Saturday Morning Tutoring Project Log

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: Kelsey Crapo, Brian Michalec, Jonathan Morgan Current Course: EDU 572 Summer 2017
Hour[s] of this Session: 1+ ___1____ [#] Total Hours to Date: ____1____ [#]
Date of this session May 31, 2017 Time: 6 PM to 7 PM
Students Name: Logan
Grade and Subject Area (or other description):
Getting acquainted with our student and creating a WordCloud.
Reaction to Effectiveness of Instructional Activities Which Took Place during the Tutoring Session,
provide at least two specific examples:
In the beginning of the session, asking Logan basic questions seemed to be effective to get answers from
him. If he did not understand what we were asking him, he looked confused or asked What? and we had to
reword what we were asking him. As Logan became comfortable, he began to mimic our questions and ask us
the question instead of giving us an answer. We had to come up with a different approach to asking him the
questions so we could get the answer. We played a game where we would ask him a question and he would
answer then ask us one back. This approach seemed to work for the most part. He would repeat his questions to
us but we were getting answers from him. I also noticed that in the beginning, we were all taking turns asking
questions and that is when he began to turn it around on us and ask us. We had one person ask him the questions
and he was more inclined to give us an answer.
Reflections:
Reflect on how your instructional activities, strategies, assessment tools link with the theories of education
presented in your coursework throughout the program.
In our first session, we were getting to know Logan and finding out all out his interests. We were asking
questions to get words that we could include in his Word Cloud. At first, Logan was very shy and quiet. Once
he got comfortable with us, we began to notice once we asked him a question, he responded by asking us that
same question. He would also ask us a question about an object if he saw someone had it. For example,
someone pulled out a water bottle and he asked if we liked water. Another interesting aspect about Logan that I
noticed was he interpreted questions and came up with a question that had to do with what we asked. Someone
asked him if he likes seeing information instead of having it spoken to him and he created the question of Have
you ever used binoculars?. I thought this was interesting the way he was able to pull information from the
question we asked him to come up with his own question to ask us. Logan also loves DC comic characters. We
had a picture of them printed for him and he kept looking back at it throughout the tutoring session. While
trying to figure out his learning style, I noticed Logan liked drawing and more visuals instead of lectures.
Knowing what I do about Logan, that makes sense. He has a great imagination and likes to visualize anything
you ask him about. He is also able to recite movies back to you and tell you what happens throughout a movie.
With the diagnosis of autism, I know those children shine in one area. Movies and comics seem to be his area
where he shines. It was nice to see Logan become comfortable with us throughout the session and I am excited
to learn more about him and see him grow in the few sessions we have with him. In this session, a lot of
Howard Gardners theory of Multiple Intelligences was seen. We noticed Logan is a visual, auditory learner. He
needed to hear the questions we were asking but for some of them we had to explain more using visuals or
examples. We could not just give him the paper of questions and let him answer it. He does not learn best that
way.
experience.
Date of this session June 5, 2017 Time: 6 PM to 7 PM
Grade and Subject Area (or other description): First Grade mathematics simple addition and ELA working with
syllables.
For mathematics, we used a Kahoot and Plicker for our pre and post tests. He loved the competition and
enjoyed using the technology. He was interested by how Plicker worked and got the hang of it quickly. For the
ELA portion, we used a Kahoot as well and he reacted just how we thought he would. He was engaged and
focused on the task at hand and enjoyed the competition. One group member helped him the first time so he
knew what to hit when he knew his answer but after that he was quick to answer.
Reflections:
For this session, we began with mathematics. We read in his IEP that he was incredible with math but it
also said he needs to work on his addition skills. Going through our activity, that was not evident. He was able
to answer the addition equations very quickly and on his own. We started with a Kahoot pretest. It asked simple
addition questions and he was able to find the answer in any way he felt comfortable with. We provided Logan
with scrap paper and he began drawing circles to answer the questions. I thought that was interesting. We were
able to see how he needed that visual to help him clarify his answers. Howard Garnders multiple intelligences
of visual learners really showed with this activity. We noticed when Logan was asked any number plus 10 or 11
he was able to answer that without a second thought or having to draw a picture. He seemed to be proficient
with his 10s and 11s. For the activity we provided comic book word problems involving simple addition
problems. He continued to use his method of drawing circles to complete each one. We asked him if he wanted
to use a number line but that was confusing him. In one problem that had two superheros he used a tally system
to get his answer. He knew once he hit five tallies he had to cross over. The posttest was the same as the pretest
and he did well on both. We really saw how much of a visual as well as an auditory learner Logan is with this
activity.
For ELA, we work on syllables. We gave him examples of words and he had to tell us how many
syllables eachone contained. He was able to do this easily. He was also able to tell us that the two syllable
words were compound words as well. I thought this was interesting that he was able to make that connection
even though we were talking about compound words. For both the pre and post tests, he got them all without
any hesitation. For our activity, we gave Logan a few words and he had to hop on the tape we laid on the floor
for how many syllables were in each word. He seemed to really enjoy the engagement of the activity and being
able to get up and actually jump out the number of syllables. This activity also further proved that he has a
multiple intelligence of being a visual learner.

experience.
Grade and Subject Area (or other description): First grade mathematics coins and their worth and ELA working
with rhyming words.
In this session we used Kahoots for both the mathematics and ELA pre and post tests. Logan really reacts well
the playing the games. He really enjoys the competition and focus more when he has to go up against someone.
Both of our activities were hands on and he reacted well and it got the point across to him. Some of the
manipulatives distracted him and he rather play with them than do his work.
Reflections:
Again we started this session with mathematics. Logans mother wanted us to work on coins with him
and the value of each one. Our Kahoot for both pre and post test were pictures of the coin and Logan had to
name the coin and some questions he had to select the value of the coin shown. Logan was getting confused
with the quarter and the nickel. We saw how he could have gotten confused because the pictures looked similar
and they looked like they were the same size. For our activity, we had different cards that had coin on it and
Logan had to discover the value of all the coins on the card. He had to place a clothes pin on the correct answer.
We noticed that once we gave him a clothes pin he was automatically distract4ed and focused on that instead of
his work. We had to take it away once he completed each problem them give it back to him for the next one. He
was still getting confused as to what each coins value was so together, we created a cheat sheet to guide him
through the activity. We also noticed he struggled to use the clothes pin. We realized his fine motor skills were
not that strong. We used Benjamin Blooms theory of questioning throughout this lesson. We noticed he began
to just guess when we would ask him about a coin so we had to re word our question and either make it simpler
or a little harder depending how he answered each one.
For the ELA portion, we worked with rhyming words. We used a Kahoot for both the pre and post tests
as well. We had two words and he had to say if it was true or false that those words rhymed. Logan was able to
complete both tests easily. He got one wrong but we were able to see why it made sense that he got confused
with the two words. For our activity, we played a game of memory. Logan versed one of us and had to find
matching words that rhymed. Logan was very good at this game and was able to remember where each match
was when he either missed a match or when his opponent turned cards over and didnt get a match as well.
Logan seems to work better with repetition. This game is all about repetition and he succeeded at it. Howard
Gardners theory of multiple intelligences showed in this activity. Logan is a visual and auditory learner so he
was able to see all the words on the index cards as well as hear them when the cards were turned over and both
him and his opponent said the words out loud to see if they rhymed.
experience.
Grade and Subject Area (or other description): First grade mathematics involved completing his homework and
a lesson on clocks and ELA was all about main idea.
For ELA, we were doing main idea. Some of the stories we provided Logan with gave him choices of what the
main idea of the passage could be and he was able to complete those with no problem. The passages that had no
choices he seemed to struggle to come up with the main idea. For mathematics, we used a hands-on game of
matching clocks with digital times and he seemed to really enjoy it and was engaged in the activity.
Reflections:
In this session, we began with completing Logans math homework from school. He had to complete
addition problems that contained three numbers. He had to find two numbers in the equation that equaled 10
then add the remaining number. He got confused when the two number that equaled 10 were not directly next to
each other. He thought the two numbers had to be next to each other in order for that to work. Once we
explained it could be any two numbers in the equations, he flew through the worksheet and really understood
what they were asking of him. For the subtraction side, to subtract the two numbers, he used a tally system and
drew the number of tallies for the larger number then crossed out the number of tallies of the number he was
subtracting. That visual helped him answer the problem quick and with no hesitation.
We then did ELA to give him a break from math. For ELA we did main idea. To start of the lesson we
asked Logan if he knew what main idea was and he got confused. We explained it and then asked him what he
main idea of one of his favorite movies were and he was able to do that easily. We wanted to make sure he
understood what we were looking for from him before we began. For the pre and post tests, Logan was given
passages that he had to read on his own and tell us the main idea. We wanted to see where he was as far as
determining the main idea. He read the passages out loud and read fluently and with enthusiasm. We also used
passages for the activity and we found the main idea all together. The passages that had choices of what the
main idea was of what he read he got easily but if he had to come up with the main idea on his own, he
struggled. He also was making self to text connections when we read a story that reminded him or something he
did or saw. We used Blooms Taxonomy to word our questions in a way that Logan would best understand it.
We definitely discovered he is better with process of elimination instead of coming up with the main idea on his
own.
For mathematics, we talked about clocks and the hands on a clock. He knew exactly what the hands
represented and knew the difference between analytical clocks and digital ones. He constantly asked us which
kind of clock we liked better. He was very interested in that and asked many times throughout the lesson. For
the activity, Logan had to match pictures of clocks with the digital time and it was self-corrective. When he was
completing the activity, he kept saying it was easy. When he tried matching a time up, he realized it didnt
match and corrected it himself. Logan knew what it meant to be a quarter past, half past, and a quarter too.
When we got to the post-test he was having trouble staying focused. We were giving him a time and he had to
draw the time on the analytical clock. We had to cut the amount down because he was doing task avoidance so
he did not have to continue.

experience.
Grade and Subject Area (or other description): First grade mathematics involved completing his homework and
a lesson on clocks and ELA was all about main idea.
Reflections:
**Absent this day because I had to go back upstate for a ceremony for my Husband.
experience.
Grade and Subject Area (or other description): First grade ELA punctuation
For the pre-test for ELA, we had Logan complete phrases with the correct punctuation. He was using stickers to
do it and he was becoming distracted with the stickers. He was able to complete all of the them but it took a
little longer because he kept getting off topic. We used a Kahoot for the post test and as always he reacted well
to the competition and completed it with ease.
Reflections:
For this session, we were only able to get to ELA because Logan arrived late. By the time he got to us,
he was not in the right mindset and we knew it was going to take a little to get him to get focused. To start off,
we gave Logan index cards with phrases on them and he had to decide which punctuation best ended each one.
He would use stickers with the punctuations on it. Logan was getting distracted with the stickers and kept going
under the table to make a guess about which punctuation worked best. When the phrases were read to him, he
was able to say Oh, Who, What, Where, Why, When! Those say its a question! We were glad he was able to
make that connection which helped him complete the pre-test. For the activity, we were having him create his
own sentences using the different punctuations. He seemed to enjoying coming up with his own sentences.
When he was unsure of how to spell a word, he would ask us and we had him sound it out. He was able to
sound the words out on his own and spell it correctly. We used Blooms Taxonomy to ask Logan a variety of
questions to check his understanding of each punctuation and when to use each. We noticed he was beginning
to fade more so we moved on to the Kahoot for the post-test because he enjoys the game and competition. For
the post-test we did not read the phrases out loud. We noticed that since we did not do this, Logan was unable to
tell if a question was a statement or an exclamatory sentence. He needs to be able to hear the voice behind it and
how it is read. This showed that with Howard Gardners intelligences, that he is an auditory learner.
experience.
Grade and Subject Area (or other description): First grade mathematics regrouping and ELA vowels and vowel
teams
Logan reacted well to all of our activities and pre and post tests this session. We used Kahoots for both tests in
both subject areas and he enjoyed the competition. He even chose to go against me because he enjoyed the
competition I give him. For the math, he was becoming frustrated when time started running out and he was
frantically trying to figure out the answer to the problem. But overall, Logan reacted positively to the activities
that took place.
Reflections:
This was the last session and Logan did not want it to be over. This session we began with ELA. We
saw he needed work on his vowel blends and vowel teams so we decided to focus on that. We began with a
worksheet that had words written with missing vowels. Logan had to use circle stickers with vowels on them to
complete each word. Some of the words Logan would sound out which letter fit best while others, he discovered
the word first then sounded out which vowel correctly fit. Logan would know the word but got confused when it
came to sounding it out if the word contained vowel teams or blends since you only hear the first vowel with
those. Overall, Logan did well. For our activity, we did a connect four game. He was matching the words with
the correct vowel teams but was getting confused at the fact that in order to win, he had to get four of his cards
in a row. As a closing, we played his favorite game, Kahoot. For the Kahoot, Logan was only able to get the
word if it was spoken to him. The words were missing vowels so unless someone said what the word is, he was
unable to complete it. Words that looked familiar to him, he was able to get easily.
For mathematics, we focused on regrouping. We saw he struggled with this in the beginning sessions
and wanted to go more in depth. We began with a Kahoot and Logan would draw tallies to add the numbers up.
The numbers began to become bigger and I noticed he began to struggle. I re wrote the questions for him
vertically instead of horizontally and that helped him a little more. He was understanding the concept of
regrouping but would leave the number he had to bring up in the answer and in turn, get the wrong answer. For
the activity, the used the 3D manipulative where he spun numbers and created equations. We would write the
equation on the board and help him through solving it. On the board, Logan was flying through the problems.
He was understanding the concept so easily after we explained he had to get rid of the one in the answer once he
carried it up top. To check his understanding, we had Logan become the teacher and explain to one of us the
method to complete each problem. He was able to clearly explain how to go through each equation and where to
put each number. We realized he became a pro at it. To finish the lesson, we did the same Kahoot. Again, we
would write the equations for him on paper but we still saw him struggling even though he was just flying
through the problems on the board. To help him, I re wrote each equation on the board so he could solve them
that way. He was completing the equations with ease on the board. We discovered he needed them re written on
the board, which he liked better than having them rewritten on paper.

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Saturday Morning Tutoring Project Log

and he was more inclined to give us an answer.

multiple intelligence of being a visual learner.

or a little harder depending how he answered each one.

he did not have to continue.

to the competition and completed it with ease.

that took place.

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