OHM2 OHM2 TASK 1 DEVELOPING A REFLECTIVE PRACTICE

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Western Governors University *

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D182

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Electrical Engineering

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Jan 9, 2024

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1 Developing a Reflective Practice D182: The Reflective Practitioner (OHM2 TASK 1) Jung Park MSCIN Program, Western Governors University

2 Introduction The lesson I will use for this assignment is for Kindergarten Mathematics. I teach a class of 20 students who range in age from five to six years of age. The demographics of the community is predominantly middle-upper class caucasian families. Our class has a few IEP’s and children on the spectrum or neurodiverse. One student who is physically violent towards me and other students on a daily basis. ADHD diagnosed and an ODD, I have some very unique behaviors and have found this population is increasing every year. Lesson I read the book One Watermelon Seed by Celia Barker Lottridge to build background knowledge and set the foundation for building five. On the math rug we sit and I explain we will play a game with some of our cards. We are going to look at some five frame cards to compare. Display five frame cards with the 3 black dots and regular five frames with red and blue dots with 3 red and 2 blue dots. What do they notice about the two five frames? We list their observations on the white board and have our thinking map Double Bubble Map to compare and contrast regular black dot five frame and regular five frame display in red and blue dots. They think pair share to sit knee to knee to go over ideas, we record the ideas and fill in our double bubble map. I then explain I will flash two color five frame cards showing red and blue dots, they will show me how many on their right hand for red dots and left hand for blue dots. I flash my deck of cards and watch them build their fives using both hands. How many red dots? Show me with your right hand. I show them my right hand so they know. Now how many blue dots? Show me with your left hand, I remind them the left hand makes the L when I put my index finger and thumb out, I show them.

3 Now how many in ALL and I use my arms to make a large circle to show ALL and everything includes both hands/fingers. They say five. I repeat until I go through all combinations which are six. It is always one more than the number we are making combinations for. Standards and Objectives Students will count objects one by one, saying the numbers in the standard order (K.C.C.4a) Identify the number of objects as the last number said when counting a group of objects (K.CC.4b) Count up to 20 objects arranged in a line, rectangular array, or circle to answer “how many?” question (K.CC.5) Two instructional strategies to deliver content I will use visuals and math manipulatives. I will use my document camera with my five/ten frame and Unifix cubes. When I flash my five frames of blue and red dots, I will also show them on my five frame with my manipulatives. I will also flash the card of blue and red dots on my five frame and as a warm we use our fingers to build five. Right hand for the red dots and left hand for the blue dots, then combine both hands to say how many in all. I will then have my students use their math bag with their ten frames and Unifix cubes, with their white boards. They will work with a partner neighbor to help and check their work. Assessments I observe and watch them build the numbers on their hands. Neighbors always check friends' work and hands. Those friends struggling after the lesson will go to a small group with me as I do a reteach with our math tools. Reflection log

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4 Prior knowledge students need prior to these lessons include knowing what a five frame is, forming numbers using their fingers, how to count using their fingers. They should be able to identify, compare and contrast items, identify what is the same or different. Two characteristics of my students are some explosive behaviors and being able to quickly de-escalate students and regulate their behaviors. Some are having difficulty with one to one correspondence and counting to five because they have not been exposed to structured education or prior schooling. Two major needs include helping students regulate their emotions when they are having difficulty understanding the material or content. Students who are struggling with one to one correspondence and subitizing, they will use the calm corner if they need to regulate their emotions or I will take them aside and speak with them. Students with difficulties subitizing will use their five frame mats and Unifix cubes. Two Instructional Strategies I used colorful five frame cards and used my Unifix mat with the Unifix cubes in red and blue to build out the card then counted and pointed to each cube to show how many in all. I use my entire body and arms with the fingers to show and point right hand and red dots with fingers then left hand and blue dots and combine it all together making whole arm motions combining them and sticking hands together to show five. I always have neighbors check your friends work. I strategically place friends with students who have difficulty regulating their emotions and those friends are able to help them calm down. Assessments used are to quickly check for understanding by observing students build on their mats or use their hands to make the combinations of five that are flashed. This allows my student who is easily distracted to stay engaged and I can quickly see who is having difficulty with the concepts to pull them for a small group and reteach while the class is in their math centers.

5 Reflection Log Most of the class all made the combinations of five using their fingers and combined them to show it was five. I recorded the combinations on the whiteboard just to show the abstract number and symbol for the equation we just made. They were getting it and were much quicker with each card. Students confused left and right when flashing their fingers for red and blue, I simply turned and showed them on my hand.Some had trouble making the three with their fingers and I let them use their mats to build what they saw. I point to our number line and can out loud and I point to the number 1, 2, 3, 4, 5. The assessment showed what the students actually learned compared to what they should know and be able to do by the end of the lesson. At first they were slow to build on their fingers and apprehensive then you could see it made sense and they were understanding we were building different combinations of five. Seeing it visually and moving our bodies - quick and easy check for understanding. Successes My students were able to successfully distinguish between our old black dot five frame cards with 3 black dots and two empty boxes (3 and 2 more to make five) and see the similarity of when all the boxes were filled that it always made a combination and total of five. They used their fingers to subitize and use one to one cardinality to make combinations of five quickly. They understand how to make different combinations of five even if the numbers were different they still make five in different ways. A few students still have trouble with one to one cardinality and subitizing. We used our five frame mats with red and blue colored Unifix cubes to build and count individually what they built to show they made five. Some friends had difficulty using their fingers to show the numbers due

6 to not being able to form their fingers in the way we have taught them, and they have white boards to make tallies, numerals or dots to build. Some friends lack exposure to school and this being their first time still are learning to count to five. Next Steps My students' whole class next lesson is to again practice modeling five frame quantities. I show them another five frame (irregular five frame display cards and compare them with the regular five frame cards). I flash and they build with their cubes and five frame mats. I need to see one to one cardinality. Can they quickly subitize and make the combinations of five, can they once again build and see the total is five. The few students who had trouble flashing their fingers to make the combinations are now using their mats like everyone else and they are still able to see that the irregular five frame has 3 blue and 2 red to make 5. They can copy the irregular five frame and build it the way they see it but then rearrange them in color to see it is the same as the regular five frame. Two relevant insights I have gained when reflecting on this lesson that will influence my lessons in the future are how powerful using hands on math manipulatives is so important for them to conceptualize math concepts. Something that was abstract to them becomes more concrete. Using different colors also helped break it apart easily when making ‘equations’ . Think pair share is a wonderful tool for students to discuss their thinking and share, giving valuable insight to peers. Two methods of reflection that will be most effective for me is using quick observations to check for understanding and they work in pairs. Quickly jotting down these observations and putting them in reteach groups as needed based on skills and needs. Talking to a colleague and grade level teacher about the lesson and getting feedback on what and why it went well or where I

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7 struggled and to see how they did something that made it difficult for my students. Then use this information to modify it for next time. Taking notes immediately ensures I won’t forget what happened and how I need to focus on or work on. Collaborating and debriefing with a grade level colleague helps solidify what went well and worked along with how I can improve the lesson based on their feedback.

8 References California Department of Education. 2013. California Common Core State Standards for Math. Retrieved from https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

9 First 2-3 words of Title 5 Appendix One appendix per page.

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10 First 2-3 words of Title 6 Footnotes Use standard APA formatting.

11 First 2-3 words of Title 7 Figure Caption Figure 1. Caption of figure

OHM2 OHM2 TASK 1 DEVELOPING A REFLECTIVE PRACTICE

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