Embedded Files
Standard 5 - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Math Scoot Activity
Description: This is a picture of students engaged and hard at work. This math scoot activity required them to walk around the room answering different word problems relating to our measurement unit. They had answer sheets to work out and answer the problems. This was a group work activity because word problems are challenging for us. The students were put into groups of about 3-4 students, each group was mixed with high and low students to offer support for the lower students.
Connection: This artifact connects to Standard 5-5f which states the teacher knows strategies to maximize student engagement. This activity was fun for them, and they really worked hard. Our class had been working on our math measurement unit for about three weeks, and I could tell they were starting to get bored and not put effort into their work. This is what prompted me to find a more engaging way to keep practicing our word problems.
What I learned: When I started teaching in January, the teacher stated that the students had trouble staying on task when moving around the room. After this activity, I learned that the students were now capable of doing these types of activities and I continued to find ways to incorporate scoots into our learning.
To Do List
Description: This is a picture of a list of work that needs to be done in order. At the start of each subject block I review what we will be doing during this time. I always put up what is expected to be done as a visual for the students. This helps student remember what they should be working on and what to do if the work is finished.
Connection: This artifact connects to Standard 5-5r which talks about maximizing instruction time by minimizing transitions. This artifact shows that I use visuals to remind students what to do next when an assignment is done. This works because it minimizes all the redirecting and questions about what needs to be done next. This keeps students woking and not wasting time trying to figure out what to do next. This also maximizes the uninterrupted time the teacher gets to spend with a small group.
What I learned: I learned that having a visual helps to keep the students on task. The interruptions due to asking what needs to be done was reduced greatly when starting to put up a visual of what is expected to get done. and what they can after finishing the assignments.
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