{"content":{"sharePage":{"page":0,"digests":[{"id":"53308490","dateCreated":"1335296383","smartDate":"Apr 24, 2012","userCreated":{"username":"smbrogden42","url":"https:\/\/www.wikispaces.com\/user\/view\/smbrogden42","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/saraspring2012.wikispaces.com\/share\/view\/53308490"},"dateDigested":1532145294,"startDate":null,"sharedType":"discussion","title":"Teaching\/ Group Leading 3","description":"Brown
\nApril 12-20, 2012
\nTeaching\/Group Leading 3
\n I, along with my peers placed at Glenwood Elementary, have been asked to help students that have either fallen behind in math or are borderline special needs. During this time I work on reviewing T-CAP concepts and practice problems.
\n I have noticed that the student I am working with does not have a strung number sense. She may also become frustrated with the problem and simply guess the answer. There is also one thing that she has been instructed to do that shocks me. She has been allowed to use her calculator to compute the answer instead of doing the work. I assume that this is because the T-CAPs will be timed and using the calculator is \u201cfaster\u201d. From what I have seen, the student knows how to put in the operation and get the correct answer from the calculator, but she does not understand how she has come to that answer. If she does not understand and the teacher or class moves on to other things, it will confuse her later. This student first needs a strong foundation in mathematics so she can build concepts and processes on top of that.
\n As I continue to work with her, I encourage her to focus on the key words\/ information and to work out the operation. With this encouragement, she improves and does not pick an answer on a whim. She seems to be more confident and comfortable with math problems.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"53308474","dateCreated":"1335296364","smartDate":"Apr 24, 2012","userCreated":{"username":"smbrogden42","url":"https:\/\/www.wikispaces.com\/user\/view\/smbrogden42","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/saraspring2012.wikispaces.com\/share\/view\/53308474"},"dateDigested":1532145294,"startDate":null,"sharedType":"discussion","title":"Teaching\/ Group Leading 2","description":"Brown
\nApril 11, 2012
\nTeaching\/ Group Leading 2
\n Students seem to be having trouble with three property concepts in math. They are the associative, commutative, and distributive properties. While my mentoring teacher was going over these concepts with the students I decided to do some research. I took my ideas to the teacher and she seemed excited about them and asked if I wanted to share them with the class.
\n Here are my notes:
\n I began with the associative property.
\n
\nYou can associate with different people in a group.
\nExample: The group is Sally, Billy, and Suzie all sit at a table. Sallie and Billy may talk or associate with each other, but the group remains the same. Billy and Suzie may talk or associate with each other, but the group remains the same.
\n(Sally + Billy) + Suzie = Sally + (Billy + Suzie)
\n(1 + 2) + 3 = 1 + (2 + 3)
\n Second is the commutative property.
\nCommutative Property
\nWhen you think of commutative, think of a community. Our classroom is a community. If you are sitting in your assigned seats one day and switch seats the next, you are still the same community because it\u2019s commutative!
\n Last is the distributive property.
\nDistributive Property
\nTo distribute something is to \u201cpass out\u201d such as passing out papers. The number on the outside of the parenthesis is like a stack of papers that needs to be \u201cpassed out\u201d or distributed. The number or numbers on the inside of the parenthesis are the students receiving the papers.
\n 1 x (2) + 3 x (4) paper ( student a ) + paper ( student b )
\n 1 x 2 + 3 x 4 paper x student a + paper x student b
\nor
\n4 ( 3 + 2) paper ( student a + student b)
\n4 x 3 + 4 x 2 paper x student a + paper x student b
\n Before this instruction, students had a hard time explaining what each property was or how it worked. After my instruction, I was able to put different examples on the board and the students were able to tell me what property they were observing and how it worked. The light bulb clicked on and I could not have been more proud.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"53308444","dateCreated":"1335296341","smartDate":"Apr 24, 2012","userCreated":{"username":"smbrogden42","url":"https:\/\/www.wikispaces.com\/user\/view\/smbrogden42","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/saraspring2012.wikispaces.com\/share\/view\/53308444"},"dateDigested":1532145294,"startDate":null,"sharedType":"discussion","title":"Teaching\/ Group Leading 1","description":"Brown
\nApril 10, 2012
\nTeaching\/Group Leading 1
\n At Glenwood Elementary every class in the school has a designated math time from 8:30 a.m. to 9:30 a.m. My mentoring teacher uses this time to work on two areas that the whole class is struggling. She also takes the class and splits it up into groups according to skill level. During this time I helped lead two math groups (each had four students) in two different areas of struggle.
\n The first group\u2019s main focus was on different types of graphs:
\n First, we examined line plots. Some students wanted to immediately begin working on the questions. Instead, I had them slow down and take a good look at what information they were getting from the graph. The only problem students encountered with line plots were questions that used the phrases \u201cor more\u201d and \u201cor less\u201d. For example, \u201cHow many students scored 93% or less?\u201d To help the students with this type of phrasing, I explained what type of information the question was asking for.
\n The second type of graph was a basic line graph. Most of the students answered the questions correctly. The only problem encountered was that students were not looking on the correct spot on the graph. For example, one student was tracking with their finger and as they were moving across the page horizontally they accidently moved their finger down as well. Because of this they were not looking at the right plot. Here I helped the student be more careful and we practiced the correct technique a few times so they would not make the same mistake again.
\n Group 1 did very well.
\n The second group\u2019s main focus was multiplication and division.
\n First, I went over the example on the page. After looking at it, the students realized that multiplication and division are inverse operations of each other, just like addition and subtraction. Once they made this connection, they moved quickly through the Fact Family Street page. I could not help but smile at their \u201cAh-ha!\u201d moment.
\n The second item covered was missing factors. This proved to be harder for them. For this situation, I showed the students different strategies such as repeated addition and changing the multiplication problem into division. While this was happening, they were also using the white boarding technique (I had a white board to show a problem or example and each student had a white board to work out the problem). Two students were using invented strategies which they shared with me so I could tell the rest of the group. For example, Student A took the number they were multiplying by and made that many circles. They then took the answer and placed that many dots, equally, throughout those circles.
\n
\n
\n
\n
\n
\n Group 2 had a little more trouble than Group 1. The second group also had a larger amount of problems on each page. I believe that since the first group knew more of what they were doing, it went smoothly. With the second group, however, it felt a little more like controlled chaos.
\n Over all, I enjoyed working with these two groups and I feel ready to help again.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"53308388","dateCreated":"1335296279","smartDate":"Apr 24, 2012","userCreated":{"username":"smbrogden42","url":"https:\/\/www.wikispaces.com\/user\/view\/smbrogden42","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/saraspring2012.wikispaces.com\/share\/view\/53308388"},"dateDigested":1532145294,"startDate":null,"sharedType":"discussion","title":"Practicum Journal 3","description":"Brown
\nPracticum Journal 3
\n This week has been focused mainly on T-CAP review. The students understand that this test they are about to take is very important. The students are worried about doing well, and you can tell that they are already burnt out on the T-CAPs and they haven\u2019t even taken them yet.
\n To prepare the students for the T-CAPs, they have been implementing \u201cmock T-CAPs\u201d. This is where the each student gets an answer sheet and a practice T-CAP test booklet. During the \u201cmock T-CAPs\u201d students are tested as if they are taking the real thing. The tests are timed and they are to complete it to the best of their ability. Luckily, unlike the T-CAPs, they go over the answers at the end. This makes a great review. Since the real T-CAPs should mostly cover the same material as the mock ones, students can be less stressed because they have seen an example. Without this part, the reviewing and going over the answers, the practice test would be pointless.
\n From viewing this week of T-CAP review, I have come to the conclusion that while standardized testing may have its benefits, it is not beneficial to the education process or to the students. Teachers and students agonize and worry over the test. That\u2019s all it is, a test, not a monster. I believe it puts too much pressure on the students and teachers alike. Not only do educators have to \u201cteach to the test\u201d but they must also take away instruction time in order to teach their students how to take a standardized test (filling in the bubbles, making your mark heavy and dark, erasing your answer completely if you change it, etc.). I do believe that yes, there should be some sort of formal summative assessment, but it should be in a form that truly tests the students ability (i.e. some students are not great test takers and therefore a test will not truly assess the ability and knowledge).
\n
\n\u2003
\nBecause of the students\u2019 stress, I decided to make something for them to give them a little encouragement. The school\u2019s theme is S.T.A.R.S. It says:
\nI know you\u2019re a Shining Star,
\nShow your stuff on the T-CAPs,
\nAnd you will go far!!!
\nI also signed it at the bottom. The students were very excited to receive these.
\n
\n I also had a very proud moment a week after teaching the students about the associate, commutative, and distributive properties for addition and multiplication. When my mentoring teacher was having the students explain how they arrived at their answer, one student said \u201cWell, I remembered that Mrs. Brown said\u2026\u201d I was so excited to hear that what I had told them had stuck with them. I have had a great experience in my practicum at Glenwood Elementary. Even though I was only there for 2 short weeks, I felt like I was a part of the school staff.","replyPages":[{"page":0,"digests":[{"id":"53343166","body":"That is so awesome! I know the kids were super happy to see you and were lucky to have you in their class. You are going to be a wonderful teacher and the students will just thrive with you. I am happy you got to do that! The encouragement cards you made them were so cute! I know they are going to be thrilled to have that.","dateCreated":"1335358368","smartDate":"Apr 25, 2012","userCreated":{"username":"eckiraly","url":"https:\/\/www.wikispaces.com\/user\/view\/eckiraly","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"53308356","dateCreated":"1335296247","smartDate":"Apr 24, 2012","userCreated":{"username":"smbrogden42","url":"https:\/\/www.wikispaces.com\/user\/view\/smbrogden42","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/saraspring2012.wikispaces.com\/share\/view\/53308356"},"dateDigested":1532145294,"startDate":null,"sharedType":"discussion","title":"Practicum Journal 2","description":"Brown
\nPracticum Journal 2
\n This week at Glenwood Elementary, students in my mentoring teacher\u2019s room are hard at work preparing for the Tennessee Comprehensive Achievement Program (T-CAP) tests! Each day they have worked from sample booklets and packets of questions that are similar to what they will be seeing on this statewide test. I wish that teachers did not have to \u201cteach to the test\u201d, but as long as T-CAP\u2019s and other test such as this exists, this will continue. I will say that practicing for the T-CAP\u2019s does, however, serve as a good review tool and reveals areas of weakness.
\n To begin with, my mentoring teacher reminds the students to read all directions carefully. Sometimes students will move through an assignment quickly without looking at the directions first, just so they can move onto something such as reading. Next, students will sometimes race through their work and not check back over their answers. If this happens, they can make careless mistakes that could easily be fixed. My mentoring teacher reminds her students that they should take their extra time to read back over their answers. Lastly, when students do take the time to check their answers, they may not always completely erase their first mark. Because of this, they may get the question marked wrong (because two answers are marked instead of one) when in fact they did go back to change it. When students are preparing for T-CAP\u2019s, teachers must make sure to review this information with students because it can make the difference between and advanced or basic grade level, or even a basic or below basic grade level.
\n When \u201cteaching to the test\u201d, teachers are not given as much free range with what material they would like to present and how they would like to present it to students. If teachers had more control of these aspects, I think it would allow for more creativity and for the possibility of more student motivation. Also, the test is given during the month of April, while school does not let out until the end of May. There is a whole month of learning left, but teachers cannot use it to their advantage due to T-CAP\u2019s scheduling!
\n The one good aspect about T-CAP\u2019s is the review that students get while prepping for the Big Test. During this time, teachers can see what information the students know and what they will need to continue to work on (hopefully there will be enough time to re-teach it!)
\n Although the time surround the T-CAP\u2019s can be very stressful, I feel as though my mentoring teacher is handling and using it very well.","replyPages":[{"page":0,"digests":[{"id":"53343078","body":"I think you are right about teaching to the test. I think it is pretty sad that teachers are having to do that, and that unfortunately, we will probably end up having to do that also. My students do the same thing with rushing through their test and then doing badly on it. I think if students would just take a couple of deep breaths, and think about their answers then it would help them so much!","dateCreated":"1335358180","smartDate":"Apr 25, 2012","userCreated":{"username":"eckiraly","url":"https:\/\/www.wikispaces.com\/user\/view\/eckiraly","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"53308312","dateCreated":"1335296191","smartDate":"Apr 24, 2012","userCreated":{"username":"smbrogden42","url":"https:\/\/www.wikispaces.com\/user\/view\/smbrogden42","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/saraspring2012.wikispaces.com\/share\/view\/53308312"},"dateDigested":1532145294,"startDate":null,"sharedType":"discussion","title":"Practicum Journal 1","description":"Brown
\nPracticum Journal 1
\nMy first day at Glenwood Elementary was mostly an observational\/ informational day. When I arrived, I found out that I was placed in a third grade classroom with Mrs. McCormick.
\nTechnology:
\n The technology is nice and up-to-date. The classroom equipped with a Promethean board, teacher apple laptop, and document camera. There is also a computer station set up for the students with four desktops (pc) and a printer.
\nClassroom Environment:
\n There are many informational\/ colorful posters on the walls without being over stimulating. First, on the cabinets are words related different subject areas such as: reading- story elements, root word, and prefixes; language arts- punctuation, verb, and declarative; math- probability, number sense, and associative property. Second, there are posters displaying punctuation marks, parts of speech, types of writing, numbers, the alphabet, and a large calendar. Third, there is a Publisher\u2019s Paradise. It consists of a palm tree and tropical birds hanging around it. Students can place their final draft of a piece of writing on the palm tree. Fourth, on the whiteboard are different subject areas and under each one are \u201cstudent will\u201d statements. The fifth and final poster that I will mention (but not last) is the Expectations and Consequences posters. They are two different areas of the room. I like the statements under \u201cConsequences\u201d says \u201cIf someone causes a problem, I will do something. What I do will depend on what happened and what the person is willing to do to solve the problem.\u201d With these statements, different consequences can be used for different situations and it is not \u201cset in stone\u201d.
\nDaily Procedures:
\n Right now, everyone is in T-CAP mode. Teachers are mostly reviewing concepts and practices with students.
\nThe day begins with Mrs. McCormick greeting her students at the door. From 8:30-9:30 everyone in school is doing some type of math. In Mrs. McCormick\u2019s class, students are grouped by skill and academic level so they can all work on the same thing. After students have completed their work, the teacher makes sure to call on students who raise their hands as well as those who don\u2019t. Students also work on completing problems under a time restraint. They are reminded to check their work.
\nAt 9:30, students are able to get their snack out and have independent reading time. If students have finished their book, they may go to the library and check out another.
\nNext is language arts. Today students have a writing topic \u201cEaster Bunny Helpers\u201d. They are to write a fictional story about how the Easter Bunny has chose them to help paint and deliver Easter eggs. They first write two reasons on an index card. Mrs. McCormick would encourage students by saying \u201cOh, I really like those reasons!\u201d They would then write their story on a piece of notebook paper. Finally, after their rough draft was approved, they wrote their story on the final sheet.
\nLater, students go to the designated special for that day. Mrs. McCormick usually uses this time planning or preparing for the rest of the day.
\nScience is after specials. The teacher explains what SPI or State Performance Indicators the students are completing. During this time, if students don\u2019t understand what something is how to find the answer, she gives more than one example.
\nStudents go to lunch at 12:20.
\nAfter lunch it is time for recess. Today, however, instead of recess, the students take their stories down to a first grade class to share with them, and to stuff Easter eggs.
\nNext it is time for reading groups. Teachers work with a group of students for 30 minutes on practice and then a little independent reading. After those 30 minutes has passed, the students rotate into different groups. To make the poem more interesting, Mrs. McCormick rapped it with the group. At the end, she played Mad Gab with them for problem solving, inference, and fluency skills.
\nFinally, at the end of the day, there is a little time which is usually designated for more writing instruction. Today, instead, Mrs. McCormick has decided to use it for inside recess, since students didn\u2019t have it earlier.
\nI really think that I am going to enjoy working at this school and in this classroom. There is a lot that I can learn here.","replyPages":[{"page":0,"digests":[{"id":"53342876","body":"It sounds like it is going to be a really good experience for you and I am super excited for you! I can't wait to hear more about how it goes. I think it is really neat that she gave the class inside recess cause she didn't get it earlier.","dateCreated":"1335357921","smartDate":"Apr 25, 2012","userCreated":{"username":"eckiraly","url":"https:\/\/www.wikispaces.com\/user\/view\/eckiraly","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}