Worksheet On 'Analyzing Jumps'

Having discussed the activities beforehand gives me the opportunity to explore the activity ensuring that I am confident in using the materials, to familiarise myself with new equipment, making sure that it is age appropriate and that it can be adapted and made simpler for the pupils that may need extra support and help.

A few students raise their hands. I wanted to further draw out students’ responses, so I used a vocabulary term we previously learned. I said, “Remember we learned about switch something.” After several students shouted out switch partners, I used the term partners to further describe the two numbers at the bottom. I used this opportunity to see what students understood about the partners while asking the students what the partners did. One student raised their hand and talked about a different set of switch partners and explained that you add them together. I realized they did not say they add up to the total, so I built on that response and said, “These partners down here, they are going to give us...” I paused and had students fill in the response with, “The big

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

I ran an experiment with Alex and Kyriece, both having to do with their level of understanding conservation of mass. Conservation of mass is a test that helps to see if a child is in a preoperational phase, or in concrete phase of developing. The most famous test is placing two lines of an equal number coins in front of a child. The lines need to be made of the same size coins and must be arranged to be the same length. Then ask the child if one line has more coins in the line, or if they had the same amount. Then stretch the second line of coins to make the line longer, but without adding any more coins. Then ask which line has more coins, the first line, that has the original length, or the second line, that has been stretched out to be longer. I ran this coin conservation test with my mentees, and the results were astounding. I placed the two lines of Connect Four

Directions: Read the case study below and complete the questions at the end. You will form small groups in class to collaborate and produce your final answer.

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

Students are taken back in to the classroom where they discuss their findings and thoughts on the activity.

9. Have students get back in circle and pass the rope bucket around. Ask students inquiry based questions.

Write a 700- to 1,050-word paper in which you answer the following questions as a team:

The students will listen and fill-in questions while the teacher goes over as a whole-class.

In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1.

We all took time to read each students case and formulate our own opinions and ideas before bringing them before the group. Each group was giving all the time they needed to prepare there discussions. We were able to reach consensus by listening to the opinions and feels and arguments of all other group members. We actively listened to each other point of view. After each group member spoke we discussed the reasons behind their answers.

The school must tell the parents if they start giving extra or different help to their child because of their SEN. The basic level of extra help is known as School Action, and could be:

4. Your group will present and lead the discussion of the question(s) assigned to you. Although the group in charge will be the major discussants for the assigned question(s), it is highly recommended to have the rest of the class involved and participated in the discussion.

The observation made me reflect and discover the child’s interests, I could assess his developmental levels and I have observed what strategies were being used to attain their goals. After the observation I reflected upon it and realised that I have learned a lot about their personalities and skills that they need to practice.