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Due Saturday Nov 10
Resources: Videos: Lesson on Birds and
A Lesson on Fractions
, and University of Phoenix Material: Video Reflection Chart
Watch the Lesson on Birds and A Lesson on Fractions videos.
A Lesson on Birds
http://media.pearsoncmg.com/pcp/pls_abavtooldev/SCMET_009_438/index.html
A Lesson on Fractions
http://media.pearsoncmg.com/pcp/pls_abavtooldev/MMET_007_278/index.html
Please complete the chart and read Chapter 1 in Methods for Teaching (Jacobsen) and Chapter 10 pp. 313-316 in Methods for Teaching (Jacobsen).
Assume the role of the teacher in both videos and complete the University of Phoenix Material: Video Reflection Chart.
Write a 3-paragraph summary in which you do the following:
·Explain the importance of reflection in teaching.
·Examine how to use reflection to improve decision making.
·Identify how reflection would guide the revision of instruction in the Lesson on Birds and A Lesson on Fractions videos.
Format your summary consistent with APA guidelines.
MyEducationLab – General Methods: A Lesson on Fractions video
Ali Hallock (Teacher): Now what we’re going to do is we’re going to take a look at different kinds of fractions using your fraction pieces – keep your math notebooks out, those math journals because we’re going to be writing down a little bit. Why don’t you take them all out and just get them organized and settled on your table so you can see the different colors, maybe put them all together so we can easily use them // I needed a creative way to teach equivalent fractions and I did that using manipulatives // Work together with the people in your group to find all of the pieces, the fractions that will equal one-half. For example, I can take my fourth pieces, two of my fourth pieces and they will equal a half, ok – these are equal. Try and work with your group members and see how many different combinations you can come up with using your fraction pieces // Ok, how many sixths do you have there, Nora?
Nora (Student): Three
Ali Hallock (Teacher): Three–Sixths, so is that fair to say that three-sixths is equal to one-half?
Nora (Student): Yes
Ali Hallock (Teacher): Yes it is, good // I think that using manipulatives in today’s lesson really helped the kids to actually see what they were doing. They were dividing and not knowing it, they were multiplying and not really realizing it, or they were subtracting or adding, however they were using their mind to figure it out – but they didn’t realize what they were doing but because they had the manipulatives there they were able to get through and find the equivalent fractions // What else is equal to one-half? What other fractions, based on what you’ve just done with your fraction pieces // Precious?
Precious (student): Two-Fourths.
Ali Hallock (Teacher): Two-Fourths, very good // give us another one.
(Student): Four-Eighths
Ali Hallock (Teacher): Four-Eighths, how many of you think, raise your hands, how many of you think four-eighths will equal one-half, (students raise hands) ok. Does that indeed work?
(Students): Yes
Ali Hallock (Teacher): Yes, it does. One-Half also equals four-eighths.
Unidentified Man: Three-fourths is also called sixth-eighths. But the number 3 was the number 3. It didn’t have other names, so that is a big idea and it also tells me what an equivalent fraction is. An equivalent fraction is simply another name for the same number. How do I go about helping kids develop those ideas? We ought to develop situations, addition stories, multiplication stories for fractions where using an equivalent fraction would be helpful and say solve this addition problem of three-fourths and seven-eighths and explain how you did it. Well, if you’re going to do that, someplace along the line you’re going to have to figure out about three-fourths being sixth eighths and you wrestle with the equivalent fraction concept there.
Ali Hallock (Teacher): Take a look at what I’ve done here, I’m going to make you three-fourths, ok. There we go in the yellow, three-fourths. Take those out of your fraction pieces and find an equivalent fraction for three-fourths // If teachers were to model fractions using over-head pieces or using any kind of manipulatives, something that is visual or something that is hands-on will help the students better // Three-Fourths equals…
Student: Sixth-Eighths
Ali Hallock (Teacher): Good, three-fourths equals sixth-eighths // is there any other fraction… //
Unidentified Woman: We need to understand what equivalent numbers are because it helps us solve equations at a higher level. It helps make math easier, numbers easier to manipulate, it helps students be able to solve equations or solve problems at a greater level with through the use of equivalent numbers helping students understand the equivalent fractions will help them do number operations later on. It will help them add, subtract, multiply, and divide fractions and it will help them gain an understanding of those operations
Ali Hallock (Teacher): Who wants to share what they’ve chosen? What equals that whole piece? Samantha…
Samantha (Student): I chose the third pieces
Ali Hallock (Teacher): Third pieces, alright. Let’s take a look at that // Modeling is probably the best way to get them to see. You know, you do a little bit, they do a little bit, I’ve found that is successful.
Video Reflection Chart
EDU/3
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University of Phoenix Material
Video Reflection Chart
Watch the Lesson on Birds and A Lesson on Fractions videos. Complete the chart by assuming the role of the teacher and reflect on each lesson.
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Reflection |
Lesson on Birds |
A Lesson on Fractions |
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As the facilitator of this lesson, what did you do well? |
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As the facilitator of this lesson, what could you do differently to move the learning forward? |
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As the facilitator of this lesson, what instructional strategies did you use? What was the purpose for each of the instructional strategies? |
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What technology was present? What other technological tools could be utilized in the lesson to improve planning, student learning, and assessment? |
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What are some ways you could differentiate the instruction in the lesson? |
Username: ascovi8937
Password: Ameer456
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To download the file, click on the Download button above or copy and paste this URL into your browser: |
Read only Chapters 313-316
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File sent to you by ashley covington: Methods_for_Teaching_8e_Ch10 898 KB Virus Checked File will be available for download for 7 days. |
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To download the file, click on the Download button above or copy and paste this URL into your browser: |
