Domain 3
3a: Communicating with students
Challenge problems/concepts in math class- at the beginning of every math class we have a "Challenges" time. Any equation or concept that the students found confusing is put up on the board and we begin our day with this "challenge." If there are no challenges, we progress to a warm up review of what we did yesterday.
Notes on student desks-If there is a reminder or an idea that I want to share with a student, I write a note (in expo) on their desk.
Welcome Board- Each morning, I write a note to the class on the board outside of my room. It includes what our special for the day is as well as a fun fact or reminder for them. Other times it will just have a celebration written on the board.
3a: Communicating with students
Challenge problems/concepts in math class- at the beginning of every math class we have a "Challenges" time. Any equation or concept that the students found confusing is put up on the board and we begin our day with this "challenge." If there are no challenges, we progress to a warm up review of what we did yesterday.
Notes on student desks-If there is a reminder or an idea that I want to share with a student, I write a note (in expo) on their desk.
Welcome Board- Each morning, I write a note to the class on the board outside of my room. It includes what our special for the day is as well as a fun fact or reminder for them. Other times it will just have a celebration written on the board.
3b: Using questioning and discussion techniques
Debate- I encourage the students to have opinions and to "take a side" on different issues. In November, we took sides on who would be a Patriot and who would be a loyalists. Attached you will see a Power Point that I embelished to provide prior knowledge before the students decided who they agree with. Miss Garand was the Patriot representative, and I was the the Loyalist representative. We modeled debating before breaking off into teams and creating their own arguments.
Reading questions- refer to 1F- Based on the reading response questions, in guided reading groups, we focus on THICK, open ended questions that are discussion prompting as well as evidence driven. I have utilized many various resources that Barb Jones has shown me to have directive, intentional, thought provoking questions. (see Reading Response Study Book Images)
BAW student interactions with their writing- not only do we share regularly, but I encourage the students to do a lot of peer feedback conversations. We use these marks to help us guide conversation sto make them more meaningful.
Debate- I encourage the students to have opinions and to "take a side" on different issues. In November, we took sides on who would be a Patriot and who would be a loyalists. Attached you will see a Power Point that I embelished to provide prior knowledge before the students decided who they agree with. Miss Garand was the Patriot representative, and I was the the Loyalist representative. We modeled debating before breaking off into teams and creating their own arguments.
Reading questions- refer to 1F- Based on the reading response questions, in guided reading groups, we focus on THICK, open ended questions that are discussion prompting as well as evidence driven. I have utilized many various resources that Barb Jones has shown me to have directive, intentional, thought provoking questions. (see Reading Response Study Book Images)
BAW student interactions with their writing- not only do we share regularly, but I encourage the students to do a lot of peer feedback conversations. We use these marks to help us guide conversation sto make them more meaningful.
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3c: Engaging students in learning
Passion Thursday-Fridays- Once a week I take my class into the computer lab for an hour of research. This time is a choice research project. Many times I give a focus, but do not specify or limit the topics that students may choose from. The students are then given the free time to research their point of interest during our Passion Research Times.
Smart board lessons- each day for our literacy warm up, we take 5 minutes to look at National Geographics "Photo of the day." The students take turns being the facilitator. They then ask the class what they SEE, and choose 3 pieces of visual evidence from the students answers. Next what the class THINKS (or infers) based on what they have seen. This teaches the students the importance of the evidence as well as proving their thoughts. Lastly, they ask what will happen NEXT (predictions) in this picture. The students need to use what we've seen, their prior knowledge, what they think and then with all that, what will happen next. It spurs a lot of great conversations and I have seen a huge growth in their understanding of what the differences in each skill is.
Presentations (whole group and small group) Whole group lesson, I used a smartboard as well as note taking sheets for a rocks unit addressing Fast Surface changes, and in small group, I used a theme lesson that helped a reteaching and gradual release of the students learning of theme.
Characters: At times I like to come into the class dressed as a character. Below I am dressed as "Rex" my game show host ultra-ego. This character was used for a lesson on surverys in math. The students really got into the lesson as if it was a real game show. There were no prizes, but the students learned so much about the purpose of surveys as well as the different vocabulary that "Rex" was using, which was relevant to the lesson. Many times different characters are also who deliver various narrative chains and share experiences that provide a fun connection to a learning concept.
Passion Thursday-Fridays- Once a week I take my class into the computer lab for an hour of research. This time is a choice research project. Many times I give a focus, but do not specify or limit the topics that students may choose from. The students are then given the free time to research their point of interest during our Passion Research Times.
Smart board lessons- each day for our literacy warm up, we take 5 minutes to look at National Geographics "Photo of the day." The students take turns being the facilitator. They then ask the class what they SEE, and choose 3 pieces of visual evidence from the students answers. Next what the class THINKS (or infers) based on what they have seen. This teaches the students the importance of the evidence as well as proving their thoughts. Lastly, they ask what will happen NEXT (predictions) in this picture. The students need to use what we've seen, their prior knowledge, what they think and then with all that, what will happen next. It spurs a lot of great conversations and I have seen a huge growth in their understanding of what the differences in each skill is.
Presentations (whole group and small group) Whole group lesson, I used a smartboard as well as note taking sheets for a rocks unit addressing Fast Surface changes, and in small group, I used a theme lesson that helped a reteaching and gradual release of the students learning of theme.
Characters: At times I like to come into the class dressed as a character. Below I am dressed as "Rex" my game show host ultra-ego. This character was used for a lesson on surverys in math. The students really got into the lesson as if it was a real game show. There were no prizes, but the students learned so much about the purpose of surveys as well as the different vocabulary that "Rex" was using, which was relevant to the lesson. Many times different characters are also who deliver various narrative chains and share experiences that provide a fun connection to a learning concept.
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3d: Using assessment in instruction
Math CC Assessment for Unit 3 CC.5.NF
Disease rubric you created- used grade level wide for the disease research project for the 2nd semester.
GRL skill sheets- Using Aims web data as an additional data point in determining instruction to mold my groups.
Math CC Assessment for Unit 3 CC.5.NF
Disease rubric you created- used grade level wide for the disease research project for the 2nd semester.
GRL skill sheets- Using Aims web data as an additional data point in determining instruction to mold my groups.
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3e: Demonstrating flexibility and responsiveness
Re-teaching concepts: Theme Lesson for Small Group. This is a lesson that I used to reteach a small group of students who were struggling to understand what is the theme in a story and why is it important. This was after the whole class had learned about theme and this group of 5 were still struggling after gradual release as well as multiple mini lessons.
Observation Post Conference Form- On this form #4 is directly addressing the issue of adapting my lessons mid-stream to fit the needs of the students. In this case, it was me continuing to facilitate a lesson, instead of stepping back as I had originally planned.
Switching for math mid-year- Originally the plan was for all of the 5th grade teachers to continue to teach our pre-determined math groups. The idea to switch leveled groups was introduced and as a team we felt that there was benefit to this idea. We discussed the various comfort zones and options to best fit the needs of our entire student body. My desire was to teach the slower paced class and to utilize my visualy aides as well as my ability to reach the more difficult students. My team wanted me to stay in the fast paced class to continue to unit plan and to continue to pass on my Common Core knowledge and provide them with adaptable lessons. It is important to me to compromise for the benefit of my team, which in turn is what is best for the entire student body in our 5th grade.
Re-teaching concepts: Theme Lesson for Small Group. This is a lesson that I used to reteach a small group of students who were struggling to understand what is the theme in a story and why is it important. This was after the whole class had learned about theme and this group of 5 were still struggling after gradual release as well as multiple mini lessons.
Observation Post Conference Form- On this form #4 is directly addressing the issue of adapting my lessons mid-stream to fit the needs of the students. In this case, it was me continuing to facilitate a lesson, instead of stepping back as I had originally planned.
Switching for math mid-year- Originally the plan was for all of the 5th grade teachers to continue to teach our pre-determined math groups. The idea to switch leveled groups was introduced and as a team we felt that there was benefit to this idea. We discussed the various comfort zones and options to best fit the needs of our entire student body. My desire was to teach the slower paced class and to utilize my visualy aides as well as my ability to reach the more difficult students. My team wanted me to stay in the fast paced class to continue to unit plan and to continue to pass on my Common Core knowledge and provide them with adaptable lessons. It is important to me to compromise for the benefit of my team, which in turn is what is best for the entire student body in our 5th grade.
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