Wilson EDUC 353 Name: Giana Dente Target Grade Level: 3rd Grade UbD Lesson Plan Template

Stage 1: Desired Results Date: November 15, 2013 Curriculum Topic: Multiplication Word Problem

Established Goals: 3.OA.3. Use multiplication within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Understandings: Students will understand The importance of mathematical vocabulary (of, each, how many, total) when creating their own word problem How to create a word problem when given a multiplication number sentence or a visual picture The different strategies in order to solve a multiplication multistep problem (arrays, drawings, equal groups, number lines, and measurement quantities) How in a multiplication word problem there are specific words that indicate where each number in a multiplication number sentence should be located That by knowing what words to use will make solving the multistep multiplication word problem easier How to underline important key facts in a word problem in order to solve it How to apply prior knowledge of academic vocabulary (factor, divisor, product) when explaining how they found their answer, or how they created their word problem How to apply the multiplication properties (commutative, multiplicative identity, zero property,

Essential Question(s): Does multiplying a number by zero have the same effect as adding 0 to a number? Explain. When creating your own word problem what strategies did you use? Is there a difference in where each number is located in a multiplication number sentence? If so, why does it matter? If you had to draw a diagram to show what a word problem was saying what words would

associative, and commutative) when solving a word problem or when creating their own word problem what it means when one of these properties are used

you underline in the word problem? What is the importance of the word each in a word problem and what does it represent? Why is it important to use the write operation in a word problem?

Students will know. Students will be able to Word problem- an exercise presented in the form of a Explain how they hypothetical situation that requires an equation to be created their word solved problem by using certain words and Each- to refer to one or more things individually or one strategies by one Show their work Of- used to indicate material or distance or items when solving a How many- what number is left multistep The importance of applying academic vocabulary in their multiplication word problems problem How to apply strategies when solving their word Create their own problems word problem by applying drawings, arrays, repeated addition, bar models, number lines, and equal groups The difference between each part of a multiplication number sentence Where each number in a word problem is

located in a multiplication number sentence

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence: The teacher will model how to solve word problems by using strategies such as drawing diagrams, arrays, bar models, number lines, etc. Then, the teacher will model how to distinguish the important key terms in word problems. These terms indicate which type of operation to use, and where each number belongs in the multiplication number sentence. Modeling how to solve a word problem will help the students to understand how to create their own word problem easier, because they are equipped with prior knowledge of how to solve the problems. Afterwards, the teacher will have a word problem written out on the Smart Board. Then as a class the teacher will allow students to think aloud what words or phrases are important in the word problem. The teacher will underline the important words or phrases in the word problem and explain why it is important. Then the students will have to figure out where each number belongs in the multiplication number sentence by inferring from the underlined phrases and words in the text. The teacher will then allow students to work in pairs (that the teacher has had made up previously). The groups are paired by which students work best with each other and at which level the students are in. For example, students below grade level who are struggling with Math or the two ELL students in the classroom will be working with students who understand English and are stronger Math students. The students who struggle will have an index card with a drawing on it. The drawing will indicate a multiplication number sentence. The

students will use the diagram as a source to guide their word problem. The students who are on grade level or above grade level will be given a multiplication sentence with no diagram. The students must write their word problem on the back of the index card, which will be handed in at the end of the lesson. Both of the students names will be located on the back of the index card with evidence that each of them cooperatively created a word problem for the given diagram, or multiplication sentence. The teacher will be formatively assessing the students by observation, anecdotal notes, and on completion of the index card. The last part of the lesson is for the students to creatively construct their own word problems at home and bring into school the next day. This will be the students independent or follow-up activity. The students will bring their word problems in the following day. The teacher will then read over the word problems looking for multiplication terms within the word problem (each, of, how many, total, etc.). Then, the teacher will hand the word problems out to every students partner from the previous day. Each student will solve the word problem of their partners and hand it back to the student who created it. The students will be grading their partners work based on if the student showed work or used multiplication strategies to solve the problem. Students will be the teacher in the sense that they will be looking for the work, explanation, and application of words in their answer. The students will then give each other a grade based on a 1-4 scale (4 being the highest). The teacher will collect all of the word problems with corrections and grade them based on the same student rubric that was used.

Stage 3: Learning Plan

Learning Activities: W= Students will be able to apply their multi step multiplication strategies and comprehension of multiplication terms in order to solve and design their own multiplication word problems. The goal is for students to identify the important phrases and words in word problems, as well as understand the meaning of each and where it belongs in a multiplication number sentence. This knowledge will allow students to solve and eventually create their own multistep multiplication problem. Students should be able to know the meaning of equal groups and how many are in those groups in a word problem and what each indicates. For example, There are 12 bags of jelly beans. In each bag there are 4 jellybeans. How many jelly beans are there in total? Students must understand the concept of 12 as the number of bags and then 4 jelly bags in each as the how many are in each. The key words to notice are have and each. Students should understand the number sentence should look like 12 x 4= ____. H= The students will be engaged in the lesson by interacting in a Power Point presentation. The Smart Board will present word problems that the teacher will model to the students. The students will have a better understanding of the concepts and structure that a multistep multiplication word problem has. The teacher will focus the students attention on the importance of words and phrases in a multiplication word problem by underlining. After modeling the teacher will have a word problem written out and this is where the students can participate in underlining the important words in a word problem. After the students can tell the teacher which numbers belong where in a multiplication number sentence and explain why each of these numbers means what they do. Then the students will cooperatively work on designing their own word problem with a partner who they will be grouped with (given by the teacher). The pairs of students will have either a drawing of a multiplication number sentence that needs to get written in a word problem, or a multiplication number sentence that students will incorporate into their word problem. E= The Power Point will provide students with word problems indicating the importance of the structure and how to make a multiplication problem. The teacher will model word problems, then have one created for the students to underline the important

parts in a word problem. Then students will have to place parts of the word problem into a multiplication number sentence and explain why these numbers belong where, and what indicates that this is a multiplication problem that needs to be solved. The class will be equipped with the tools of a Power Point presentation, a Smart Board to write, underline, and refer back to when creating their own multiplication word problem. The objective of the lesson will be left up on the Smart Board for students to refer back to when working in pairs, therefore confusion will not happen because what the students need to be doing will be placed in front of the class. Index cards for each pair of students will also be provided from the teacher with what multiplication diagram or number sentence they will need to create a word problem for. R= Students will work in pairs on designing their own word problems with the number sentence or diagram provided. The pairs will work together on which words should be placed where in their word problems. The word problems will be placed on the back of the index cards with indication that both students participated and worked with each other to create a word problem. Students can use scrap paper, diagrams, or any other multiplication strategy that was previously learned in order to come up with a word problem. Students will then write their final word problem on the back of the index card and hand it into the teacher. The teacher will be assessing students based on their participation, how well each student worked with each other, and through observation of the students while working with each other. The teacher will write anecdotal notes, and monitor the classwork being done. Along with all of these formative assessments the teacher will go around and ask each pair of students how they are coming up with their answers to the word problems, for each of them to explain their work, and meaning of the word problem. Then for indepent assessment there will be a follow-up activity given to all students. The students are asked to create their own multiplication word problem at home. For the following day each student will hand their word problem to their partner that they worked with the previous day. Then each partner will use the student rubric to grade each others word problem and then use multiplication strategies to answer the word problem. After every student has

completed the rubric and given a grade (1-4 scale), then everything will be handed into the teacher. The teacher will use the same student rubric to grade each students work. The student rubric will have clear expectations of what is expected of each student to do which will make the grading easier and give the students another chance to revise their work for a final completion. E= Students will have multiple opportunities to self-assess and self-adjust their word problems. This is done through the first activity that is done in pairs on index card by working with a partner and transferring ideas and thoughts; indication of learning from each other to form new ideas. Then, after completion of the index cards and inferring from the PowerPoint presentation of what is expected of them for their activity the students will be given another opportunity to asses themselves. The next assessment will do the following day through a student rubric. The student rubric will have clear expectations that students can refer to when creating their own multiplication word problem at home. The next day students will be graded from their partner the previous day, and have another chance to self-adjust their word problem by the comments that was given by their partner. After solving each word problem the students will have a mini portfolio of their work to hand into the teacher. This portfolio will include the student pairs index card, scrap paper, their independent word problem created at home, the student rubric graded by each other, and their final word problem, which will be solved and explained. Then the teacher will finally grade the whole portfolio as a whole through the rubric that the students also used. T= This lesson will be tailored to meet the needs of all the students in the classroom. There are 10 students within the class of 31 students as a whole that are diagnosed with IEPs of ADHD, separate counseling issues dealt with at home, ELL learners, and behavioral issues. Of the 10 students there are half whom are ADHD diagnosed, and then the others who either have counseling or behavioral issues. Amongst these students there is a new student who does not speak full English. Therefore, for all of these students there will be accommodations made in order for the lesson to cater to the needs of the whole class. Students will be paired with someone

who is below-grade level and above grade level for focus and to learn from each other. There will be 15 index cards in total because the students will be working in pairs. The index cards will be differentiated based on pictures and diagrams for the below grade level students and ELL learners. There will be 5 index cards with diagrams and then the remainder 10 index cards will have a multiplication number sentence. For example, the above and on grade level students will have an index card that will have 6 x 3. These students will be challenged in coming up with their own word problem that fits this multistep multiplication problem. For the diagrams and pictures of index cards, these students will be given a diagram for example of 6 birds on 3 branches. The student can reflect on the picture what is needed in the word problem based on the picture. The visual interpretation will be beneficial for the ELL learners as well as the students who struggle focusing in Mathematics. O= First the teacher will introduce the lesson to the class. The teacher will say, Today I am going to teach how to make a multiplication problem. This will interest the students in being creative and extend their creativity through Mathematics. The teacher will then focus the students attention to the Smart Board where there will be a Power Point presentation of word problems that the teacher will model for the class. The teacher will first model picture word problems and ask essential questions. The teacher will have a diagram of 3 boxes and 8 cookies in each box. The teacher will ask, How can I make a word problem, and what words are important in a word problem? After modeling a diagram of a word problem the teacher will have a written word problem on the PowerPoint. The teacher will allow students to come to the Smart Board and underline important words in the problem. The teacher will choose students by picking from a container of popsicle sticks with each childs name on it. Therefore, every student will have a fair chance of coming to the board and underline important words or phrases in the multiplication word problem. Then there will be blanks in a multiplication number sentence where based on the word problem given the students must know where each number belongs and explain why. Explanation is important in mathematics because it indicates that the students have a deeper understanding of what was learned. The last slide of the

PowerPoint will list what the students activity will be. The students can refer back to the objectives if they get side tracked or forget what hey are supposed to be doing. The objectives will be clearly listed, and will present what the students should be doing when they are in their working pairs. The students will be paired with a student, which will be given by the teacher. In these pairs through differentiation the teacher will hand out index cards. Based on the students learning ability the index cards will either have a multiplication number sentence or a diagram of a drawing. From the differention, whichever it may be the final word problem must be written on the back of the index card and handed into the teacher at the end of their lesson. The teacher will be monitoring the class, and observing which students wills actively participating in the activity and who were struggling. Then for an independent and follow-up activity, the teacher will give students a student rubric which will clearly explain the expectations of what is a good word problem and how to tell. Then the students will go home and create their own word problem. The following day, whoever was paired up will work together again and be handed each of their word problems. Then each student will grade their partners word problem based on the student rubric and solve the problem using multiplication strategies. Then in a mini portfolio of each pairs work containing the index card, scrap paper, each pairs (2) graded by their partner, student rubrics, (2) independent word problems, and (2) completed word problems into the teacher. The teacher will use the same student rubric that was given to the students to grade their mini portfolios as a complete grade. Each activity will be graded separately as well as the total grade of the mini portfolio.

Resources

Itemized Attachments:

worksheet:

**Student Rubric** 4 Explanation is detailed and clear. 3 Explanation is clear. 2 Explanation is a little difficult to understand, but includes critical components. 1 Explanation is difficult to understand and is missing several components OR was not included. Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Diagrams and/or sketches are difficult to understand or are not used.

Explanation

Mathematical Concepts

Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).

Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Diagrams and/or sketches are clear and easy to understand.

Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).

Diagrams

Working with others

Strategy/ Procedure

Diagrams and/or sketches are clear and greatly add to the reader's understanding of the procedure(s). Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. Typically, uses an efficient and effective strategy to solve the problem(s).

Diagrams and/or sketches are somewhat difficult to understand.

Student was an engaged partner but had trouble listening to others and/or working cooperatively.

Student cooperated with others, but needed prompting to stay on-task.

Student did not work effectively with others.

Typically, uses an effective strategy to solve the problem(s).

Sometimes uses an effective strategy to solve problems, but does not do it consistently.

Rarely uses an effective strategy to solve problems.

Tara Carey Education 353 Dr. Wilson December 4, 2013 Observation Partners Report of Giana Dentes Math Lesson Gianas math lesson given on November 15th was very successful and effective. She taught the students about creating word problems using specific vocabulary and photographs. At the conclusion of her lesson, Giana, our cooperating teacher and I met to discuss the strengths and weaknesses of her lesson. Giana created a strong lesson plan that was very organized. She is very patient, kind, and understanding with all of the students. The materials she used in her PowerPoint were well designed and kept the class engaged. Another strength of Gianas lesson plan was her differentiation for the students of varying ability levels. This way, the students who are gifted were able to create more difficult word problems, and the struggling students were given pictures to help them think of a word problem. I would say Gianas differentiation of the index cards was the most effective part of her lesson. The students were able to work together to create the problem, and they got very creative when creating their word problems. When several of the students presented their word problems, it was obvious they had learned from Gianas lesson and they were excited and proud of their work. A few suggestions we came up with to help Giana improve her lesson plan would be for her to model creating a word problem for the students prior to them creating one on their own. The students may have benefitted from her creating a word problem out loud, so they could see exactly how to do it before they made their own. Another suggestion we had for Giana, would

be for her to write the students answers down after they respond to the question. The question solving part of her lesson was more informal and used as a formative assessment, but the kids may have benefitted from seeing the answers written. Giana created a warm, welcoming, and caring environment for her students. Students were comfortable enough to volunteer to answer questions, share their work, and did not grow discouraged when they made mistakes in front of others. During her time at PS76, Giana built strong relationships with all of the students in the class. They were eager to participate and all students were actively engaged in her lesson. The students were extremely well behaved throughout her lesson and Giana maintained a strong presence in front of her students. Giana and I have often seen our class misbehave when a different teacher is in charge of them, but not one child misbehaved during Gianas lesson and it was clear she was very respected and admired by her students. The students also worked very well together, and the classroom was an interactive working environment. Students got to work right away creating their word problems and did not waste time or procrastinate. Gianas lesson was proficient and her instruction was organized. It was clear that she put a lot of time and effort into creating it and making sure that it went smoothly. Giana paid close attention to the students while they were working and she was able to clear up any misconceptions about the material if students made a mistake. Giana created all of the questions she asked the students, and they increased in difficulty level throughout the lesson. She also encouraged students to explain their answers and thought processes to the class to make sure that they fully understood the topic. Virtually all of the students remained engaged in her lesson, and the students worked very well with their partners who were assigned prior to the start of the

lesson. The students were able to create fun word problems together using objects that interested them. Gianas lesson incorporated elements of English when she had the students compose a multiplication word problem with their partner. Students were encouraged to utilize certain words pertaining to multiplication in their sentences. The entire class was able to see that the groups learned how to create word problems when they read them aloud to the class, and their classmates had the opportunity to solve the word problem they created. Giana utilized the Smart Board for her presentation, and the students had visual aids to accompany the math problems she gave them. Giana demonstrated her knowledge of the students during the lesson as well, and walked around checking on the students who struggle with math concepts. I believe that Giana did an excellent job with her lesson, and it really resonated with the students. She put a lot of hard work into it and it paid off. The students worked well together and listened to her, and it was clear that they enjoyed the lesson. The students were so excited to share their word problems with their classmates, and were proud of themselves when a classmate got the correct answer to the problem they created. Giana is going to be a great teacher.

Giana Dente Dr. Wilson Education 353 3 December 2013 Complete Teaching Episode: Self-Reflection Promoting a Positive Learning Environment My lesson plan was on solving and creating word problems by using different strategies. I taught this lesson at P.S. 76 during the math period. During my math lesson I had the students engaged in a Smart Board activity. I first modeled how to create a word problem by using examples that I created previously to the lesson. Then, I chose students by using equity sticks to be fair. The chosen students were able to come up to the Smart Board and place the numbers that belonged in the multiplication number sentence properly. The students were actively engaged throughout the lesson and were able to see different strategies that would be beneficial in understanding the lesson and cater to their learning styles. The different strategies that were taught were to draw pictures, use bar models, arrays, repeated addition, or a number line. At last, I had an activity for the students to work on. After my lesson was complete I had the students grouped with their Math partners. During my lesson I was guaranteed to apply different strategies so that it could be relatable and best to use for the students individual preference to understand, solve, and create word problems. Whenever the students had questions I tried to incorporate higher order thinking questions for them to go beyond their responses and explain their mathematical thinking. I would have them explain what multiplication number sentence matched the word problem and how to respond to it.

In the class there are 31 students, 10 whom the teacher mentioned have IEPs. The students who have IEPs, are diagnosed either with ADHD, private counseling, or need other special attention. Therefore, I differentiated the lesson and activity to meet all of the students needs. My cooperating teacher and I previously made Math partners to cooperatively work on during my Math lesson. The students who were performed below average in Math were paired with a more advanced student in hopes that the transferring of knowledge would occur. For the below average students there were drawings provided on the front of the index cards to guide them when creating a word problem. The word problems had to include key phrases and words that were previously underlined from the word problems that were modeled during the beginning of the lesson. For example, the diagrams had 4 butterflies with 3 polka dots on them. The ELL students were able to notice that there were 4 butterflies with 3 polka dots on each by visualizing the pictures. From this the students were able to notice the key words in each to create a word problem. For the advanced students there was just a number sentence on the front. These students were challenged in coming up with their own word problem using only the numbers that were chosen. Additionally, to aid the students who have ADHD I made sure that I kept the Do Now activity on the Smart Board so that these students could refer back to it if they veered off from the required task. Engaging Students in Learning This instruction engaged the students to develop essential literacy strategies when creating their own word problems. The students were able to work in pairs where cooperative learning was present. Cooperatively working in pairs was beneficial for the students literacy

because the students were able to build off of each others knowledge with grammar and explanation of their mathematical thinking in order to come up with the best answer. On the back of the index cards the students were responsible for having a written word problem. The word problem had to contain specific math academic language in order to create a multiplication word problem. Not only is it important to solve world problems and come up with the answer, but also students are now required to explain their mathematical thinking, therefore this is what the activity required the students to do. My cooperating teacher told me to implement this standard for my complete teaching episode because of the students prior learning in Math in multiplication. During our conference she showed me what the students had been learning prior to my lesson. She wanted my lesson to build off of what was already taught to incorporate the students prior knowledge into my lesson. Previous to my lesson the students learned the basic multiplication properties (commutative, associative, identity, zero, and distributive properties), and the basic multiplication times table. Therefore, what the students were capable of already knowing I used to scaffold my lesson. With their basic understanding of multiplication properties and the multiplication table I had the students apply it to solve and create their own word problems. The creation of their own word problems helped them in understanding the importance of specific phrases and words that can determine what the purpose of the word problem is and what to solve. Additionally, I made the activity accessible for the students to include their culture in the word problems that they created. Giving the students freedom to create their own word problems gave the students freedom to choose whatever they wanted to include which could be their culture. Using related holidays, objects, diagrams, or names that are common in their culture could have incorporated their culture into the word problem. The community assets were

included to the lesson as well. The students community is a busy area surrounding the school and what theyre accustomed to so they were able to incorporate examples of their life and relate shopping to using multiplication in the real world. The Smart Board, the projector, and resources within the classroom were used as well. Deepening Student Learning during Instruction I built upon the students responses by constantly asking higher order thinking questions. I made sure that when the students responded to a word problem they explained how they came up with their answer. I was looking to see what words were underlined in the word problem and then asking why these words were chosen, and how all of these phrases and strategies are beneficial in finding their answer. For example, in the video one of the students responded to a word problem by going up to the Smart Board, he underlined the important sentences, and circling the key words to help solve the word problem. Then before he went back to his seat, I asked him what the number sentence would be and how he came up with this. The student responded that the words he circled determined what type of multiplication sentence he would be using and what numbers to use in the problem. He then wrote the number sentence on the smart board for the whole class to see and copy down in their math notebooks. Using requisite skills to grasp the understanding when creating their own word problems included literacy strategies. Having the students use drawings or multiplication number sentences to create a word problem is what guided their word problems. The key words and phrases that were underlined in the previous examples of the lesson were what the students referred back to when creating their own. I first modeled the literacy strategy by showing the class examples that we did together on the Smart Board. I first underlined what were important words and then I had

the students do the same for the next word problems. I showed the students an array and then a word problem to incorporate different strategies that they were taught. Analyzing Teaching I feel that during my lesson I could have challenged the advanced students more because at times during the lesson they were completed quicker than the others. I should have given them extra work or challenged them with harder multiplication numbers to solve. Watching the video, looking back, I feel that some missed opportunities that I had were during my introduction to the lesson. I should have begun the lesson with what they previously learned. I only explained what their prior knowledge was but I should have done a Warm up before beginning something new for the students. To begin my lesson I could have gone around the room and asked the students some multiplication properties, or the answers to some multiplication problems. This way the new lesson would not seem rushed but seen as a continuation of what they have been learning. The central focus was for the students to understand the importance of multiplication word problems and how it is used in their everyday lives. Another central focus was to deeply comprehend how read and depict words or phrases in order to know the true meaning of what is being asked to solve for. As theorists Pearson and Gallagher (1993) said through the gradual release model, I do, we do, you do. Suitable to the gradual release model, I should have modeled a word problem before the students wrote theirs. Even though I did show them word problems I should have modeled my own by creating it with the class on the Smart Board. The Gradual Response Model incorporates, explicit instruction, modeling guided practice and then an independent practice application. I did include explicit instruction, guided them by showing examples of strategies and word problems, and I gave them independent practice, but I missed the modeling of a word problem.

I also feel that I should have kept reinforcing the main focus of the lesson not just towards the beginning or end, but also during the lesson for the students to constantly be reminded of the importance of what was being learned. With deliberate and explicit instruction on how to transfer knowledge, the learner must take what were initially bits of knowledge with no clear structure or power and come to see them as part of a larger, more meaningful, and more useful system (Wiggins and McTighe 2011). I think these changes would have improved the students learning because if I modeled how to write a word problem before showing the ones I created already, I would have given the students clear expectations of what to do. Overall looking back at my video I learned a lot of things that I need to improve on. I also saw some things that I did great on and I am proud of myself. I learned a lot from the complete teaching episode and my reflection from it. My cooperating teacher wrote some strengths and weaknesses about my lesson plan which were very beneficial to me when writing my reflection and watching my video. Some of the weaknesses and strengths she noticed I also caught myself doing on video. This has been a wonderful experience and I have learned a lot from the reflection, including the comments from my partner and my cooperating teacher.

Giana Dente Dr. Wilson Education 353 4 December 2013 Complete Teaching Episode: Identification of My Learning During my lesson I noticed that in my presentation to the class it was a lot harder to have classroom management than I thought. The class had 31 students and their behavior was difficult to control while maintaining the central focus of the lesson. Although I think I did my best I am thankful that my cooperating teacher was in the room when I presented my lesson because the students were behaved during it knowing that she was there. I also noticed when teaching in front of a class that it is not as overwhelming as I thought. Last year I was nervous to present my lesson but this year our teacher had us presenting and working with the students every time we went to observe so I felt comfortable with the class. Furthermore, the knowledge of the students, curriculum and pedagogy were interrelated in my lesson by differentiating the instruction. I created two different types of index cards to either challenge the above grade level students or guided the below average students by using pictures. I also incorporated all of the different strategies when solving a multiplication word problem so that whichever way worked best for an individual student he or she could have used. In addition, before planning my lesson I was prepared by getting to know the students, discussing specific students with the teacher, and receiving help from her as well in ways to perfect my lesson. From this it was helpful when planning my lesson because I knew what the students needed in order to be challenged or which students needed help. I similarly was aware of certain students behaviors and which pairs of students would work well with each other.

Accordingly, I integrated learning into my lesson through the resources that the classroom was equipped in having. I integrated group work and incorporated different strategies for the students to see which one interested them to use. I was able to use the Smart Board and projector to make my lesson as interactive and engaging for the class as I could. Also, I love when students cooperatively work on activities together because students can transfer and build upon one anothers thoughts to construct new ideas. Therefore, I was sure to include group work in their learning. This experience has completely motivated me to work harder in becoming the best future teacher that I can. Since this experience I am looking forward to student teaching because I fell in love with observing and working with the students one on one or as a whole class. I am very fortunate that my cooperating teacher was willing to let my partner and I present lessons and work with the students every time that we went. The time that I spent observing was constructive because I learned a lot by observing and essentially conducting lessons instead of just writing about it. From this, I am determined to become the best teacher that I can by taking my experiences and knowledge to learn more. As a result of the complete teaching episode I have grown as a student and as a future teacher. I also changed as a future teacher because I now know how to put forth classroom management by being an authoritative teacher while also understanding my students individual needs. I know how important it is to understand the students backgrounds before moving forward in the classroom. Being a teacher is a lot harder then people make it out to be even by just observing I realized what being a teacher truly entails. As I analyzed my video I noticed my weaknesses and I am able to learn from my mistakes in order to be the best that I can be.

In conclusion I can reflect upon my identification of learning through the experience that I had with the students and the guidance of my cooperating teacher. I am pleased with the hands on work that I was able to achieve with the students daily because not only did I learn from the teacher and my classes but I also learned a lot from the students. As clich as it sounds if it were not for each students own personalities, behaviors, and learning styles I would have not been challenged to teach them what I did. Towards the end of the field hours our students at P.S. 76 were upset for us to leave. It was rewarding to hear all of the nice things they said about us. The students acknowledged that Tara and I went to observe their class and taught them new things in ways that interested them. I would have not changed my experience for anything else because I have learned a lot and will continue to change my methods of teaching to meet the needs of any groups of students that come my way.