Recent Changes

Portfolio edited {Portfolio.docx}

{Portfolio.docx}

(view changes)

Portfolio.docx uploaded

StanleyWheel edited {Stanley Wheel.docx}

{Stanley Wheel.docx}

(view changes)

Stanley Wheel.docx uploaded

Comprehension Strategy edited Your Name: Ande Vicki Stanley Your Subject Area: 7th Grade Mathematics Title of textbook: South …

Your Name: Ande Vicki Stanley
Your Subject Area: 7th Grade Mathematics
Title of textbook: South Carolina Mathematics Course 2
Topic of your selected textbook section and pages: Chapter 6, Section 6, Percent, pg 338
Name of your selected teaching strategy. Think Aloud
In an think aloud, the students will take out their mathematics book and turn to the pages that list the vocabulary words the students need to learn. From there the students will take turns reading vocabulary words and definitions if there is more than one word that they need to learn in the same day. Immediately after the students read the word and difinition, the class as a whole will discuss what they think the word means, what are some other meanings of the words, what are the similaritites and differences in the meanings, how to apply the word to other problems and any other information that may be relevant to the word. Then the students will move on to the next word and meaning.

(view changes)

Practicum 5 edited My Ct asks a lot of questions at the memory and application level. She checks to make sure the stu…

My Ct asks a lot of questions at the memory and application level. She checks to make sure the students know the facts or steps but also asks procedural questions that deal with application questions to make sure the students are able to apply the information they have learned. She also asked some evaluative questions to make sure students are understanding the lecture as she is explaining the material. She does not ask any divergent questions. She does not require them to try and think beyond the facts and applying them. The students do not ask any convergent questions. They do not ask many questions at all especially relating to the content they are learning. They do not seem to care how things apply or why they do. They only ask if they have to have information memorized or if it will be given to them on the test. The teacher is not engaging in higher order thinking with her students or challenging them to think of other applications they can use the content for in the real world. This makes the students lose credibility for the usefulness of the information causing them to quickly dismiss it and even forget it.

(view changes)

Practicum 4 edited My CT asks questions throughout the entire class period. Almost all of the question are content re…

My CT asks questions throughout the entire class period. Almost all of the question are content related. First she lectures and then they do examples this is when she starts asking questions like:
Who can tell me what they are thinking is the next step?
What are you thinking?
Do you need more time or do you want to pass to another?
What should we do next?
She repeats these questions multiple times through a class period and daily.

(view changes)

Practicum 3 edited My CT introduces new vocabulary almost daily. Unfortunately she does not use any graphic organizer…

My CT introduces new vocabulary almost daily. Unfortunately she does not use any graphic organizers that I have seen. When she introduces the new sections of each chapter she simply lists the word and definition on her smart notebook presentation. She also does not test the students on the vocabulary words so many of the students do not write them down when asked to. Since the students do not copy down the vocabulary words, they may not ever truely learn the word , its meaning, or understand how to apply it properly. At the end of the class period, she does not review the words again. She never repats them. The following day after presenting a new word, she does not go back over the vocabulary from the day before. She never even reflects back to the words and asks the students if they have learned them at any point. Not only does she just present the vocabulary words, she also gives the definition. Although she uses the words in context, she never verifies they understand the meaning correctly or its application. This causes many students to miss question on the homework and tests simply because they did not know the poroper use of the word and though it applied to something else. A better way to present vocabulary words would be to ask the students if they know the meaning of the word and its application. If the students are not familiar with the word, they can make a graphic organizer and go over examples of how that word is applied. She can also review the words again at the end of the class period and then again the next day to make sure students are learning and mastering the vocabularly words. Terminology specific to mathematics is crucial to have a proper understanding. It is most likely that the majority of words they will learn they will continually see in all future math classes making it even more critical that they possess a proper understanding and application of the words.

(view changes)

Practicum 2 edited The teacher used a few methods to engage the students in "pre-reading" activities. She …

The teacher used a few methods to engage the students in "pre-reading" activities.
She would include a problem in the fantastic five that would be an example of what the students would learn that day. When they would discuss and solve the fan five problems, the teacher was able to see how much the students already knew about the topic and how much they were able to solve. This let the teacher know how much time and what information she needed to review for prior knowledge before giving the lesson.
The teacher also had the students make a flip-chart prior to learning measurements and conversions. This engaged the students in an activity and made it easier for them to learn the material because they already had created a handy reference chart to use.
The teacher also made sure their prior knowledge of the basic concepts were concrete before discussing more challenging information about the topic. She made sure the students knew how to cross multiple before introducing solving portions with a variable.

(view changes)

Practicum 1 edited In my classroom I saw textbooks, smartboard,posters, and and recreational books The textbooks w…

In my classroom I saw textbooks, smartboard,posters, and and recreational books
The textbooks were used when students needed to look up a formula needed to solve a problem. she would also used the textbook book for example and practice problems. the students were assigned homework problems to complete as well from the textbook.
The smartboard was used for the fantastic five. As well she presented her lesson plan on it. The teacher would work out example problems on the smartboard and students were allowed to use the smart to solve problems as well on other example problems.
There were various posters around the room that dispalyed math formulas or math facts. they were appropriate to the subject material the students were learning.
There were also recreational reading books. I never saw those used or even touched by the teacheror the students in the classroom.

(view changes)