My Goals (10/8)

By the end of October, I will have Tuesday reading groups formed. Done. My GR binder is set to go. DJ will observe me mid Novemeber

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I will have charts hung for math on how they feel about the curriculum and will have the kids start to number it on the work so I can assess small group instruction and challenge work.

We talked about how the students need to be more reflective in their thinking. I had each student reflect on the pretest. They recorded their thoughts on what went well and what they are still trying to understand.

After the test, students had a chance to prove that they had correct answers by reviewing the test one more time. They were allowed to make changes.

I was able to see that multi-step problems are still a challenge for all of the students. Although we are moving onto fractions, we will start out every morning with a mutli-step problem. Eventually, I will have the students write the multi step problems for our morning do first.

*I will show you an example of the video refection

Below are pics of the math test after a second review and the morning work problem based on the feedback from the math test. They will use the second review to explain how their method changed after further review

Date: 2/5/19

Learning Partner Conversation: Talk w/ Lani about common language (reading, writing, math) and how you are having students use video to document growth. Talk with LS about common language and share google doc to capture each grade’s common language/strategies by area –> reading, writing, math

Reflection:  (need prompts?)

Explicit Examples in Student Work (when applicable):

 

Date: 1/15/19

Learning Partner Conversation: Reflect on your re-teach & the meta-cognition of these students 2. Have some/all students record themselves talking about their pre-test (specifically Judah & Evan)

Reflection:  (need prompts?)

Explicit Examples in Student Work (when applicable):

 

Before the students corrected their math tests, they had an opportunity to consult a classmate about their answers. They were challenged to convince one another that their answer was correct. If the student agreed, they were able to change their answers before we corrected everything as a group. This discussion lasted for about 20 minutes. After the discussion, we corrected the test as a group and they were able to ask questions to the whole group and to me if they were confused. Instead of giving them a score, they were to highlight parts of the test they felt comfortable with so they can share that at SLC time.

My question from here is: what would you do with the information they provided me on what they feel comfortable with and what they are still working on? Knowing that the curriculum spirals and we will continue on in the next unit, should there be any additional work they should be doing?

Learning Partner Conversation:

 

Reflection:  (need prompts?)

 

Per our conversation last time, we are now starting all staff math learning sessions. I am starting to supplement with these tools with my students. These links, which are mainly math images, are eliciting rich math discussions with the class and allowing students to see math in everyday life.