Blog Phase 1

Hello fellow teachers,

Today we’re going to discuss the importance of continuous reflection in our profession. Deep thought and consideration is needed when planning lessons, during instruction and after teaching to ensure that we are being successful in reaching out to all our students while keeping their unique needs in mind and how we’re able to improve our lesson for next time. John Dewey said it best, “We do not learn from experience…we learn from reflecting on experience.”

Reflecting on Assessing Prior Knowledge and Planning Instruction 

          Students should have an understanding of the following symbols +, -, x, ÷ and () along with the basic mathematical terminology (ex: add, subtract, multiply, divide, equation) prior to the lesson. At this point most students know how to add, subtract, multiply, or divide in one-step equations and solve multi-step equation with one type of operation or set of operations such as + - or x ÷ never combined multiplicative and additive operations.

          Students PK can be assessed by a cumulative pre-assessment given at the beginning of the school year on concepts/skills 5th graders should master by the end of the school year. I would also embed math problem equations for upcoming lesson plans into our current one to get a general idea of the percentage of students who may already have the concept/skill mastered. A quick 2-4 problem pre-assessment included in a previous lesson exit ticket will help me guide instruction appropriately.

          Knowing my students’ PK and experience will allow me to better plan out my teaching process. If most of my students show they’ve mastered solving numerical expressions with parenthesis, then I wouldn’t want to waste valuable instruction time. Perhaps I can focus on brackets and ensure that students are able to generalize from parentheses, or the use of both in the same numerical expression and how it may affect the order of operations.

          Order of operations should be taught at this grade level because it can be a challenging topic for most students but with strategies such as PEMDAS, a mnemonic device, and sayings like “Please Excuse My Dear Aunt Sally” will assist students in the process of remembering as long as they can embed it into long term memory.The objective aligns with the standard 5.OA.A.1 Use parentheses and brackets in numerical expressions and evaluate expression with these symbols (Order of Operations). Students will be able to follow the order of operations when solving numerical expression with parentheses by using the mnemonic device PEMDAS.The lesson will be taught at the beginning of the school year since it’s the base needed prior to working with fractions and/or decimals.

Reflecting on Designing Instruction

          I have used a variety of instructional methods throughout my lesson plan including: demonstration, direct instruction, large-group discussion, cooperative learning, and game-based learning. I started off my lesson by asking students to write out the steps to making a PB&J sandwich within their small groups in order to do a demonstration to show the importance of giving exact directions in the "right" order, not only when making a peanut butter and jelly sandwiches but when solving a problem using order of operations. Direct instruction along with large-group discussion was used when teachings students the mnemonic device PEMDAS and explaining what math operation corresponds with each letter represented along with the rules that follow. Game-based learning is used during the independent practice of my lesson. I created a game of BINGO where students will need to solve the math problems presented in order to mark up their card accordingly. Students will know their answer is incorrect if that number is not represented on their BINGO card. I will provide my students with white boards and dry erase markers to work through the problem. Students will share their answer when the teacher says "Showdown!". This approach will allow me, the teacher, to intervene if further instruction is needed to meet the needs of all students.

Reflecting on Planning Assessment 

            By the end of my lesson, students will be able to solve numerical expression with parentheses and brackets. The students will be required to complete a 5 problem exit-ticket where they would need to follow the order of operations rules in order to get the correct answer. In addition, students will need to explain their process for one of the five math problems on the exit-ticket this will allow higher order thinking engagmentent. By grading each students’ exit ticket I will know whether they’ve met the objective or not. I will also be able to tell where in the process they’re having difficulty. Once I’ve pinpointed the student/s that need additional assistance I can set up an appropriate time to review one-on-one or in a small group respectively.

Reflecting on how your Lesson meets each of the ISTE NETs Standards

       
          As a teacher I met the Designer and Analyst ISTE Standards for Educators. I used technology to create, adapt, and personalize learning experiences that foster independent learning and accommodate learner differences and needs. I designed an authentic learning activity that aligns with content area standards and use digital tools and resources to maximize active, deep learning. As an analyst I provide alternative ways for students to demonstrate competency and reflect on their learning using technology.


-Mrs. Vanderford