Fieldwork Observation: Allison Elementary

(4-5th Grade Mr. Tim Brown) January 23, 2020

Fieldwork Observation

By

Norman G. Robinson III

ITL516 Mathematics Integrative Design

Professor Louanne Myers

National University

ID #040077365
 Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020

Safe and Positive Learning Space

The instructor (Mr. Brown at Allison Elementary in Twin Rivers School District) did his very
best to create a “Safe Learning Space” in his classroom. The classroom was clean and orderly,
with all assignments, desks, paperwork, duty stations organized and ready for use. Mr. Brown
allowed the students to work collaboratively and share their opinions and ideas. Pretty much
everyone was doing just that. He used the students’ answers as much as possible, and especially
stressed the use of their models then facilitated those on the digital screen. Finally, the list of the
“Five B’s” was clearly posted a school goal of be: respectful, courteous, kind, safe and secure.
Mr. Brown’s classroom had a great pace and was very collaborative with the students; certainly a
safe space had been created. His class was working on their Unit 4 math problems: addition and
subtraction of fractions. He had a mixed class of 4th and 5th graders.

Clear Expectations While Connecting to Prior Knowledge

Mr. Brown was constantly going back to source material from earlier in the year. Also, he used
the example of future use of models being very important in their math lives going forward. He
reminded them on many occasions to use the models they had already worked on. Several times
he reasserted the expectation, “Please find subtraction or addition in the word problem before
working your models and reminder to be more thorough.” His detailed review of word problems
and how to decipher them was constant. He reminded the students of what they looked for in past
problems to help with their current math problems.

Engaged Students in Higher-Order Thinking

Several times I watched Mr. Brown connect concepts for students regarding how to read a word
problem and determine subtraction or addition aspects of the problem. Further he provided
 Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020

problem solving strategies like models, key words, and virtual clues. Manipulatives were
certainly used, but models were his primary focus for solving the math problems I observed.

Monitored Student Learning

Over the course of an hour and 45 minutes that I watched Mr. Brown’s class he always followed
up with students. One exchange in particular stands out, a student named Ricky (not actual
name) asked, “What is that number I don’t understand?” At once, Mr. Brown responded with a
question of his own, “Ricky, what is our equation?” Ricky did not know it, so Mr. Brown took
about five minutes to walk Ricky and the rest of class through the problem and assist Ricky in
figuring out the equation on his own.

There are eight mathematical practices that I observed Mr. Brown execute in his classroom
without losing a beat:

1) Make sense of problems and persevere to the solution

2) Reason abstractly and quantitatively
3) Construct viable arguments and critique his students reasoning
4) Model with mathematics
5) Use appropriate tools strategically
6) Attend to precision
7) Look for and make use of structure
8) Look for and express regularity in repeated reasoning

I really enjoyed observing a journeymen teacher’s classroom. Mr. Brown was professional and
incredibly patient with all students and he has been doing this for over 15 years. Several
instances in the classroom match one or more of the eight observation practices I observed. I
observed a persistence from Mr. Brown (persevering) asking a student, “Why aren’t they the
same thing?” He motioned to the digital screen and took the student through each step continuing
to solution. Additionally, he was working on subtraction problems for fractions asking:

7/10 – 4/10 =?

Mr. Brown (abstraction) used pumpkins as an abstract example to solve quantitatively the
problem above. The teacher (construct and critique) constructed reasoning and critiqued it in
others stating, “Draw a fraction model or number line to show your thinking.” He constantly
stressed for the students to fall back on their models (see notes and field observation sheet
attached) to express their arguments. As stated several times this teacher was hardcore into
models, very enlightening.
 Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020

The tools the teacher chose tended to fit the instruction (appropriate tools). He used digital
technology to engage the entire classroom step by step (see overhead pic below). Mr. Brown
further emphasized the importance of precise communication by focusing on clarity of
definitions asking leading questions like, “What did you get?” or “Be more thorough.”

It should be noted that Mr. Brown had 4 Sped students and 2 ESL students; these students did
not stand out as they were very well integrated with the rest of the classroom instruction. All of
whom were using structure (see previous interaction above with Ricky) and supported his
students with positive prompts for repeated reasoning like, “That is a good question, always
good to clarify.”

Conclusion:

Watching a professional teacher in the field is truly valuable and has significantly helped me be a
better substitute teacher and eventually a full time teacher. Every time, I have this assignment
form National University I learn a ton of info about the magic in the classroom and what it takes
to be a teacher. Finally, it should be noted that Mr. Brown was teaching a class of students from
multiple backgrounds, middle class, below poverty line, all ethnic groups were represented
though the majority of students were Latino. His ability to manage and work with everyone
should be noted, and the consistency of effort for his classroom was impressive throughout the
day. Thank you, Mr. Brown.
 Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020

Engaging in the Mathematical Practices Observation Form and Notes see below:
Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020
Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020
Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020
Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020
Fieldwork Observation: Allison Elementary
(4-5th Grade Mr. Tim Brown) January 23, 2020