Ellen Toivola Lesson Reflection #1

If you were to teach this lesson again to the same group of students, what would you do
differently? The same?
I am still getting used to teaching an older grade level that has more math apathy than my sixth grade
students. At the beginning of the year, I taught my sixth graders how to substitute a value for x by
getting them to stand up and move. A small group of students each held a different part of an
expression, and we physically demonstrated how the only thing that changed in the expression was the
x value. I know that 8th graders are familiar with the idea of substitution, but in subsequent days, some
of the harder-to-reach students were still showing confusion on the subject. If we had simply done the
activity, I think they would have understood after two or maybe three examples.
I am also struggling with my cooperating teachers format of giving notes during class. I am not seeing
enough students taking the notes and using them on their assignments. In my classroom, kids need to
take the notes outside of school, and I really like that format. I think the 8th graders need to have some
encouragement or outside incentive to take notes. Perhaps every other quiz should be notes-allowed. I
would like to get five or six students more involved in the learning process. If they could only see that
math is a set of easier steps instead of one huge confounding idea, maybe they would be more open to
trying the math.
What do most of your students know and are able to do as a result of this lesson?
All this being said, most of my students can now quickly evaluate a function when given a value for x.
They still sometimes struggle with extra negative signs or the process of solving an equation hat
contains exponents, but they are starting to look for differences between the given function and x
value, e.g. = 2 + 5 and (3). They can start to see that the x-value is being replaced with 3, therefore
the x must have a value of 3.
Identify those who had difficulty with this lesson. Why? What could you do differently for them
next time?
Relationships are everything in teaching. This is something that I have always known, but it is so
abundantly clear to me now as I step into another classroom mid-way through the year. My
cooperating teacher has reintroduced student folders, where they can readily access their previous
work. I would like to have very small .5 binders where students can place their notes so they are
within easy reach. Perhaps having the notes nearby would help students when they feel like something
is difficult.
I would also like to encourage more students to work on the problems with me as we go through
guided practice of the first few problems. I can address misconception areas as I see their facial
expressions as we do the problems together. Most of the students who didnt get the lesson had not
copied the notes or done the example problems. Then, when they tried to complete problems on their
own, they really struggled.
Another strategy that has worked really well for me this year is to allow students to work with partners
after they have demonstrated understanding on a few problems. This allows me (and the other
teachers) to see where misconceptions may lie as we check in with them on an individual basis before
they can work with a partner.