Name a concept that is challenging for students to master related to you connected lesson subject area.
Since my students are in Kindergarten and some of them have never been in a school setting before, this whole concept will be new for them. I am teaching height and length. One challenge I can think of that students will have with this concept is how to measure length and height. For a Kindergartener, it can be confusing to know which way measure height and length. I also think that the vocabulary can be difficult for them. They may not know what the term “longer” or “shorter” means and how to use them to describe the attributes of an object.
Identify the Big Idea/standard(s)
The big idea for this lesson is that student know how to use height and length vocabulary and that they can compare objects.
The standards for this lesson are:
MAFS.K.MD.1.1: Describe measurable attributes of objects, such as length or weight. Describe several attributes of a single object.
MAFS.K.D.1.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and describe the difference.
Name, define, and explain how a best practice from your content course will improve student learning related to the chosen big idea. Cite methods course texts/readings
In our math class, we have talked about “doing” math and how it is more than just sitting down and completing a worksheet. One practice I would like to use during my lesson is to treat errors as opportunities for learning. Our math book states, “When students make errors. It can mean a misapplication of their prior knowledge in the new situation.”
Explain how your connected lesson focus relates to the school improvement plan or other school initiatives as described by your CT.
After talking with my Collaborating Teacher (CT) about what the improvement plan was for our school, I was told it is “Increase student engagement in rigorous tasks that is differentiated based on students need and align with the content standards”. This plan has been helpful to the school in making sure that all students are held to the same expectations. My CT said this is something I am already doing when I teach the students. I am making sure that all students are engaged in the learning of new topics and that all students are given an opportunity to master the concept.
Brainstorm ideas and/or create a formative assessment that would determine what students know and are able to do related to the focus you identified.
I think the use of a discussion and walking around with the checklist to see how students are understanding the concept would help me assess the students. I would use this during the Twizzler activity to makes sure that students are understanding the content of length. The checklist would include “do the students understand the content?”, “Do the students understand the directions of the activity?” and “notes of things I noticed during the activity.”
Since my students are in Kindergarten and some of them have never been in a school setting before, this whole concept will be new for them. I am teaching height and length. One challenge I can think of that students will have with this concept is how to measure length and height. For a Kindergartener, it can be confusing to know which way measure height and length. I also think that the vocabulary can be difficult for them. They may not know what the term “longer” or “shorter” means and how to use them to describe the attributes of an object.
Identify the Big Idea/standard(s)
The big idea for this lesson is that student know how to use height and length vocabulary and that they can compare objects.
The standards for this lesson are:
MAFS.K.MD.1.1: Describe measurable attributes of objects, such as length or weight. Describe several attributes of a single object.
MAFS.K.D.1.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and describe the difference.
Name, define, and explain how a best practice from your content course will improve student learning related to the chosen big idea. Cite methods course texts/readings
In our math class, we have talked about “doing” math and how it is more than just sitting down and completing a worksheet. One practice I would like to use during my lesson is to treat errors as opportunities for learning. Our math book states, “When students make errors. It can mean a misapplication of their prior knowledge in the new situation.”
Explain how your connected lesson focus relates to the school improvement plan or other school initiatives as described by your CT.
After talking with my Collaborating Teacher (CT) about what the improvement plan was for our school, I was told it is “Increase student engagement in rigorous tasks that is differentiated based on students need and align with the content standards”. This plan has been helpful to the school in making sure that all students are held to the same expectations. My CT said this is something I am already doing when I teach the students. I am making sure that all students are engaged in the learning of new topics and that all students are given an opportunity to master the concept.
Brainstorm ideas and/or create a formative assessment that would determine what students know and are able to do related to the focus you identified.
I think the use of a discussion and walking around with the checklist to see how students are understanding the concept would help me assess the students. I would use this during the Twizzler activity to makes sure that students are understanding the content of length. The checklist would include “do the students understand the content?”, “Do the students understand the directions of the activity?” and “notes of things I noticed during the activity.”