greek money lesson reflection

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Tori Klier Dr. Wallace ELED 433 Children and Mathematics 13 March 2017 Greek Money Lesson Plan Reflection 1.) A description of your actual teaching of the lesson and how it differs from your plans: The students were really excited about learning about the Greek culture and the opportunity to participate in an Ancient Greek market place. I began by partnering up the students and passing out bags of money to each gro
  Tori Klier Dr. Wallace ELED 433 Children and Mathematics 13 March 2017 Greek Money Lesson Plan Reflection 1.)   A description of your actual teaching of the lesson and how it differs from your plans: The students were really excited about learning about the Greek culture and the opportunity to participate in an Ancient Greek market place. I began by  partnering up the students and passing out bags of money to each group. After this, I had a student pass out the worksheets while I reviewed with the students about the coins in front of them by asking questions such as holding up each coin asking for its name and value. I also asked the students why it is better to carry 4 quarters instead of 100 pennies, why would you prefer to receive fewer coins as change after a purchase, and if there is only one way to make a certain amount with coins. The students answered all of these questions correctly and then we  began to work on the worksheet together by doing the first problem and me explaining the directions more clearly and explicitly because some students were unable to understand what the problem was asking. At this point, some of the students left to go to resources, but the rest of the class continued to work in their groups and successfully finished the worksheet with only some help required from me such as helping the students count up to the desired amount. When the other students returned, I gave them a slightly easier worksheet that was shorter, so they would finish around the same time as the other students, and still learn and experience the objectives of the lesson. For the students who finished early, I gave them the opportunity to complete the two bonus questions I had which they were extremely excited about because they liked challenges and saw this as an opportunity to show their skills. After completing the worksheet, the students and I went over the answers and I asked some students to explain their thinking. One student was brave enough to come up to the overhead and explain his work. Surprisingly, he described many methods such as counting up from zero, using the amount from the previous problem to build upon and manipulate to create the amount needed for the proceeding problem, and creating groups to represent the same amount but with different coins to show different ways of creating the same amount. I was amazed that the student was able to show how he used a variety of different strategies to solve the problems. After completing the worksheet and going over the results, I collected the worksheet and my CT took it as a daily grade for the students. The students then began to purchase items from the market and work on their vases, some students became really interested in the patterns that were on some vases which led to a quick review of pattern lessons as they worked on their designs. 2.)   A description of the changes and an explanation for why you made the changes. Some changes to the lesson plan that occurred was the fact that I reviewed  patterns a little bit with the students because that seemed to be of interest to them  at the time. One boy made an inverse pattern on his vase with his own self  portrait, so on one side, he had a picture of himself with a red outline and black details and on the other side he had a picture of himself with a black outline and red details. I was amazed at his art and found an example of a portrait vase for him. Another change I made to the lesson was the fact that one student explained so many strategies to solve the problems, but again this occurred because the students were very attentive to their peer, and the student explaining his thinking to the class was doing a very good job at helping others understand. I did not intend for the worksheet to be taken as a daily grade, but the students worked very hard on it and seemed to learn a lot from the lesson, so I believe it was an excellent opportunity to take a grade for it. 3.)   Your impact on student learning, what students learned, and the evidence you offer that your conclusions are valid; The students seemed to really learn a lot from working with the coins and filling out the worksheet. As we worked together on the first problem, discussions about what each coin was worth and if there were multiple ways to show the same amount ensued. Various students asked questions and for help and I was able to hear their thought process as they sought to explain to me what they were thinking and to solve the problem. When students had difficulty determining how to find the correct amount, I asked them to think about counting by tens or fives, starting with a bigger coin rather than just pennies, and many of the students upon hearing that were able to complete the first few problems and then develop their own strategies for the other problems. Walking around I often reviewed with some students about how many quarters make up a dollar and asked them to do the math through repeated addition. I also made sure to review with the students who left to receive extra resource help about coin values and why we would try and carry the fewest amount of coins possible. These students I spent a considerable amount of time with as they were challenged the most by the worksheet and needed more attention to help them develop strategies. By walking around, listening to the students’ conversations, and viewing the students’ work, I can determine that the students accomplished all the learning objectives and have a good understanding of the SOLs of counting and comparing amounts made of coins and writing dollar amounts using the cent and dollar sign, and decimal  point. 4.) A description of at least one way you could incorporate developmentally appropriate  practice in a better or more thorough way if you were to teach this lesson again I think one way I could incorporate developmentally appropriate practice  better when teaching this lesson again would be to have the students make their vase first and then let them participate in the market place. This change would be made because a lot of students became distracted when they were allowed to  purchase materials and thus were unable to finish their vases in the allotted time. I think the students would also benefit from extending the lesson a little bit longer and giving the students the ability to ask more questions and engage in student led inquiry because they were really open to the information during that part of the lesson. The students were very keen on observing details in the video clip which I was pleased about, so I did not have to show the video again, but students were a  little unsure about how to complete the math worksheet. Some students struggled slightly to understand the instructions despite the fact that I provided additional instructions and we completed the first problem together as a class. I think to make this lesson more developmentally appropriate I would include more explicit and easy to follow instructions as well as an already completed example math  problem above the problem we did together as a class. 5.) A description of what you would do/teach next if you were the classroom teacher; The next time I choose to teach this lesson, I would like to allow more time for the lesson, so the students could ask more questions and I could answer more for them. I would like to make the lesson span the whole day if possible and incorporate science lessons and reading/ word study lessons into the Ancient Greek market place as well. I would like to read to the students about Greek gods and have them split into groups and do a compare and contrast Venn diagram of two gods to test their comprehension and introduce them to more of the Ancient Greek belief system. I would also make the students finish making their vases  before they purchase any items, so they do not get distracted by participating in the market place. I would also have the students compare prices of certain goods  by seeing how much of one item they could get for the same price of another item; for example: how many bottle of oil could a customer buy for the cost of two jars of honey? This would help students to think more abstractly. 6.) a description of what you learned or had reinforced about young children as learners; From planning and teaching this lesson, I was again reassured that students learn the best when they were fully engaged and interested in the topic  presented. When students are engaged and feel like they are in control of what they learn, students are better able to absorb the material and want to discuss and  participate in the lesson. When students are engaged, they are utilizing their brain more and able to make more connections from their everyday life and experiences to the lesson which helps engrave the lesson topics and objectives more fully into their minds. While this discussion and engagement, sometime led to chatty  behavior from the students, all the talk was relevant to what we were learning and how it connected to their life experiences. I also learned that students benefit from review and hearing about their own classmates or peers discuss ways of coming to a conclusion. 7.) a description of what you learned or had reinforced about teaching; I have realized that a teacher must be flexible and listen to the students. In the end students will be more engaged if they feel they are in control of their learning, and if they are learning what they want to learn or know. A teacher can take questions that the students has, answer them, and then direct their attention or connect the new found information to information that the teacher was srcinally  trying to teach the students. I also saw that students learn best through experiences. There is a need to engage as many of their senses as possible including sight, hearing, taste, feeling, and smell, so they get an accurate picture of what they are learning. I also learned that as a teacher that connections are vital to students as they help them to build upon their funds of knowledge, fully absorb, and remember the information presented to them. Through planning this lesson, I also learned the importance of engaging the students early on in the lesson, and making sure the students have ample opportunities to move thus engaging the  body and the mind in learning. Teachers need to engage students and sometimes the best way to do this is to be directed by students’ questions and discussions, if students want to talk about patterns, discuss patterns and work to broaden their horizons or help them dive deeper into the concept. 8.) a description of what you learned or had reinforced about yourself. You should use explicit examples throughout your reflection which demonstrate thought and insight. From planning and teaching this lesson, I have learned that I really enjoy teaching inclusive and integrated lessons that span on a variety of topics and allow students to dive deep into various topics and make connections. I also learned that I am really good at reading my students and understanding what will get their attention and help them be interested in the lesson and have fun learning. One of my weaknesses which was displayed during this lesson was the fact that I enjoy students talking about the subject at hand with their neighbors and want them to discuss and work on their verbal communication skills, but sometimes it hinders my ability to express directions to the students. I need to work on  balancing the chit chat with meaningful discussion and directions. I had the opportunity to talk with my CT about it after the lesson, and she assured me it is a weakness that every teacher encounters every time with a group of new students and it takes time for the students to acknowledge the teacher as an authority figure and to understand when they need to listen and how the teacher can get them to listen or capture their attention.
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