Supervisor Observation 3 Reflection

Video link: https://youtu.be/2Vb5SELkMJ8

Discuss student learning. What did students learn? Provide evidence for this learning (discuss student work, observation data, video, etc.). How do you know that students learned?

• In this lesson, students built on the part-part-whole knowledge to create different number sentences that equal 10. They used manipulatives (red and yellow counters) to add the different colors together. I know students learned because I was able to circulate and listen to students discussing part-part-whole with their partner; I was able to look at their worksheets during the lesson; and I collected exit tickets after the lesson. I know students learned this concept because every student wrote the correct answer on their exit ticket and the discussions they were having with their partner were very insightful (such as discussion with students at 25:40).

Select several questions from the USF lesson plan reflection sheet based on content.

If you were going to teach this lesson to the same group of students, what would you do differently? Why? What would you do the same? Why?

• I would add differentiation into this math lesson if I were to teach it again to the same group of students. This could be in the form of different worksheets, extension activities, more manipulatives, or two different exit tickets. I would like to implement more differentiated options during math because I could see a wide range of ability levels during this lesson and that would be a great opportunity for differentiation. I would keep the activity the same if I did this lesson again. My students grasped the part-part-whole concept extremely well with the use of the red and yellow counters. This was a successful activity that solidified this concept for them.

Analyze your use of mathematics vocabulary. Were you precise in your use of vocabulary? Did you encourage precision in students' use of vocabulary?

• I used mathematics vocabulary in this lesson by continuously bringing the lesson back to “part-part-whole.” At :45 seconds, I introduced a question with this vocabulary and connected it to a “number sentence,” and when one of my students answered, I asked another question to clarify, which is when he then was able to use his math vocabulary to explain that when you add two numbers together, you get the whole (1:35). So I not only used this math vocabulary, I encouraged my students to use it as well throughout the lesson.

What surprised you in your lesson?

• I was surprised that all of my students mastered the worksheet during this lesson! They were all able to write the correct addends and find the whole. They all caught on to “10” being the whole in all of the equations, even when the addends were different (25:40-26:00). I was surprised that they all understood this concept very well, and I think the manipulatives were a great help for many of my students.

What did you learn from engaging in this lesson?

• I learned that assessment is something to take into consideration more when planning for these math lessons. While I thought of pre-assessment, formative, and summative, there were still pieces I could have added on to those areas. I would have liked to use a checklist during the lesson to truly record who understood it and who didn’t, while also thinking about how students could have self-assessed. This is something I will learn from and improve upon for the next lesson.

What are some of your goals based on what you learned from this lesson?

• As stated previously, I have a goal to work on assessments. My pre-assessment, formative, and summative can be improved upon by thinking more about the options for assessing before the lesson. I also have a goal to find students who had a gap in the subject matter knowledge during the lesson and find modifications for them during instruction. Being flexible and responsive to my students’ needs is something I believe I am very good at, but there is always a way to improve upon that, especially during math.