Standard Seven:Instructional Planning
7K1: Theories and research that form the basis of curriculum development and instructional practice:
Based on Allsop et. al., in Teaching Mathematics Meaningfully I developed a better understanding of theories and research that form the basis of curriculum development and instructional practice. According to Allsop et. al., "concrete, representational, and abstract instructional practice helps to provide the basis for development and instructional practice." Essentially, this means that students need to have material introduced to them in a manner that makes the most sense to them. Its a combination of using manipulatives, pictures, and symbols at the various instructional levels to provide students with overall instruction.
7K2: Scope and sequences of general and special curricula:
My understanding of scope and sequences of general and special curricula came from the use of the Everyday Mathematics curriculum in my classroom. The Chicago Public School System utilizes Everyday Mathematics as the primary means of teaching math and it was utilized as a means for teaching the math curriculum. Everyday Mathematics is a curriculum that does not allow for a lot of reteaching and continues to push through to the next concept day after day. According to Teaching Mathematics Meaningfully a curriculum that is "spiraling" like the Everyday Mathematics curriculum does not foster a positive learning environment for struggling learners.
Based on Allsop et. al., in Teaching Mathematics Meaningfully I developed a better understanding of theories and research that form the basis of curriculum development and instructional practice. According to Allsop et. al., "concrete, representational, and abstract instructional practice helps to provide the basis for development and instructional practice." Essentially, this means that students need to have material introduced to them in a manner that makes the most sense to them. Its a combination of using manipulatives, pictures, and symbols at the various instructional levels to provide students with overall instruction.
7K2: Scope and sequences of general and special curricula:
My understanding of scope and sequences of general and special curricula came from the use of the Everyday Mathematics curriculum in my classroom. The Chicago Public School System utilizes Everyday Mathematics as the primary means of teaching math and it was utilized as a means for teaching the math curriculum. Everyday Mathematics is a curriculum that does not allow for a lot of reteaching and continues to push through to the next concept day after day. According to Teaching Mathematics Meaningfully a curriculum that is "spiraling" like the Everyday Mathematics curriculum does not foster a positive learning environment for struggling learners.
7K3: National, state or provincial, and local curricula standards:
Class four lecture consisted of a lecture on assessments that specifically addressed the use of standards in relation to assessments. During this specific lecture the Michigan Grade Level Content Expectations were explored; however, as a Chicago intern I took that information as and applied it to my teaching in Illinois where the state standards are Common Core. Common Core standards were utilized in all lessons taught this semester. Common Core Website
7K4: Technology for planning and managing the teaching and learning environment:
According to Allsop et. al., the use of technology effectively can provide students with a learning environment that makes task more accessible and obtainable. Technology in math during my placement was not used as a means of completing a task (Allsop, et. al, p. 196) but more of a means for engaging my case study student in the lesson while maintaining the overall flow of the lesson -such as the use of the SMARTboard. The SMARTboard was used to show interactive base ten blocks and in this capacity students were kept engaged.
7S1: Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs:
The general curriculum often requires students to complete a large number of problems independently following the guided practice. In an effort to address this issue for some of my exceptional learners I created worksheets with less problems to accommodate them completing a task within a certain time frame. Essentially, making accommodations for my students who had exceptional learning needs allowed them to excel especially when completing tasks in the Everyday Mathematics curriculum that requires the math masters.
7S2: Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members:
Developing and implementing comprehensive, longitudinal programs in collaboration with team members is a skill that I became more familiar with during my guided lead teaching experience and reading Mageria. "When co-teachers trust each other, students can benefit from a greater array of co-teaching configurations” (Magiera, et. al 2005, p. 23). It was the time that my MT and I spent co planning and working together on my math lessons that helped me to develop the trust needed to create a positive learning environment for our students. We worked together on the plans during guided lead teaching and it was beneficial for my learning experience, as well as, my students.
7S4: Use functional assessments to develop intervention plans:
According to Regan, a Functional Behavioral Assessment (FBA) is the process in which a team identifies potential problematic behaviors a student exhibits and then observe the consequence that follow that behavior. The plan is to develop a hypothesis as to why the problematic behavior is occurring. After reading this my understanding of this process heightened and I also assisted in this process in my placement with one of my students.
7S5: Use task analysis:
Task analysis assist students in sequencing steps and completing steps in a timely manner, (Allsop et. al.). I gained a greater knowledge of task analysis by reading this portion in our class readings; however, I was able to actually utilize task analysis when teaching rounding and subtracting with regrouping. Creating a step by step of what my students should do and then posting the poster in the classroom allowed me to now only read about this skill but to see the skill in the classroom.
7S6: Sequence, implement, and evaluate individualized learning objectives:
There are several students in my placement who have Individualized Education Programs (IEP's) and reviewing their various goals and implementing them was something that I worked on daily but specifically in the lesson one and lesson two completed for this course. My child study student does not have an IEP but being able to aim a lesson around specific needs for a smaller group allowed me to reevaluate my students with IEP goals and objectives as well. Furthermore, IEP objectives and considerations were included in each weekly lesson plan.
7S9: Incorporate and implement instructional and assistive technology into the educational program:
Page 203 in Teaching Mathematics Meaningfully specifically address how struggling leaners need various forms of instruction to gain knowledge of a concept and how technology can provide that support in the classroom. While the classroom technology that students have everyday use to is limited, I wanted to provide more opportunities for my students so I incorporated the use of my iPad into several lessons along with the use of students utilizing the SMARTboard.
7S10: Prepare lesson plans:
As a part of the case study requirements I completed two lesson plans. Lesson plans were aimed to the ability of my case study student and focused on his role as a math student. The lesson was a continuation lesson and explored the concept of subtraction computation. Both lesson plans can be found below.
Class four lecture consisted of a lecture on assessments that specifically addressed the use of standards in relation to assessments. During this specific lecture the Michigan Grade Level Content Expectations were explored; however, as a Chicago intern I took that information as and applied it to my teaching in Illinois where the state standards are Common Core. Common Core standards were utilized in all lessons taught this semester. Common Core Website
7K4: Technology for planning and managing the teaching and learning environment:
According to Allsop et. al., the use of technology effectively can provide students with a learning environment that makes task more accessible and obtainable. Technology in math during my placement was not used as a means of completing a task (Allsop, et. al, p. 196) but more of a means for engaging my case study student in the lesson while maintaining the overall flow of the lesson -such as the use of the SMARTboard. The SMARTboard was used to show interactive base ten blocks and in this capacity students were kept engaged.
7S1: Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs:
The general curriculum often requires students to complete a large number of problems independently following the guided practice. In an effort to address this issue for some of my exceptional learners I created worksheets with less problems to accommodate them completing a task within a certain time frame. Essentially, making accommodations for my students who had exceptional learning needs allowed them to excel especially when completing tasks in the Everyday Mathematics curriculum that requires the math masters.
7S2: Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members:
Developing and implementing comprehensive, longitudinal programs in collaboration with team members is a skill that I became more familiar with during my guided lead teaching experience and reading Mageria. "When co-teachers trust each other, students can benefit from a greater array of co-teaching configurations” (Magiera, et. al 2005, p. 23). It was the time that my MT and I spent co planning and working together on my math lessons that helped me to develop the trust needed to create a positive learning environment for our students. We worked together on the plans during guided lead teaching and it was beneficial for my learning experience, as well as, my students.
7S4: Use functional assessments to develop intervention plans:
According to Regan, a Functional Behavioral Assessment (FBA) is the process in which a team identifies potential problematic behaviors a student exhibits and then observe the consequence that follow that behavior. The plan is to develop a hypothesis as to why the problematic behavior is occurring. After reading this my understanding of this process heightened and I also assisted in this process in my placement with one of my students.
7S5: Use task analysis:
Task analysis assist students in sequencing steps and completing steps in a timely manner, (Allsop et. al.). I gained a greater knowledge of task analysis by reading this portion in our class readings; however, I was able to actually utilize task analysis when teaching rounding and subtracting with regrouping. Creating a step by step of what my students should do and then posting the poster in the classroom allowed me to now only read about this skill but to see the skill in the classroom.
7S6: Sequence, implement, and evaluate individualized learning objectives:
There are several students in my placement who have Individualized Education Programs (IEP's) and reviewing their various goals and implementing them was something that I worked on daily but specifically in the lesson one and lesson two completed for this course. My child study student does not have an IEP but being able to aim a lesson around specific needs for a smaller group allowed me to reevaluate my students with IEP goals and objectives as well. Furthermore, IEP objectives and considerations were included in each weekly lesson plan.
7S9: Incorporate and implement instructional and assistive technology into the educational program:
Page 203 in Teaching Mathematics Meaningfully specifically address how struggling leaners need various forms of instruction to gain knowledge of a concept and how technology can provide that support in the classroom. While the classroom technology that students have everyday use to is limited, I wanted to provide more opportunities for my students so I incorporated the use of my iPad into several lessons along with the use of students utilizing the SMARTboard.
7S10: Prepare lesson plans:
As a part of the case study requirements I completed two lesson plans. Lesson plans were aimed to the ability of my case study student and focused on his role as a math student. The lesson was a continuation lesson and explored the concept of subtraction computation. Both lesson plans can be found below.
hanes_lessonplan.docx | |
File Size: | 43 kb |
File Type: | docx |
hanes_lesson2.docx | |
File Size: | 43 kb |
File Type: | docx |
7S13: Make responsive adjustments to instruction based on continual observations:
As a part of my completion of my lesson plan one, I completed an observation that required me to reevaluate what I taught and see what I could do to help my child study student after the lesson. Furthermore, observations after completing lesson plan one allowed me to evaluate and adjust the approach I took in lesson plan two which was an extension from lesson one. I made adjustments for my students that helped them learn best.
As a part of my completion of my lesson plan one, I completed an observation that required me to reevaluate what I taught and see what I could do to help my child study student after the lesson. Furthermore, observations after completing lesson plan one allowed me to evaluate and adjust the approach I took in lesson plan two which was an extension from lesson one. I made adjustments for my students that helped them learn best.