Engagement in Math Learning
Phase 1

What grade are you teaching?

  • Grade 5 and 6 split classroom.

What type of school are you teaching in?

  • Elementary, have the kids all day

What is your practicum going to look like when you return?

  • I’m doing math, science, English and gym
  • PT is doing grade 6 math, social, English, and gym

What is something particular that you are focusing on when you get back into practicum?

  • Different subjects involve different things.
  • Math: Make lesson plans in sections (work for a bit, teach for a bit).
    • Science: Using visual models, technologies
    • English: I am nervous, I’ve never taught it. I am nervous about this also in the sense that the interview process is going to assume questions about teaching English and what experience one has in teaching English.
    • Create interdisciplinary projects, incorporating engineering, use fun activities to connect to the outcomes in our POS.

What worked well for you in field III

  • Found activities that were good for their grade level, their attention span, and learning outcomes in Math
  • I started doing a lot more visual models and got kids engaged in Science. Still, want to boost that more by adding experiments and storytelling.

Have you seen English taught in your class?

  • Yes. Going to more or less follow that model.
  • I was more focused on how she was teaching a class.
  • Going into F4, I’m going to be doing my own teaching style instead of worrying about what my partner teacher would do

Pressures or guideline to have a specific teaching style?

  • Nope, my teacher allows me the space to create and use my own teaching style.

As it stands, does your teacher do any interdisciplinary stuff?

  • I’ve haven’t observed too much of that
  • I ran an art project where we connected with Sky Science. That was the only interdisciplinary thing I saw while I was there
  • Most of the time, not really. Easy to connect SS and Eng, be able to do projects that involve reading and writing. But there was never any non-core subjects connecting to core subjects.

Have you talked to her about ID? What two subjects would you combine for an ID project?

  • She’s into it but I have never planned anything so far.
  • She’s very open minded
  • Art and Science

What might you do to develop your ideas and practices on assessments

  • Most of my assessment was exit slips,
  • Nothing fun and engaging, no big projects
  • I really should do something that is project-based, and their end product is their assessment. Focus on engaging assessment
  • For science, I’m planning a classroom unit. I want it to be inquiry-based. Present a model or, have to wonder, use problem-solving skills to answer their wonders/inquiry. Incorporate technology. Learn how to distinguish critical sources.
  • For math, I am struggling with a math assessment. All I know has been worksheets and tests. I learned in some ways to make the learning engagement, but not the assessment. I did a unit and a bit, for the one I completed, my assessment type- having an end project. Like a real-world problem-solving booklet, though it was still very standardized. Many repeating worksheets, standard processes were emphasized. My partner teachers feedback said “not a very viable way of assessing students, worksheets not really targeted at their learning. Not really connected to the real world. The numbers are much larger than they are used to doing. It would take forever to grade them.

Can you describe what student work looks like in your class? Are they usually sitting or moving?

  • In math, individually or in a group. I already know which students would require extra help and they could come to the back table for small group instruction. Most other students work pretty well but sometimes they need stay-on-task refocusing.
  • Another struggle I have, If I was by myself, I couldn’t give students more individualized work. Some students finish all their work instantly.
    • Created low floor high ceiling questions to accommodate low-achieving and high-achieving students
  • In science, my lessons from the last Field have been mostly sitting around. I have been criticized for that. With the model I apply in math for F4, I’ll apply for science. But science is more engaging so students don’t mind the sitting as much.
    • Lecture, work time, lecture, work time…

Classroom relationships

  • Mostly fun, some students playfully don’t consider me to have as much authority as their teacher. All other them have subconsciously taken this when they get louder. They all show me respect, all do their work when I tell them to. Some are not completely comfortable, others are more comfortable with me compared to my partner teacher.
    • Many have shy personalities, some exert less shyness to my partner teacher
    • I do want to learn how to have more control over what the students think of me professionally. One thing I lack is implementing discipline. My partner teacher discipline a student in a way that showed me that I need to step up how I discipline students.

 

Unique Aspects of Jason’s Experiences

  • Never got to witness his partner teacher teach math
  • Will be teaching three core subjects for Field IV

 

Unique Needs Jason Has As A Professional

  • Work harder on fostering student-teacher relationships
  • Develop engaging and meaningful assessments
  • Creating an inquiry-based or project-based unit for science

Similarities between Bilal, Jason, & Parminder

 

I’M NOT CREATIVE IN THE MATH thing and I really have to look deeper.

Develop engaging and meaningful assessments

Develop engaging and meaningful assessments

How to develop his teaching practices with respect to math

How to enhance his assessment strategies

“Math: homework review, lecture, work time. Everyday”

For math, I am struggling with a math assessment. All I know has been worksheets and tests. I learned in some ways to make the learning engagement, but not the assessment.

Bilal is not creative with math but has the fortunate opportunity to work with a teacher who is and can make math very fun and engaging for students

Math is arithmetic and foundation and operation. It is hard to figure out a meaningful task.

 

Based on these statements, we decided to focus our problem of practice on the topics of math and assessment. These two topics troubled us the most in our last field and we felt that going forward into field IV, it would be helpful if we could address these issues so as to enhance our abilities and techniques in the classroom.

Phase 1

By using a peer interview method, we were able to collect as much data as possible on our teaching process and specific issues we face in our classrooms. Collaboratively, the information gathered from the interview was analyzed and used to generate as many potential problems as we can think of.

Phase 2

Looking at all the proposed problems from phase 1, we converged and isolated on the core problem. This core problem is put into the statement of “How might we…”

Phase 3

Using 2 design processes, we mapped out the solution and how it is connected to the curriculum through the Programs of Study.

Phase 4

The final product or an example of the solution is produced in this phase.

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