Documente Academic
Documente Profesional
Documente Cultură
Jessica Troiano
Program Standard: Professional Practice
Membersapplyprofessionalknowledgeandexperiencetopromotestudentlearning.
Theyuseappropriatepedagogy,assessmentandevaluation,resourcesandtechnologyin
planningforandrespondingtotheneedsofindividualstudentsandlearning
communities.Membersrefinetheirprofessionalpracticethroughongoinginquiry,
dialogueandreflection.
Artifact Description: Grade 1 Estimation Lesson Plan
This artifact that I am submitting is the mathematics lesson plan that I
created for EDU431-Methods of Teaching Math & Science. Focusing on
the constructivist approach I created an estimation lesson plan that
allows every student to actively participate and exercise his or her
estimation skills. The lesson plan addresses the following areas:
intended student outcomes, assessment, rationale,
motivation/anticipatory set, action on, closure,
accommodations/modifications, materials/equipment/technology
needed, and a reflection section. In addition to the artifact was a work
sheet along with an assessment piece in the form of a checklist.
Rationale:
Great teachers will constantly refine their professional practice in
response to the needs of individual students and learning communities.
Although a teacher may have created lesson that was very successful
with one group of students, it may not be as successful with a different
group of students. As states in the program standard, it is essential for
teachers to use appropriate pedagogy by designing a lesson plan that
would be most effective and successful for student learning. While
there tends to a negative misconception tied to learning mathematics,
it is specifically important to approach math lessons in interesting and
interactive ways. Making connections with students prior knowledge
and between math topics is a great start. I tried this approach during
the motivation/anticipatory set of my lesson plan when I asked
students about their collections at home and how many items they
thought they had. According to a study reported by Swan and Swain,
teachers began to distance themselves from the view that
mathematics is best learned through lectures and exercises and they
had recognized limitations in students learning individually through
worksheets. They were beginning to develop a connectionist
orientation which recognizes that mathematics is best learned through
Swan, M., & Swain, J. (2010). The impact of a professional development programme
on the practices and beliefs of numeracy teachers. Journal of further and
Higher Education, 34(2), 165-177. doi:10.1080/03098771003695445