Task 3

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Western Governors University *

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172

Subject

Mathematics

Date

Apr 3, 2024

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docx

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Uploaded by LieutenantScienceElk36 on coursehero.com

Task 3: Determining Impact on Learners A1. Video Summaries The first video I chose was Video 1, titled Using Stock Market Simulations to Work with Fractions and Decimals . The setting is a gifted 6 th grade math class, and the content includes mathematics and the number system. The lesson involves students using a stock market simulation to learn about fractions and decimals and engaging in critical thinking to make connections between the two. The 19 students were organized into small groups containing 4-5 students and the groups were arranged in a half circle around the smart board and teacher. The student groups were tasked to come up with conjectures or rules about fractions, the teacher wrote these rules on the board, and then they discussed them as a class. The second video I chose was Video 2, titled Developing U.S. History Content Vocabulary . The setting is a 5 th grade English language development class, and the content includes English, reading, and history. The lesson involved a collaborative vocabulary activity where students used a concept map to understand the vocabulary words: tax, patriot, and soldier. The students are arranged in groups of 4, working on their vocabulary concept maps and taking turns to write. The third video I chose was Video 3, titled Developing the Skills to Do Scientific Inquiry . The setting is a half-day kindergarten class, and the content includes math and science. The lesson involves whole class instruction to complete a KWL chart and engage in a discussion about what seeds/plants need to grow. The teacher led this whole class discussion and invited students to present their experiment findings. All the students were sitting on the carpet for the duration of the lesson, and for one activity the students divided into pairs while still on the carpet. A2a. High-Leverage Practices The teacher in Video 1 uses the high-leverage practice of “eliciting and interpreting individual student’s thinking.” To foster a deeper understanding of the connection between fractions and decimals, the teacher asks the students to formulate rules that can be applied to different types of fractions. She then leads a class discussion where the students try to prove or disprove the different rules. Throughout the interactive lesson,

the teacher creates an inclusive environment where students have ample opportunities to share their ideas and thought processes. She guides the class discussion toward logical reasoning and insightful conclusions. The teacher in Video 2 uses the high-leverage practice of “checking student understanding during and at the conclusion of the lesson.” This lesson showed EL students arranged in small groups and tasked with completing a concept map for a historical vocabulary word. Throughout the collaborative activity, the teacher circulates the classroom and engages with each group individually. This interaction serves as a check of student understanding and allows the teacher to provide them with timely and personalized guidance. Additionally, the concept map serves as tangible evidence of learning and allows the teacher to evaluate the students’ collective and individual comprehension. The teacher in Video 3 uses the high-leverage practice of “coordinating and adjusting instruction during a lesson.” The teacher planned and coordinated a well-structured lesson that seamlessly integrated various instructional methods, including whole group instruction, partner work, hands-on learning, and technology. During the lesson, the teacher facilitated a class discussion on the essential elements required for seeds and plants to grow. To enhance student engagement, she invited students to share their experimental findings with the class. She also incorporated peer learning by asking her students to Turn and Talk to a partner and discuss questions related to the experiment. However, the teacher made an insightful observation that some students did not engage in meaningful conversations during the peer learning activity and could benefit from modeling the desired behavior before assigning the activity in the future. A2b. Support Student Learning or Engagement The high-leverage practice from video 1, eliciting and interpreting individual student’s thinking, promotes a deeper understanding of the connection between fractions and decimals. Through the task of formulating rules and engaging in a group discussion, students are challenged to think critically, articulate their thoughts, and defend their rules with evidence. This practice creates an inclusive environment where students feel empowered to share their ideas and the interactive nature of the lesson enhances student engagement.

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