TWS Report and Reflection

Content Focus of TWS Domain: Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Mathematical Practices: MP1- Make sense of problems and preserve in solving them. MP2- Reason abstractly and quantitatively. MP4- Model with mathematics. MP5- Use appropriate tools strategically Standards: K.OA.1 Represent addition and Subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problemthis applies wherever drawings are mentioned in the standards.) Using Pre-Assessment Data Based on the pre-assessment data, describe the decisions you made in planning your instructional unit/lessons. Based on the pre-assessment data, my group partner and I began working one-on-one with those students who struggled. We had 20 minutes each day, during their quiet time to work with these students. Based on the recommendation of our cooperating teacher, and our assessments data we pulled each of these children to work on their addition and subtraction skills. Our lessons primarily focused on hands on activities and Ipad Apps that would assist the students We had a few students who really struggled with math, we provided as much assistance as we could to these two students during our time in the classroom. Our cooperating teacher recommended us to work with these students while she instructed the entire classroom in their daily math session. We were able to not only provide these students with individual attention but, also help them with their addition and subtraction skills while working with them using our lessons that we planned. Based on the formative assessment probe you administered, describe how you identified 1-2 small flexible groups in need of intervention and describe the intervention(s) you planned based on the data. Based on our quick formative assessment checklist, we were able to provide intervention to not only the two students who needed the extra help, but also to those students who may have needed that extra help. Our intervention was a hands on activity and an Ipad app that helped the students with their skills. Our intervention allowed the students to think through their solutions with their group members before

Using Formative Data

agreeing upon a solution. Our intervention was an activity where the students would draw a card. Using manipulatives students had to agree with their group member before placing the cards into the selected spots. The students were engaged in both the Ipad app , Math Bug and the hands on activities Tasty Treats and Under Construction. Reflecting on PostAssessment Data Based on the post-assessment data, summarize and analyze your students' progress, including what your next instructional steps would be. The results of our assessment were phenomenal. Our cooperating teacher was hesitant in letting us administer our pre/post assessment. She was worried that the students would not understand the concept. However, after revealing our data to her, she was amazed and really glad that we came up with the pre/post assessment. Our students improved greatly. Students #4 and #9 jumped from 0% to 100% after their individual instruction. For the most part, those students who began the assessment were able to complete the post assessment faster than the pre assessment. All of the students exceled except for one student who remained at her same level. It was exciting to see the students who needed the extra help complete the post assessment with no help. Watching the progression of our students was a great experience to be part of. My next steps would be to have a math center for the students towards the end of the day where they could practice their addition and subtraction skills using game boards. I would also focus individually working with student #2. Based on the collected data, reflect on the following questions: 1. What have you learned about your students' progress? I learned that each student is capable of learning what the rest of the class is learning with extra help. It really makes a difference to provide students with extra adult attention -attention that is nearly impossible for the teacher to provide. Looking at the students progress, I was really proud that they were able to excel in their addition and subtraction skills.

Reflection on Student Learning and Teacher Practice

2. What have you learned about the teaching of mathematics? I learned that teaching math to a group of students who range in their abilities is difficult. The teacher

does not have the adequate amount of time to spend with each student when introducing a new topic. Teaching math to a group of students is difficult because not all of the students learn at the same pace. Some students will get it, while others need extra attention and time to finally be able to grasp the concept being taught. However, younger students tend to loose their attention rather quickly are stay focused for a short amount of time. Being able to incorporate technology and hands on activities and manipulatives makes a major difference in teaching math to a group of students. 3. What have you learned about matching curriculum, methods, and assessment? Having the opportunity to match both curriculum, methods, and assessment to students was a learning experience. I was extremely glad that I had this opportunity to participate in this classroom learning. I was proud to see the improvement of the students and have learned that assessments play a major role in seeing the improvement in childrens learning. Creating lesson plans that matched the methods and curriculum was a little difficult, since the curriculum was new due to the common core standards. Being able to match common core, curriculum, and assessment was rather difficult, yet attainable. 4. What have you learned about the effect of your teaching on students? Having the opportunity to work with these students was a great learning experience for me. I have learned that students look forward to being pulled out in the hallway to work on math, reading, and writing. They enjoyed having an adult give them one-on-one attention that they ask for. I have learned that even though there are areas in which I definitely need improvement, with more practice, I am capable of becoming the teacher that students need.