Task 3 Amberjordan

PPAT TASK 3: Designing Instruction for Student Learning Amber Jordan ECED 461: PIN/Kindergarten/Davis
Task 3 Designing Instruction for Student Learning

Contextual Information
-3.0: Contextual Information a) Describe your classroom. Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. My classroom is a well maintained classroom full of exciting five and six year olds. My environment in the classroom is spaced out so that each student feels comfortable. I provide an environment that is safe, clean, and comforting for the students. I am in a kindergarten classroom. I teach all subject areas such as English Language Arts, Mathematics, Science, Social Studies, and Fine Arts. All content that is taught is either from Common Core Standards or South Carolina Standards. I strive to cover all content areas and standards. When my clinical experience started I had twenty four students. Over the past month, I have lost two students so we are down to twenty two students and one is homebound. In the classroom, I only have twenty one students. I have two students now in speech and one of those two has been diagnosed with some special needs of autism. b) Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom.
In the classroom, we have no physical needs with any of the students. Social and behavioral factors do impact instruction in the classroom. My students are very social and love to talk to each other as well as the teachers. Throughout the day we usually have issues with some students not getting along with each other. They have issues with someone looking at them, aggravating each other, and sharing. Common behavioral problems with have in the classroom is not paying attention, not following directions, talking, making noises, and hitting or touching others. There is a developmental factor that impacts instruction each day. The child that has been diagnosed with some special needs of autism performs on a three year old level. The actions and the way the student talks is that of a three year old. The student constantly needs assistance. Another barrier in the classroom that impacts teaching and learning is the language barrier. There is a large number of students who do not speak English as their first language and have trouble understanding exactly what we are saying. I also have some students who struggle with the basics of knowing their letters so this impacts instruction because I have to make sure I meet their needs and help them understand how to write them and recognize them. c) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. The socioeconomic status in the community impacts the teaching and learning in the classroom. The poverty level is 30% below poverty. In the community, the average median household income between 2008 and 2012 was $27,694. Most of my students do not have a lot at home. Through my time of working with the students, I have learned that they have not
been exposed to a lot in their five to six years. Most of their first experiences with education has been in kindergarten in our classroom because of the lack of money in their homes.
Step 1: Planning the Lesson

-3.1.1: Standards and Learning Goals Guiding Prompts a) What learning theory will guide your planning process? Provide a brief description of the theory. How will you make use of it? Vygotskys learning theory of scaffolding will guide my planning proce ss. Scaffolding is known to be as a way of modeling and teaching students. Scaffolding is when students are struggling with something. The teacher allows the student to attempt the problem or whatever they are working on and then if the student is still struggling the teacher scaffolds and models to the student how to figure the problem out and shows them the correct way of doing something. For my students, scaffolding is a big part of our daily routine. While teaching I always plan to model the activity or whatever we are learning about. My students are on a very basic level of learning, so scaffolding and modeling to the students is essential. For example, in our math lessons each day I have to model to them before they start doing the lesson and then I scaffold to students who are struggling. b) What learning goal(s) and content standards, both state and national standards, did you identify for the lesson? How will they guide the planned learning activities? Common Core Math Standards: CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. CCSS.MATH.CONTENT.K.OA.A.5 Fluently add and subtract within 5. Specific Learning Goals: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Model with mathematics. 4. Look for and make use of structure. 5. Look for and express regularity in repeated reasoning. c) What is the content focus of the lesson? What related content that the students have previously encountered will support the learning in this lesson? The content focus of the lesson is to be able to fluently subtract within five and to be able to solve subtraction problems within ten by using objects or drawings to represent the problem. The students have previously added fluently within five and ten. Students previously excelled in solving addition problems, so addition is closely related to subtraction. Students have also had experience with adding with objects and drawings, so they are comfortable with using manipulatives to help solve problems. Addition facts can allow students to solve subtraction problems by recalling similar addition facts and plugging them into the subtraction problem. For example, students know that 6 + 4 = 10, so if they see a subtraction problem, 10 6 = ______, then they can say six and what make ten? Students should be encouraged to this so that they can learn the inverse relationship between addition and subtraction and it will become much easier for them to subtract.
d) What are some difficulties students might encounter with the content, and how will you address the difficulties? Students might encounter some difficulties such as taking too many away or drawing too many objects. In kindergarten, students are beginning to be fluent with their numbers. The first encounter with subtraction is in kindergarten, so understanding that the term subtraction is very essential. I expect students to be able to exceed in subtraction, but I have a feeling that my students will take too many away when trying to do it on their own with their fingers. To address the problem, I will teach students how to use math manipulatives such as counting bears and drawing pictures to help them solve the problems. I will model to the students how to take away from the larger number by marking out pictures or taking away objects. When subtracting with ten I could use ten frames so that the students can place counting bears on each square and then take away. This will show them exactly how many bears are left and that would be their answer.
-3.1.2: Instructional Strategies Guiding Prompts a) Select a maximum of three different instructional strategies that you plan to use to engage students in the lesson and to enhance their learning. Provide a rationale for your choice of each strategy. In this lesson, I plan to use color as an instructional strategy. Using color in math is essential so that students can show their work and can recognize what they had solved and how they solved it. In this lesson, I encourage students to use a crayon to mark out the pictures
that they are taking away rather than using a pencil. This makes it easier for students to see and count the pictures so that they can receive the correct answer. Another instructional strategy that I plan to use is allowing, think time. Allowing students to use, think time will give each student the opportunity to come up with their own answer and be able to show their work. I believe that each child should have the opportunity to solve problems on their own before hearing others answers and feeding off of the other students answers. I encourage raising hands before anyone yells out the answer. Make it Real is another instructional strategy I plan to use in my lessons. Make it Real is solving subtraction problems by using real world examples. For example, if I had six bicycles and five of my friends wanted to ride the bicycles, how many bicycles would I have left? Showing students how to make the subtraction problems into something that is in real life will allow them to process the problem better and most likely obtain the correct answer. b) How do the instructional strategies connect to the learning goal(s) to facilitate student learning? The instructional strategies help to make sense of the problems by connecting them to a real life objects or pictures. The instructional strategies also connect to the learning goals by modeling with color and allowing each student think time so that they can express their answers and show their reasoning of how they solved the problem. The instructional strategies and learning goals both interact with each other to ensure that the students are getting the most out of the lesson. c) What informed your decisions to use individual, small group, and/or whole group instruction to facilitate student learning?
From previous experience with my students, I have planned to do the lesson as a whole group but to help those that are struggling by working one on one with them as needed. From previous experience, I know my students can follow along and stay on task so I know that I can instruct in a whole group setting. For those that do struggle, one on one instruction will be offered to the students by standing near the students and helping them through the problem as I talk through the problem with the other students. Those that do struggle are very tactile learners so modeling and pointing is always essential in helping them. -3.1.3: Learning Activities Guiding Prompts a) What learning activities do you plan to implement in the lesson? Provide a rationale for your choices. The learning activities that I plan to use during the lesson will be to have students draw their own pictures to help them solve the problem. They will act out the problem by using the math manipulatives and then draw exactly what they did with their math manipulatives to show their work. They will be encouraged to use crayons to show how they take away to subtract. b) How do the chosen activities address student strengths and needs? The chosen activities address students strengths and needs by giving them a visual, hands- on experience to solve the problems. My students are very tactile and must see examples and modeling to know exactly what to do. Being able to use the math manipulatives and drawing pictures will allow them to see exactly how many to take away and how many are
left. The students are also auditory learners so they like to hear me tell them what to do. The activities will ensure that the students strengths and needs are addressed and met. c) How do your class demographics inform the design of the learning activities you chose? My class demographics inform the design of learning activities because I have low level learners, speech needs, and language barriers. When designing and planning lesson, I know that I must consider these demographics and design my lesson to have learning activities that will address these needs. From experience with my students, I have observed they like to have hands-on activities. By using math manipulatives and having them mark out pictures with crayons I believe that my students will excel in my lesson.
-3.1.4: Materials, Resources, and Technology Guiding Prompts a) What materials and resources will you use to support your instruction and student learning? Provide a rationale to support your choices. The materials and resources I will use in this lesson will be math manipulatives (counting bears), crayons, pictures, clothes pins, ten frames, and showing students how to subtract on their fingers. To support my instruction these materials and resources will help the students understand and learn how to subtract. Using math manipulatives is a great way to model subtraction stories or problems. I believe these will be the essential material to use in this lesson. Allowing students to see exactly how to solve the problem using these will give them a better understanding of subtracting or taking away. Using pictures an d crayons to mark out the pictures when taking away is also a useful material. Students love knowing that they get to
use crayons. Crayons allows the marks to stand out and students are able to see what they subtracted better. Using ten frames teaches students how to take away one from each box instead of taking away too many. Using clothes pins help students see exactly what number we start with and how many we take away. Students like doing this activity to show their work to other students. Showing students how to subtract on their fingers is very essential. I want students to be able to solve problems even if they dont always have objects, pencils, or crayons. b) What types of technology do you plan to use in your instruction? We use the SMART Board in the classroom to watch videos of subtracting and to listen to different subtraction songs. During rotation time in the mornings, students are able to get on the computer. c) How will your chosen technology enhance your instruction and student learning in the lesson? Showing students subtraction this way gives them a break from writing and allows them to watch and listen so they can learn how to subtract. Students can practice subtracting by getting on the computer and playing different subtraction games during rotations. Both of these will give students practice with subtracting and hearing the different terms when subtracting.
Step 2: The Focus Students

-3.2.1: Understanding Each of the Two Focus Students and Differentiating Instruction Guiding Prompts
Focus Student 1: a) Identify Focus Student 1s learning strengths and challenges related to the learning goal(s) of the lesson. Focus Student 1 has learning strengths of knowing exactly what numbers to write and how to write them correctly. The student also listens very well and can solve problems. Some of the challenges the student faces is not always representing the correct pictures or taking away the correct number. b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 1 meet the learning goal(s) of the lesson. Provide a rationale. To differentiate specific parts of the lesson plan to help Focus Student 1 to meet the learning goals, I would specifically help model the correct number that should be taken away. I would do this by pointing and modeling to the student. I would show the student to count as the student places marks on the pictures. c) What evidence will you collect to show the progress Focus Student 1 makes toward the learning goal(s)? I will collect the students paper and evaluate the paper by looking at the answers and the work the student showed for each problem. I will look at each of the answers and to see if the student erased anything to fix the answer. By evaluating the paper, I should see the progress the student made toward the learning goals. Focus Student 2: a) Identify Focus Student 2s learning strengths and challenges related to the learning goal(s) of the lesson.
Focus Student 2 learning strengths are being able to mark out the pictures and write numbers. The challenges Focus Student 2 faces is marking out the correct number of pictures, recognizing what the problem says, and writing the correct number for the answer. b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 2 meet the learning goal(s) of the lesson. Provide a rationale. Differentiating specific parts of the lesson plan for Focus Student 2 would being able to work one on one with the student. The student faces many challenges and working one on one as much as possible would benefit the student. The student needs direct instruction, modeling, and encouragement. I will give other students a small task to do such as work it out on your fingers after showing the work on the paper so that I can work one on one with the students. c) What evidence will you collect to show the progress Focus Student 2 makes toward the learning goal(s)? I will collect evidence of the progress of Focus Student 2 by observing as the student works with me and by evaluating the paper. I will look for things the student does know and things that the student is confident with such as counting with me or writing numbers in the correct way. I will observe how the student counts, uses crayons, and the math manipulatives to solve the problems. By observing the student I will be able to see the progress the student has made toward the learning goals.
Step 3: Analyzing the Lesson

-3.3.1: Analyzing the Lesson for the Whole Class Guiding Prompts
a) To what extent did the lesson facilitate student learning? What evidence did you gather to support your conclusion? The lesson facilitated student learning in several different ways. I believe that my students understood the lesson and exceeded learning goals. The data that I collected by evaluating each of my students papers shows evidence of students learning new material. Most of the students did very well with the lesson. If there was a mistake on the paper it was careless such as marking out too many pictures or drawing too many. I believe that the students also showed progress by answering questions throughout the lesson. My students worked hard to complete their sheets and answer my questions as they were asked. b) How did the students use the content presented to demonstrate meaningful learning? Provide specific examples from the lesson and from the students work to support your analysis. The students used the content presented in the lesson to demonstrate meaningful learning when completing the assessment as well as after the assessment. Students showed their work and wrote the correct answers in their blanks. After the assessment, students were called on to demonstrate a subtraction problem by using clothes pins. Students used the knowledge they gained from the lesson to count how many they begin with and how many they should take away. Students have also began to use their fingers as a resource to solve subtraction problems. As students were completing the assessment part of the lesson, I saw students using their fingers and drawing pictures to solve the problem. This allows me to see that the students are applying what they had been taught to solve the problems.
c) What modifications/adaptations to the lesson did you implement during instruction for the whole class to better support student engagement and learning? Provide examples to support your decisions. While teaching the lesson, I had to modify how to tell the students to look at a problem that you only subtract zero from. I taught students to circle it, so that the students would see that nothing was taken away leaving the original number to be the answer. To help students engage in the lesson more, I related the problems to real world objects. This allowed the students to understand the problem better and to make sense of it. d) What steps did you take to foster teacher-to-student and student-to-student interactions? How did they impact student engagement and learning? To foster teacher-to-student interactions, I constantly ask questions as well as ask students to read problems or tell answers to the class. Often, I have all students to read the problems with me out loud. To foster student-to-student interactions, I ask students to work quietly with a partner to solve problems. I also have students help each other by asking another student tell the answer if one of the students does not know. Students often help each other by counting together to figure out how many in all and how they should subtract or take away. All of these interactions help student engagement and learning by having the lesson student centered. These engaging and learning strategies keeps students involved and ready to learn.
e) What feedback did you provide during the lesson to facilitate student learning? What impact did the feedback have on student learning? Provide specific examples.
In this lesson, as students completed their activity sheets I gave them checks for completing the sheet. I also always encourage and congratulate those that do well. As we went over the problems, I allowed students to pat themselves on their back to build self-confidence. Students love getting the correct answer and work hard to get the correct answer. I also say the problems more than one time so that the students know exactly what problem we are on. I also give those that do not get the correct answers the first time, a chance to fix their problems. Students get excited about checking their own paper and love to place checks by the problems they have completed. I always give positive feedback to all my students.
-3.3.2: Analyzing the Differentiated Instruction for Each of the Two Focus Students Guiding Prompts a) To what extent did each of the two Focus Students achieve the learning goal(s) of the lesson? Cite examples to support your analysis. I believe that my two Focus Students achieved all the learning goals of the lesson. For focus Student 2, it may have taken the student much longer to complete the task but the student did try and completed the lesson activities. Both students made sense of the problems by using pictures and crayons to help solve the problems. By using pictures and crayons students were able to model and show their work while solving the problems. Focus Student 1 used real life examples to help solve the problem by pretending that each number was represented by bicycles for each problem and taking away the correct numbers. b) How did your differentiation of specific parts of the lesson plan help each of the two Focus Students meet the learning goal(s)? Cite examples to support your analysis.
By modeling and scaffolding with the two Focus Students I believe that both students progressed in learning how to subtract. By observing their work while working with them, I noticed that they could both follow along with what I was saying. I thought that both were able to specifically show me how to take away objects or pictures when asking them. By pointing to what the students should be doing helped to refocus the students and to help them solve the problem. By modeling what the students should be doing helped the students to be able to express their work on future problems. Precisely, I believe that all learning goals were met through the lessons.
Step 4: Reflecting
-3.4.1: Reflecting on the Lesson for the Whole Class Guiding Prompts a) What specific instructional strategies, resources, and technology will you use to help students who did not achieve the learning goal(s)? Describe how these lesson components will help the students achieve the learning goal(s). For those that are still struggling with learning goals and standards, I will work one on one during rotations and use different applications on the iPad to help the students gain the knowledge and skills of subtracting. Using the iPad will give students an encouraging way to want to learn about subtracting and will hopefully be able to grasp the concept. I also will provide examples of subtraction problems and students will work through the problems by using counting bears, computer resources, and drawing pictures. All of these will help students
achieve the learning goals by giving extra time to practice. Students will also be encouraged to practice at home and in their free time to help achieve our goals. b) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons? Analysis of my lesson and the evidence of student learning will help plan future lessons. If students are still struggling, then lessons will be continued to help students know their subtraction facts. Also, when planning for future lessons, I will use more technology in the lessons and strive to get those that were struggling back on track.
-3.4.2: Reflecting on the Lesson for Each of the Two Focus Students Guiding Prompts a) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons for each of the two Focus Students? To plan future lessons for each of the two Focus Students, I will take feedback from my analysis of the lesson and prepare a lesson that both Focus Students will be able to do. For future lessons, I will always consider my Focus Students and how they learn. I will ensure that the lessons being taught will incorporate all needs of my students. Focus Student 1 and 2 evaluations will help me to prepare different lessons that involve a lot of hands- on activities to help students understand. b) What differentiation will you apply to future lessons for each of the two Focus Students? Provide a rationale for your choices.
I will apply different variations of all learning styles to future lessons for the two Focus Students. Providing different activities for all learning styles, will encourage and help students to have a better understanding of the concept. I believe all the learning styles must be addressed and lessons should focus on all three. I will also have different groupings when I do the lessons again. I want to have small groups so that I can focus on each student more and be able to model and scaffold when students are struggling.

Task 3 Amberjordan

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PPAT TASK 3: Designing Instruction for Student Learning Amber Jordan ECED 461: PIN/Kindergarten/Davis

Task 3 Designing Instruction for Student Learning

Step 1: Planning the Lesson

Step 2: The Focus Students

Step 3: Analyzing the Lesson

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