idea of the passage, and seldom used context clues for his unknown vocabulary. We

realized that in the future, it is important for Andrew to continue to work on these goals in English Language

Arts. We also noticed that reading out loud was not kinesthetic enough for him. For example, he would look

around a lot to see what other groups were doing, he would put his head on his knee a lot and shake, and he was

not very interested in the lesson.

Mathematics Goals for the session:

Reading and interpreting bar graphs
Creating a bar graph to show information

Reaction to Effectiveness of the Goals and Activities Met in Mathematics:

As a trend in our Mathematics lesson, Andrew seemed to be able to accomplish our goals with slight

ease. He was able to take his data from our previous session, and apply it to our graph. He experienced some

difficulty determining how the numbers on the Y-Axis should be placed. With Kaitlins prompting, Andrew did

a great job on his bar graph. He was excited to complete this task, and claimed that he did it in school the week

before so he was familiar with bar graphs. Andrew enjoyed coloring the different bars different colors, and of

course his color of choice was pink. We spent roughly a little bit more time on the English Language portion of

our lesson on purpose because we knew that the mathematics portion would seem easier for him to do. We

predicted our lesson outcome very well, and it was proven that Andrew needed more time for the English

Language Arts portion of our lesson rather than our Mathematics portion.

Reflections tied to Educational Theory:

An educational theorist that our lesson can relate to is Bonwells theory of Active Learning. Bonwells

theory is that individuals learn through building their own knowledge, connecting new ideas and experiences to
previous schema to from new or enhanced understanding. Andrews comment of how he could create a bar

graph because he learned it previously in school activated his previous schema, and then allowed him to apply it

to his work with us. He was excited to please us and essentially show off his skills of creating a bar graph with

us.

Saturday Morning Tutoring Project Log

Teacher candidates will be required to keep a log of hours and write a reflection about each
experience.

Your names: Jessica Del Latto, Kaitlin Graff, Meaghan Bosch Current Course: EDU 572 Summer 2017
Hour[s] of this Session: 1+ __5____ [#] Total Hours to Date: __________5______ [#]
Date of this session __June 21, 2017____ Time: 6 PM to 7 PM
Students Name: Andrew Noe__
Grade and Subject Area (or other description): __Grade 2: English Language Arts & Mathematics_____
Reaction to Effectiveness of Instructional Activities Which Took Place during the Tutoring Session,
provide at least two specific examples:

English Language Arts Goals for the session:

o Decode new words

o Understand the meaning of words
o Understand how words are related

Reaction to Effectiveness of the Goals and Activities Met in English Language Arts:

In this session, we teamed up with Antonios group to play mathematics twister. Consequently, since the

boys arrived late, they were having so much fun and friendly competition, we made the executive decision to

cut the English Language Arts portion of our session. We would have had Andrew pick a sight word and roll a

die that has many different actions including Act it out, define it, draw it, rhyme it,

synonym/antonym, and sing it.

Mathematics Goals for the session:

Multiplication Facts
Skip Counting
Reaction to Effectiveness of the Goals and Activities Met in Mathematics:

In this session, we teamed up with Antonios group to play mathematics twister. This game was active

and engaging for both Andrew and Antonio. It played on both of their strengths, such as their competitive

nature, as well as their weaknesses, such as their multiplication facts. Andrew would have difficulties with his

eight times tables such as eight times seven or eight times six. It did take Andrew a little bit of wait time and

mental math to achieve this task. Another thing we noticed was sometimes the tutors needed to skip count by

threes to help both boys with their three times tables. Overall, both boys were actively engaged throughout the

whole lesson and enjoyed a friendly, yet competitive game of twister.

Reflections tied to Educational Theory:

An educational theorist that our lesson can relate to is Constructivist Jean Piaget. Piagets theory of

physically applying knowledge applies to both Andrew and Antonio. They both needed to be physical instead of

being lectured. Both boys thrived on the fact that Piaget states that in order to facilitate learning, learning is

active not passive.