Transcript Helping Students Learn – What an awesome experience

Helping Students Learn –
What an awesome experience
Otterbein Methods –
Winter 2006
6th Grade Math Class
Columbus Public - Crestview Middle School
Cooperating Teacher: Mrs. Cavinee
Student, Teacher, and Community
Population
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Very diverse racial and ethnic
student population
Approximately 75% of
teachers are white
Many single family
households
Many students do not live
with a parent (relative or
foster care)
Lower income community
“Ah Ha” Moments Related to Student
Learning
Peer relationships and acceptance is much more important to
middle school students than grades or obeying the teacher
School is not a priority for some students/families – bigger
concerns such as taking care of family, eating, sleeping
Homework is seldom completed – there appears to be little
support at home or motivation to encourage the students to
complete homework
Students lack pre-requisites - 75% of students in one class
could not complete a basic multiplication and division
worksheet – they have no chance of computing volume and
area
All students have dreams - 5 out of 6 in my Advisor/Advisee
group want to be doctors but don’t understand what it will take
Content Covered in Unit
Patterns, Functions, and Algebra
Palindromes (racecar, 1234321)
Pascal’s Triangle
Arithmetic and Geometric Sequences
“nth” term in a sequence
Rules for a pattern
Linear and non-linear graphs
Functions and function tables
Function graphs
| Data Analysis
Mean
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Median
|
Mode
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Range
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Outliers
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Histograms
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Ohio Academic Content Standards
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Patterns, Functions, and Algebra Standard
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GLI 1 - Represent and analyze patterns, rules and functions,
using physical materials, tables and graphs.
GLI 2 - Use words and symbols to describe numerical and
geometric patterns, rules and functions.
Data Analysis and Probability Standard
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GLI 4 - Understand the different information provided by
measures of center (mean, mode and median) and measures of
spread (range).
GLI 5 - Describe the frequency distribution of a set of data, as
shown in a histogram or frequency table, by general appearance
or shape; e.g., number of modes, middle of data, level of
symmetry, outliers.
Goals – Students Will Be Able To:
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Identify character and numeric
palindromes.
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Recognize and extend a pattern.
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Determine the patterns within
Pascal’s Triangle and add additional
rows.
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Write & match a rule or function to
a pattern.
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Compute and graph the input and
outputs for a function.
Goals – Students Will Be Able To:
(continued)
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Complete additional rows and
columns in a table based on
recognizing a pattern and
understanding a function.
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Identify & match a pictorial
representation to a function.
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Compute the mean, median, and
mode within a set of numbers or
from various graphs.
Rationale for Choosing SWBA Goals
Student centered
Columbus
Public
School
Curriculum
Guide
Alignment
with
standards
Preparation for
achievement test
Methodologies Used to Teach
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Discovery with manipulatives to help students
“see” the math
Peer tutoring (with tutor passes)
Small group activities
Student board/overhead work for motivation
Math Jeopardy (most effective and engaging)
Real-life references (sports and more sports)
Direct instruction for definitions and examples
Worksheets for repetition and re-enforcement
Methods of Differentiation
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Peer tutoring
(tutor passes)
Co-operative
grouping
Individual instruction
Pre-written
notes/definitions
Pre-Assessment Data
6 questions, 5 multiple choice and 1 graph, given
to the students on 1st day of the unit.
Sample question:
Which rule is used to make this number pattern?
3, 5, 9, 17, 33, 65
A.
B.
C.
D.
Add 2 to the previous term
Multiply the previous term by 1 and then add 2
Multiply the previous term by 2 and then subtract 1
Subtract 1 from the previous term and then multiply by 2
Post-Assessment Data
6 questions similar to pre-assessment were
included in the written post-assessment, but
students had to figure out their answers
instead of having multiple choice.
Sample question:
Complete the table for the rule 2x + 4 = y.
X
2
3
4
5
6
7
Y
8
10
12
14
16
18
Pre-Test / Post-Test Comparison
Pre-Test Avg: 2.0 out
of 6
Pre-Test / Post-Test Change
18
16
61% increase in
correct answers
14
12
# of Students
Post-Test Avg: 3.3
out of 6
10
8
6
4
2
79 % of students (44
out of 56) increased
score
0
<0
0
+1
+2
+3
+4
Correct Response Change (out of 6)
+5
+6
Collecting Evidence of Student Learning
Formal Assessments
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Written unit test
Worksheets and homework
Informal Assessments
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Board/Overhead work following
group activities
Individual discussion
The “REAL” Evidence –
A Thank You note from a student
Observations on How Students
Learn Best
Students need to enjoy the lesson and
the material in order to be engaged.
Many students need very clear
instructions and expectations.
Students possess multiple learning styles
– some need to “see” it, others
“hear” it, and many need to “do” it.
Professional Standards Addressed
NMSA I - provide opportunities that support student
development and learning
Evidence  post-assessment
NMSA V - employ a variety of strategies for a
developmentally appropriate climate to meet the varying
abilities and learning styles of all students
Evidence  lesson plans
NMSA VII - understand the complexity of teaching young
adolescents, and they engage in practices and behaviors
that develop their competence as professionals
Evidence  journal entries
Supervisor and Cooperating Teacher
Comments