Helping Students Learn - What an awesome experience

Helping Students Learn - What an awesome experience

Helping Students Learn What an awesome experience Otterbein Methods Winter 2006 6th Grade Math Class Columbus Public - Crestview Middle School Cooperating Teacher: Mrs. Cavinee Student, Teacher, and Community Population

Very diverse racial and ethnic student population Approximately 75% of teachers are white Many single family households Many students do not live with a parent (relative or foster care) Lower income community Ah Ha Moments Related to Student Learning Peer relationships and acceptance is much more important to middle school students than grades or obeying the teacher School is not a priority for some students/families bigger

concerns such as taking care of family, eating, sleeping Homework is seldom completed there appears to be little support at home or motivation to encourage the students to complete homework Students lack pre-requisites - 75% of students in one class could not complete a basic multiplication and division worksheet they have no chance of computing volume and area All students have dreams - 5 out of 6 in my Advisor/Advisee group want to be doctors but dont understand what it will take Content Covered in Unit Patterns, Functions, and Algebra Palindromes (racecar, 1234321) Pascals Triangle Arithmetic and Geometric Sequences nth term in a sequence Rules for a pattern Linear and non-linear graphs Functions and function tables

Function graphs | Data Analysis Mean | Median | Mode | Range | Outliers | Histograms | | Ohio Academic Content Standards

Patterns, Functions, and Algebra Standard GLI 1 - Represent and analyze patterns, rules and functions, using physical materials, tables and graphs. GLI 2 - Use words and symbols to describe numerical and geometric patterns, rules and functions. Data Analysis and Probability Standard GLI 4 - Understand the different information provided by measures of center (mean, mode and median) and measures of spread (range).

GLI 5 - Describe the frequency distribution of a set of data, as shown in a histogram or frequency table, by general appearance or shape; e.g., number of modes, middle of data, level of symmetry, outliers. Goals Students Will Be Able To: Identify character and numeric palindromes. Recognize and extend a pattern. Determine the patterns within Pascals Triangle and add additional rows.

Write & match a rule or function to a pattern. Compute and graph the input and outputs for a function. Goals Students Will Be Able To: (continued) Complete additional rows and columns in a table based on recognizing a pattern and understanding a function.

Identify & match a pictorial representation to a function. Compute the mean, median, and mode within a set of numbers or from various graphs. Rationale for Choosing SWBA Goals Student centered Columbus Public School Curriculum Guide Alignment

with standards Preparation for achievement test Methodologies Used to Teach Discovery with manipulatives to help students see the math Peer tutoring (with tutor passes)

Small group activities Student board/overhead work for motivation Math Jeopardy (most effective and engaging) Real-life references (sports and more sports) Direct instruction for definitions and examples Worksheets for repetition and re-enforcement Methods of Differentiation Peer tutoring (tutor passes) Co-operative grouping

Individual instruction Pre-written notes/definitions Pre-Assessment Data 6 questions, 5 multiple choice and 1 graph, given to the students on 1st day of the unit. Sample question: Which rule is used to make this number pattern? 3, 5, 9, 17, 33, 65 A. B. C. D. Add 2 to the previous term Multiply the previous term by 1 and then add 2 Multiply the previous term by 2 and then subtract 1 Subtract 1 from the previous term and then multiply by 2

Post-Assessment Data 6 questions similar to pre-assessment were included in the written post-assessment, but students had to figure out their answers instead of having multiple choice. Sample question: Complete the table for the rule 2x + 4 = y. X 2 3 4 5 6

7 Y 8 10 12 14 16 18 Pre-Test / Post-Test Comparison Pre-Test Avg: 2.0 out of 6

P re-T est / P ost-T est Change 18 16 61% increase in correct answers 14 12 # of Students Post-Test Avg: 3.3 out of 6 10 8 6 4 2

79 % of students (44 out of 56) increased score 0 <0 0 +1 +2 +3 +4 Correc t R esponse Change (out of 6)

+5 +6 Collecting Evidence of Student Learning Formal Assessments Written unit test Worksheets and homework Informal Assessments Board/Overhead work following group activities Individual discussion

The REAL Evidence A Thank You note from a student Observations on How Students Learn Best Students need to enjoy the lesson and the material in order to be engaged. Many students need very clear instructions and expectations. Students possess multiple learning styles some need to see it, others hear it, and many need to do it. Professional Standards Addressed NMSA I - provide opportunities that support student development and learning Evidence post-assessment

NMSA V - employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all students Evidence lesson plans NMSA VII - understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals Evidence journal entries Supervisor and Cooperating Teacher Comments

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