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EDUC. 560 Learning Module

Student: Ashton Stahl

[email protected]

3909 W. 31st St. S. #607

Wichita, KS, 67217

Day Telephone: 316-992-6882

Evening Telephone: 316-992-6882

Assignment Title: Final Portfolio

Date of Submission: 12/22/2013

Assignment Due Date: 12/22/2013

Course: EDUC. 560 Learning Module:

Course Instructor: Dr. Vickie Cummings

Faculty Mentor:

Certification of Authorship: I certify that I am the author of this paper and that any assistance received in its preparation is fully acknowledged and disclosed in the paper. I also have cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I certify that this paper was prepared by me specifically for the purpose of this assignment, as directed.

Student’s Signature: Ashton Stahl

Abstract

I have reflected upon my classroom experience and have explained the personal growth I

have made throughout this course in regards to assessments and new classroom techniques I will

implement. I have also reflected upon this course through the strategies learned, discussion boards,

and my field observation. I have combined all the papers that I wrote throughout this course into my

final portfolio. My final portfolio is organized into sections listed as such: set up field study

observation, teaching philosophy, multiple intelligence lesson plans, rubric, performance tasks,

teacher made test, learning log/journal, metacognitive activity, observation checklist, lesson

plan/graphic organizer, and field study reflection.

After taking this course, I am walking away with more knowledge on strategies to use when

assessing my students. I found that rubrics, checklists, journals, and graphic organizers are great

ways to assess my students fairly and more regularly. In the beginning I was not comfortable

using rubrics because I felt they took too much time to create. Now that I have created a standard

rubric that I can use for almost any topic, I have started using them more frequently in my room.

Checklists are something I already use a lot but I am excited to use the one I made for this course

for conferences in the spring. Graphic organizers and journals are something I already use but it

was nice to get a refresher on how they can be even more effective to my students. I have made a

point to conference with my students every day, as well. I have made an effort to use teacher

made tests more frequently so all my students understand at a rate that works for them. I am

currently working on creating a self-reflection to give to my students to complete that is

kindergarten friendly. I have never done it before but since my students are beginning to write

sentences, I will give it a try. For my students who cannot write as well as the others, I will write

what they tell me.

I found the topics of discussion in the discussion boards very educational and useful. We

were only told to respond to two discussion boards but I found myself going through more than

two just to get ideas multiple times. I learned a lot and found a lot of great resources by reading

my peers discussion boards. Online classes are more difficult without the face to face interaction

but it was quite helpful seeing thoughts written out and explained from others. I was able to look

back on what they said and apply it to myself. They had many great ideas that I have started or

plan on implementing in my own classroom.

It was difficult finding time to schedule observations that worked for the teacher I was

observing, my coach, and me. In my opinion, ten hours was a lot of time to observe. There were

many instances when we would have a day planned and then something would come up and one

of us would have to cancel. Other than that, my observations were very refreshing. The teacher I

observed is a distinguished teacher who has taught kindergarten for over 20 years. I enjoy having

her as a teammate because she is always thinking of new ideas to use with her students and is

always willing to share them with us so we can use them in our classroom. She was definitely

someone I have wanted to observe and I was happy that I finally got the opportunity to do so for

this course.

During whole group, she used the turn and talk, thumb up/thumb down, and mix pair share

strategies. Her students were fully engaged in the lesson at all times. Any problem students were

corrected immediately so further incidents did not happen. She used many assessment techniques

consistently during instruction. We teach the same curriculum but I was impressed with

strategies she was able to add into the lessons. They were strategies I either have used in the past

and forgot about or never thought to use in the first place. She was up the entire time monitoring

her students as she taught Reading. An assessment I was able to watch was when she went over

beginning sounds using whiteboards. She uses a different method than I but her students were all

being assessed and she checked each students work and was there to help them if they showed

signs of struggling

During her small groups, I noticed how often she monitored every student while one student

got their turn to read. She watched everyone to make sure they are following along with the

reader. That shows that her students know how to track and listen. This also teaches the listening

students respect and that we must follow our friends while they read so they will follow us when

we read. It also keeps them from going into “cognitive floating” and keeps them awake and

attentive so they are learning with everyone else.

I. Set Up Field Study Observation

I will be doing my ten hours of observation in my teammate’s classroom room. Her name

is Cathie Hoopes and she has been teaching for over 20 years. She is a great team leader and has

wonderful ideas to share. I am looking forward to observing her classroom and seeing how she

assesses her students. I will be observing her during our Reading block and also during our

Reading small group time. I will using these five aspects to use when doing my observation and

reflection:

1. How the teacher made his/her instruction clear and easy for students.

2. Rules and procedures established by the teacher.

3. Observe disruptive students and how the teacher handled it. How would you handle it?

4. How was comprehension and understanding of the lesson checked throughout the lesson.

Pay close attention to various methods of student assessment.

5. Describe the room arrangement of the classroom observed (student desk arrangement,

teacher desk, computer, etc.)

II. Teaching Philosophy

My philosophy for learning is that each child is unique, and each child learns in a different

way. One of my jobs as a teacher is to help each student discover his or her individuality and

work alongside with them to maximize it. I believe in hands-on experiences, learning creatively

and learning through play.

I use many Kagan structures and total participation techniques in my lessons. I feel like every

student gets an opportunity to feel included. I have found that using total participation techniques

pushes my students to get up, move, learn and have fun all at the same time. Simple lectures to

students send them into “cognitive floating” and that is something I am against doing as an

educator. I do my best to make the school year enjoyable, but also make it a time filled with

learning.

My students do not just “play” all day. The skills we practice daily in my class are the

building blocks for their future success in school and in life. I aim to guide and encourage my

students while celebrating each step of the way as they gain a love for learning, self-confidence,

and academic skills that form a foundation for continued success.

My goal is to touch each child’s life in my class and instill a love of learning in them. To do

that, I believe making that connection with them and filling them with hope will drive them to

succeed. My theory is if I set my expectations high, they will reach them.

III. Multiple Intelligence Lessons

Topic: Tricky Teens

Level: Kindergarten

Time Period: 1:20 – 2:00

CCCS: Counting and Cardinality – Count to tell the number of objects.

Additional Content Areas: Math

Organization:

Opening – Reck-n-reck: Making numbers on reck-n-reck (2, 5, 7, 9, 10)

Teaching Lesson – Put number cards 0-10 in order. Work as a class to put number cards11-20 in

order. Talk about similarities between numbers 0-10 and teens. Talk about differences.

Conclusion – Practice counting number 0 -20 as I touch each number.

Special Vocabulary: Reck-n-reck, teens, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

Objectives: Students will be able to count to and recognize teen numbers.

Pre-requisite Learning: Must be able to count to and recognize the numbers 0-9

Gardner’s Multiple Intelligence: Visual, Auditory, Kinesthetic, Interpersonal

Materials: Reck-n-reck, number cards 0-20, easel

Procedure: Pass out reck-n-reck’s. Exploration with reck-n-reck’s. Show numbers on reck-n-recks

with guidance from teacher. Check yours, check partners, show teacher answer. Use easel to put

numbers 0-10 in order. Ask students what comes next. Count to check. Put number 11-20 in order.

Go back and recount each number.

Assessment: Reck-n-reck check, agree or disagree (thumbs up or thumbs down)

Evaluation: check yours, check partners, show teacher

Follow-Up: Tomorrow’s lesson

Questions: What number comes next? Do you agree or disagree? How do you know that is the

number _____?

Homework: Look for numbers around your house. What numbers did you find and where did you

find them?

Topic: Tricky Teens

Level: Kindergarten




Organization:

Opening – Reck-n-reck: Making numbers on reck-n-reck (3, 4, 8, 1, 7)

Teaching Lesson – Put number cards 0-10 in order. Work as a class to put number cards 11-20 in

order. Play “Listen and Do” with teen numbers.



Objectives: Students will be able to count to and recognize teen numbers through a movement

activity.





with guidance from teacher. Check yours, check partners, show teacher answer.

Use easel to put numbers 0-20 in order. Ask students what comes next. Count to check. Students get

in circle, each student gets a number card. Call out a number. The student who has that number

must think of action to do that many times. The class will do the action that many times.





number _____? How many did we count?

Homework: Count your steps from your house to the mailbox. Count your steps from your house

to the car. How many steps did you take? Which one took more steps?

Topic: Tricky Teens

Level: Kindergarten




Organization:

Opening – Reck-n-reck: Making numbers on reck-n-reck. Number will be written on the easel.

They must recognize what number that is and show the amount for that number on their reck-n-

reck.


order. Each student will get a number card. They must line up in order with their number.



Objectives: Students will be able to count to and recognize teen numbers through a movement

activity.





with guidance from teacher. Check yours, check partners, show teacher answer. Use easel to put

numbers 0-20 in order. Ask students what comes next. Count to check. Pass out number cards.

Students line up in order with their pumpkins. Count and recount to check. Mix, pair, share.

Students will mix up their numbers, share their numbers with a partner, and line up again. Play

three times.

Assessment: Reck-n-reck check, agree or disagree (thumbs up or thumbs down), ask students what

their number is, monitoring student work.




number _____? How many did we count?

Homework: Help your parent unpack groceries. Count the groceries as you unpack them. How

many items of groceries were there?

Topic: Tricky Teens

Level: Kindergarten




Organization:

Opening – Reck-n-reck: Making teen numbers on reck-n-reck


order. Show teen frames and explain how to use them. Model how to use it.

Conclusion – Students practice making teen numbers on teen frames at their seats.

Special Vocabulary: Reck-n-reck, teens, teen frame, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20




Materials: Reck-n-reck, teen frames, counters

Procedure: Pass out reck-n-reck’s. Show teen numbers on reck-n-recks with guidance from

teacher. Check yours, check partners, show teacher answer. Teacher models how to use teen frames.

Teacher passes out teen frames and counters to each student. Teacher calls out a number and

students count out and place counters on their teen frames for that number. Teacher walks around to

assess understanding and help students that are struggling.

Assessment: Reck-n-reck check, agree or disagree (thumbs up or thumbs down), monitoring

student work


Follow-Up: Counting and number recognition throughout the year.


number _____?

IV. Rubric

Lesson 1:

CATEGORY 5 4 3 2Use of Manipulatives Student exceeds

expectations by listening, following directions quickly, and tracking the teacher.

Student always listens and follows directions and only uses manipulatives as instructed.

Student typically listens and follows directions and uses manipulatives as instructed most of the time.

Student sometimes listens and follows directions and uses manipulatives appropriately when reminded.

Completion All problems were completed correctly.

All problems were completed.

All but one of the problems was completed.

All but two of the problems were completed.

Mathematical Understanding

Explanation exceeds expectations with in depth understanding of how and why they solved the problems.

Explanation shows complete understanding of the mathematical concepts used to solve the problems.

Explanation shows substantial understanding of the mathematical concepts used to solve the problems.

Explanation shows some understanding of the mathematical concepts needed to solve the problems.

Strategy/Procedures (when making numbers on reck-n-reck)

Student is able to make amount quickly without recounting.

Student is usually able to make amount but needs to recount.

Student is typically able to make amount but needs to recount more than once.

Student needs guidance from teacher on how to count the amount asked for.

Mathematical Reasoning (when making number on reck-n-reck)

Student is able to explain their reasoning in more than three sentences.

Student is able to explain their reasoning in three sentences.

Student is able to explain their reasoning in two sentences.

Student is able to explain their reasoning in one sentence.

Mathematical Student exceeds Correct grammar with Correct grammar with Correct grammar with

Grammar/Language expectations by using correct grammar and vocabulary but uses additional vocabulary words, as well.

vocabulary words are always used, making it easy to understand what was done.

vocabulary words are used, making it fairly easy to understand what was done.

vocabulary words are used, but it is sometimes not easy to understand what was done.

Participation Student is able to point out similarities and differences between single digit and teen numbers. Follows along with counting and shows one-to-one correspondence.

Student notices there are similarities and differences but cannot describe them. Student follows along during counting and shows one-to-one correspondence.

Student counts and shows one-to-one correspondence.

Student is able to count along with the class.

Checking Work The work was checked by a partner and teacher before clearing their reck-n-reck.

The work was checked by the teacher before clearing their reck-n-reck.

The work was checked by a partner and cleared before the teacher checked.

The work was cleared before anyone could check.

Neatness and Organization

The work space is immaculate. Reck-n-recks are treated respectfully.

The work space is neat and in an organized fashion.

The work space is neat and somewhat organized.

The work space is presented in an organized fashion but items are not neatly kept.

Lesson 2:CATEGORY 5 4 3 2

Use of Manipulatives Student exceeds expectations by listening, following directions quickly, and tracking the teacher.























Mathematical Grammar/Language

Student exceeds expectations by using correct grammar and vocabulary but uses additional vocabulary words, as well.

Correct grammar with vocabulary words are always used, making it easy to understand what was done.

Correct grammar with vocabulary words are used, making it fairly easy to understand what was done.

Correct grammar with vocabulary words are used, but it is sometimes not easy to understand what was done.

Participation Student knows their teen number when playing count and sit and can think of an action to do. Follows along with counting and shows one-to-one correspondence.

Student knows their teen number but needs guidance on an action to do. Student follows along during counting and shows one-to-one correspondence.

Student needs help saying their teen number. Counts and shows one-to-one correspondence.

Student is able to count along with the class.






The work space is immaculate. Reck-n-recks and number cards are treated respectfully.











All but one of the problems was

All but two of the problems were

completed. completed.Mathematical Understanding




















Participation Student knows their number and where to line up in order. Follows along with counting and shows one-to-one correspondence.

Student knows their number but needs prompts of where to stand in order. Student follows along during counting and shows one-to-one correspondence.

Student knows number but does not know where to go in number line. Counts and shows one-to-one correspondence.

Student needs help recognizing their number. Is able to count along with the class.






The work space is immaculate. Reck-n-recks and number cards are treated respectfully.


















Strategy/Procedures (teen frame)

Student is able toad counters to teen frame quickly without recounting.

Student is usually able to add counters but needs to recount.

Student is typically able to count counters but needs to recount more than once.

Student struggles to count on teen frame.

Mathematical Reasoning (teen frame)










Participation Student is able to correctly make the number called out on their teen frame. Follows along with counting and shows one-to-one correspondence.

Student is usually able to correctly make the number called out on their teen frame. Student follows along during counting and shows one-to-one correspondence.

Student is typically able to count out number on teen frame but needs to recount more than once. Counts and shows one-to-one correspondence.

Student needs help counting out number on teen frame. Is able to count along with the class.

Checking Work The work was checked by the teacher and a partner before clearing their frame.

The work was checked by the teacher before clearing their frame.




The work space is immaculate. Counters and teen frame are kept tidy.




V. Performance Task

Subject Area: Math Grade Level: Kindergarten

Theme: Number Stories

Objectives: To introduce addition and subtraction through number stories and concrete experiences. Students will begin to distinguish between joining (addition) and take-away (subtraction) stories.

Standard: CC.K.OA.2 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Materials needed: counters, paper, pencil, crayons

Assigned Task: Students will provide spoken to mathematical symbolic language in number stories. First, using everyday language to tell number stories, then gradually incorporating mathematical language, and ultimately using mathematical symbols to model their stories.

Whole Group: The whole class will be involved in the following learning experiences. Students will listen to the teacher tell many number stories about them. For example,

Mary and Jane are wearing blue tops today. Joe is wearing a blue top too. How many children in our class are wearing blue tops?

Students will act out a story or use counters to show the action as the teacher tells it. Students work in pairs to tell each other number stories and use counters to model the

action.

Individual Work: After whole group instruction, each student will complete the following assignments.

Students draw one or more of their stories on paper. Once checked by the teacher, they will write the mathematical symbols to represent

problem below the pictures. They will color in their work. Students will share their stories with the class and explain how they got their answer

using the mathematical symbols.

Rubric:

CATEGORY 5 4 3 2 1Use of Manipulatives

Students knows expectations and how to use manipulatives correctly without reminding.

Student only uses manipulatives as instructed.

Student uses manipulatives as instructed most of the time.

Student uses manipulatives appropriately when reminded.

Student often "plays" with the manipulatives instead of using them as instructed.

Completion Both problems were completed correctly.

Both problems were completed.

One problem was completed correctly.

One problem was completed.

Problems were not completed.






Explanation shows very limited understanding of the underlying concepts needed to solve the problems.

Strategy/Procedures Student is able to make two number stories quickly without any help from teacher.

Student is able to make one number story quickly.

Student is able to make problem but needs more time to think of the equation to write.

Student needs guidance from teacher on how to create number story.

Student does not know how to solve the problems and struggles even with help from teacher.

Mathematical Reasoning (for number story)





Student shows confusion and is not able to explain reasoning for the problem.






There is little use, or a lot of inappropriate use, of grammar with vocabulary words.

Participation Student exceeds expectations by listening, following directions quickly, and tracking the teacher.

Student always listens and follows directions.

Student typically listens and follows directions.

Student sometimes listens and follows directions.

Student rarely listens and has difficult time completing task independently.

Checking Work The work was checked by a partner and teacher before

The work was checked by the teacher before writing

The work was checked by a partner and moved on before

The work was finished before anyone could check.

The work was not checked by anyone because the student did not know what to

writing mathematical symbols.

mathematical symbols.

the teacher checked.

do or did not participate.


The work space is immaculate. Counters and are treated respectfully.




The work space is sloppy and unorganized.

Student Reflection:

Student is able to stand up, show work, and share with the class their number story/stories. Student is able to explain their thinking verbally and with mathematical equations. Student seems to understand why addition and subtraction are used in everyday life situations.

IV. Teacher Made Test

Subject Area: Math Grade Level: Kindergarten

Theme: Number Recognition: 1-20

Objectives: To review counting, number recognition, and sequencing numbers 0-20 through a number card activity.

Standards: CC.K.CC.4 a.Count to tell the number of objects: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.CC.K.CC.6 Compare numbers: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Materials needed: number cards, test paper, pencil, Kim Sutton Random Number CD, stereo

Assigned Task: Student will practice oral counting, recognize numerals, and compare and order numbers.

Whole Group: The whole class will be involved in the following learning experiences. Each student will be handed a number card 0-20 and will need to line up in order starting

with 0 and going to 20. One student will be left out. Ask the student left out to find the number ____. Questions will vary based on students’

knowledge.

Once they find the number, they will switch with the person holding that number and then that person will be it. Some questions may be: Find the number that comes after/before _____ or find a number larger/smaller than _____.

Continue this until every person has gotten a turn to be it.

Individual Work: After whole group instruction, each student will complete the following test. Each student will be given a Kim Sutton Thanksgiving picture page. There are ten

pictures of cornucopias with a blank space in the middle of each. Students will listen to the random number CD. Every 11 seconds it will say a number in

the music. They will need to write that number in the middle of their cornucopias. Students will hold up papers to be picked up and graded once the music is done playing. My SPED students will go to the horseshoe table and a paraprofessional will say the

numbers to them at a slower pace to give them more time to process and write the numbers.

I grade their papers, using mine as a key. I do this test once a month as evidence of them making progress with number recognition. This test shows me if the student is able to hear the number being said and show me what it is supposed to look like on the page. Right now, I only go through them to see that they are writing the correct number that was said in the music. In January, I will begin cracking down on backwards numbers. I will circle them so they can be fixed and written the correct way.

Reflection of Results:After each test I ask how they think they did. They put their heads down to cover their eyes. I ask them, “How do you think you did on that test? If you think you did great and thought that was easy then give me a thumb up. If you think that was hard to finish give me a thumb down. If you’re not sure, show me a sideways thumb.” They do a very good job keeping their heads down, eyes shut and showing me with their thumb how they think they did. Fifteen of my students gave a thumb up. Four students gave a thumb down and two students gave me a sideways thumb for not sure. Based on the results I think they judged themselves pretty accurately. I think they did very well for it only being the third month of school. The student who got 2 out of 10 correct, did so because after the second number they lost their place and got the numbers scrambled up. They had the correct numbers written but they were not in order. The student who got 4 out of 10 correct receives special education services. I will continue to use this test every month because I have already seen so many gains and it will only continue to show growth as the year goes on.

Results:Number of Students Amount Correct out of 1015 103 91 81 41 2

Fifteen students got all ten numbers correct. Three students got 9 out of 10 numbers correct. One student got 8 out of 10 numbers correct. One student got 4 out of 10 numbers correct. One student got 2 out of 10 correct.

Blank Test Page:

Answer Key:

V. Learning Log/Journal

She did an excellent job modeling her expectations to her students. Before the student split up

into small groups, she went over their independent work and what she wanted them to finish on

their own. She showed them the work, began it while they watched and asked comprehensive

questions while she did the work.

I did not see any rules and procedures posted around the room. She did not go over her

procedures verbally with the class but I was very impressed with how well the students followed

her directions without redirection. It was obvious to me that she put a lot of work into the

procedures at the beginning of the year so the students seem to remember the expectations with

constant reminders.

She uses redirection once with the student causing the problems. If the problem persists she

moves them closer to her. If the problem does not cease then she sends them to “timeout”. I

watched a student be sent to timeout. The student sat in timeout for ten minutes. The teacher said

her name, she came over to the teacher, the teacher processed with the student and then she was

able to come back with the group.

During whole group, I witnessed the teacher constantly monitoring the students as they sang the

ABC’s. She was looking for friends who were participating and tracking the letters correctly. She

used whiteboards to write letters and words. She had them repeat the sound, asked the letter, told

them to write it and checked everyone’s work before they moved on to the next letter. During small

group, she was continuously moving her eyes to watch every student. She was making sure they

were following along to the text while one student got a turn to read. Each student got a turn to read

but every student who was not reading was still required to finger track with the student reading.

I noticed that she uses an Anita Archer seating arrangement. Anita Archer is a big authority

figure in Wichita Public Schools. She does many conferences about instruction in the classroom.

She has many great ideas that we try very hard to implement in our rooms. Her tables were in the

middle of the room and were lined up in rows with chairs on both sides of the tables where the

students sit. Her carpet area was directly in front of the table rows. She has a projector and

computer table in the back of the room. She has a projector screen hanging in the front of the room.

She uses the screen to show the students how they need to complete their work on the projector

(which is in the back of the room). She does not have a teacher desk.

I absolutely love the way she assesses her students. She holds all of her students accountable in

their learning. I also like how she had her seating arrangement. The tables were in a way that every

student could see the screen. If I had a room as big as hers with a smaller class size I would try to

do a different seating arrangement similar to hers. I liked watching how her small groups were set

up. It gave me more ideas on how to run my groups in my own classroom.

VI. Metacognitive Activity

Metacognitive reflections allow students to manage and assess their own thinking strategies.

“Students need to be able to self-reflect regularly so they can become adept at monitoring,

assessing, and improving their own performances and their own thinking (Burke, 2005).” More

often than not teachers will cover the content but neglect the critical piece that allows everyone

to step back and reflect on what they did well, what they could do differently, and if they need

help. “When students learn to be metacognitive about the mental and affective processes they are

going through as they read, as they hear and observe how their peers and teacher work through

challenging texts, they begin to notice when and where their concentration lapses or their

comprehension breaks down (Greenleaf, Murphy, Schoenbach, 2012).” Once they are aware of

their weaknesses, they will learn to be strategic about using cognitive tools to refocus and

become more active in their learning. Students will learn to make their thinking visible to one

another by reflection and reappraising.

“Metacognitive activities that ask students to reflect on what they know, care about, and are

able to do not only help learners develop an awareness of themselves, but also give learner-

centered teachers valuable information for their instruction (Austin, Cheung, Darling-Hammond,

& Martin, 2003).” We as the teacher must plan approaches to tasks that get the students to start

thinking about thinking. Some ideas would be for them to identify the problem, choose

strategies, organizing their thoughts, and predict outcomes. There are many activities that

teachers can do to make metacognitive reflecting happen during whole and small group,

cooperatively, and independently.

An example when cognitively thinking would be beneficial could be during writing.

“Whether students are learning to write or writing to learn, studies have found that writing down

words is not the limit of activity. They can draw, sketch, jot, map, and do other artistic graphic

representations that will be equally valuable to their learning (Daniels, Hyde, Zemelman, 1998).”

If we use these strategies in our lessons it will be powerful leverage for the students to think

about the curriculum. Learning logs and journals are a great tool for students to jot down their

responses, record their own prior knowledge, probe their own thinking patterns, map directions,

diagram connections, or sketch plans for what to do next (Daniels et al., 2003).

Our job as the teacher is to monitor the activities that we have the students complete. We are

to test, revise, and evaluate the effectiveness of the strategies that we use. By checking the

outcomes of the lesson, we can evaluate how efficient it was in leading them to think about

thinking. “Learning how to be mindful of one’s process and how to think strategically about a

task can make problem solving more efficient (Austin et al., 2003).” It is crucial for teachers to

give students those opportunities to reflect on their learning. It is often very difficult for them

realize what they are doing both when they succeed and when they fail. When students are

encouraged to develop this kind of awareness, they will be more able to understand the purpose

of the learning activities and the goals for performance will become clearer to them (Austin et

al., 2003).

VII. Observation Checklist

There are two checklists to be found in this paper. The first checklist is group activities my

kindergarteners have done throughout the day. They did a flashcard review of letters and sounds

focusing on the letter we have learner this week, Ii. They had to describe a fact about insects by

writing a sentence and drawing a picture to describe that sentence in their journals. They had to

sort objects into 3D shape categories and explain how they knew it was that shape. The second

checklist is one I will use at parent teacher conferences. It will be used to show the growth the

student has made this year and what they need to continue to work on or focus on before first

grade.

VIII.

Teacher: ______________________ Class: ____________________ Date: _____________

Ratings:Y = YesN = No

Students: Recognizes uppercase

and lowercase

letter Ii

Knows sound for the letter Ii

Strategy:Flashcard Review

Can describe one fact about an

insect

Strategy: Journal entry

Recognizes four 3D shapes

Describes four 3D shapes

Strategy:Sort objects by shapes

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.

IX.

Individual Kindergarten Skills Checklist

Student: ___________________________ Class: ____________________ Date: ________

Ratings:+ = yes-- = no

Indicators: Yes NoCan write first nameRecognizes at least six color wordsCan count to 100Knows five 2D shapesKnows four 3D shapesRecognizes 26 letters in alphabetCan say 26 sounds of alphabetRecognizes numbers 0-20Knows 33 sight words

XI. Lesson Plan/Graphic Organizer

In Kindergarten, we have been focusing a lot on the tricky teen numbers. The numbers

10-19 can be very difficult for some students to understand and remember for number

recognition. At the beginning of the lesson we practice making single digit numbers using a reck-

n-reck. Once we have practiced how to make a few single digit numbers, I put the number cards

0-9 on the easel and let the students observe them. Then I put the numbers 10-19 on the easel

below the single digit numbers. Students are given time to look for similarities and differences

between the single digit numbers and the teen numbers. As a class, we will fill out a Venn

diagram to show those similarities and differences. Graphic organizers like Venn diagrams help

students make their thinking visible (Burke, 164). “Students identify and record concepts that

can be placed in one of the circles or in the overlapping areas, allowing them to organize their

information logically (ReadWriteThink, 2013).” By using a Venn diagram, students will be able

to think out and make connections to how the numbers are similar and different. This will make

it easier for them to grasp the teen numbers.

Topic: Tricky Teens

Level: Kindergarten 5-6

Subject: Math



Organization: Opening – Reck-n-reck: Making numbers on reck-n-reck (2, 5, 7, 9, 10)Teaching Lesson – Put number cards 0-10 in order. Work as a class to put number cards 11-20 in order. Talk about similarities between numbers 0-10 and teens. Talk about differences. Complete Venn diagram of the similarities and differences as a class. Conclusion – Practice counting number 0 -20 as I touch each number.





Materials: Reck-n-reck, number cards 0-20, easel, Venn diagram on marker board

Procedure: Pass out reck-n-reck’s. Exploration with reck-n-reck’s. Show numbers on reck-n-recks with guidance from teacher. Check yours, check partners, show teacher answer. Use easel to put numbers 0-10 in order. Ask students what comes next. Count to check. Put number 11-20 in order. Go back and recount each number. Students will look for how the numbers 0-9 are the same as the number 10-19 and how they are different. We will make a Venn diagram of how they are the same and different as a class.


XI. Field Study Reflection

The teacher I spent time observing does an excellent job modeling her expectations to her

students. She explains to them verbally what she wants them to do. She models constantly during

instruction so they can see what she does and when it is their turn to do it, they will fulfill her

expectations. Before the students split up into small groups, she went over their independent work

and what she wanted them to finish on their own. She showed them the work, began it while they

watched and asked comprehensive questions while she did the work. She showed them an agenda

they needed to use and check as they completed their work. She checked her agenda as she did her

work and verbalized why she was checking a box off of her agenda as she went through. This

showed the students how they needed to use their agenda correctly as they worked.

I did not see any rules and procedures posted around the room. She did not go over her

procedures verbally with the class but I was very impressed with how well the students followed

her directions without redirection. It was obvious to me that she put a lot of work into the

procedures at the beginning of the year so the students seem to remember the expectations with

constant reminders. I was very impressed with how well her students were able to work in their

small groups so quietly. They never got louder than a quiet talk, even with over twenty students and

three teachers leading groups. This is something I want to try very hard to implement in my room.

Sometimes my students will go from a quiet talk to a normal talk and that simple change in voice

level makes all the difference when managing the room.

She uses redirection once with the student causing the problems. If the problem persists she

moves them closer to her. If the problem does not cease then she sends them to “timeout”. I

watched a student be sent to timeout. The student sat in timeout for ten minutes. The teacher said

her name, she came over to the teacher, the teacher processed with the student and then she was

able to come back with the group. She was very quick to take control of the situation to get the

student back in control and ready to learn. I handle my disruptive students quite like that way she

does so that was reassuring to witness.

During whole group, I witnessed the teacher constantly monitoring the students as they sang the

ABC’s. She was looking for friends who were participating and tracking the letters correctly. She

used whiteboards to write letters and words. She had them repeat the sound, asked the letter, told

them to write it and checked everyone’s work before they moved on to the next letter. She used the

turn and talk strategy a lot with her students. She would have them answer questions with their

partner and then share their partners thought with the class. During small group, she was

continuously moving her eyes to watch every student. She was making sure they were following

along to the text while one student got a turn to read. Each student got a turn to read but every

student who was not reading was still required to finger track with the student reading.

I noticed that she uses an Anita Archer seating arrangement. Anita Archer is a big authority

figure in Wichita Public Schools. She does many conferences about instruction in the classroom.

She has many great ideas that we try very hard to implement in our rooms. Her tables were in the

middle of the room and were lined up in rows with chairs on both sides of the tables where the

students sit. Her carpet area was directly in front of the table rows. She has a projector and

computer table in the back of the room. She has a projector screen hanging in the front of the room.

She uses the screen to show the students how they need to complete their work on the projector

(which is in the back of the room). She does not have a teacher desk.

I absolutely love the way she assesses her students. She holds all of her students accountable in

their learning. I also like how she had her seating arrangement. The tables were in a way that every

student could see the screen. If I had a room as big as hers with a smaller class size I would try to

do a different seating arrangement similar to hers. I liked watching how her small groups were set

up. The way her students were able to control their voice level so regularly without reminding was

incredible to watch. Observing her gave me more ideas on how to run my groups in my own

classroom. I’m so glad I was able to observe this teacher. Doing so reminded me of what I’m doing

well in my class. It also made me aware of things I can tweak so my room will run a little more

smoothly.

References

Austin, K., Cheung, M., Darling-Hammond, L., & Martin, D. (2003). The learning classroom:

theory into practice. Thinking about thinking: metacognition. Retrieved from

http://www.learner.org/courses/learningclassroom/support/09_metacog.pdf

Burke, K. (2005). How to assess authentic learning. (5th ed.). Thousand Oaks: Corwin Press.

Daniels, H., Hyde, A., & Zemelman, S. (1998). Best practice new standards for teaching and

learning in America’s schools. (2nd ed.). Portsmouth, NH: Heinemann.

Greenleaf, C., Murphy, L., Schoenbach, R. (2012). Reading for understanding. Metacognitive

conversation. Retrieved from http://josseybasseducation.com/literacy-2/making-thinking-

visible-an-excerpt-from-reading-for-understanding/

ReadWriteThink. (2013). Student interactive venn diagrams. Retrieved from

http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-

30973.html

Sutton, Kim. (2006). 10 Block planning schedule for math fact fluency kindergarten. New York,

NY: McGraw-Hill Publication.

http://josseybasseducation.com/literacy-2/making-thinking-visible-an-excerpt-from-reading-for-understanding/

http://josseybasseducation.com/literacy-2/making-thinking-visible-an-excerpt-from-reading-for-understanding/

http://www.learner.org/courses/learningclassroom/support/09_metacog.pdf

web viewevery 11 seconds it will say a number in the music. ... answer key: learning log/journal ......

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