May 3, 2011
Overall, I think that the learning experience went well with the students and that it was a great addition to their beginning subtraction unit; I feel as though I met my teaching objectives, which can be seen in the educational growth of the students. Because of the low level of the students, each lesson was presented twice to the students with a variation in materials used. The first two lessons were done back to back, but the third day was done the next week. This gave an extra day to review concepts with the students and introduce them to the idea that subtraction can be seen in everyday life (story problems). I think that it is important for children to realize that math can be seen everywhere and is not something that should be hated or feared. The lesson prepared students for life outside of school because subtraction story problems can be seen every day. For example, eventually when students shop, they will need to be able to subtract to figure out if they are receiving the correct amount of change.
I chose to develop this learning experience because I knew that it was an important concept that could be taught with fun hands on and group oriented activities. I encourage participation, which I think helps to build the confidence of the students. Even if they are answering a simple or well-known question, they are able to add to the group discussion. Some students need to feel confident in their work in order to take risks in solving new problems. One of my favorite memories from the learning experience was when I had a student that came back after the third day and said, “I went home and taught my mom how to write a subtraction number sentence… I can’t believe she didn’t know how to do one.” He was one of my higher students and I’m sure that his mother knew how to subtract, but he felt confident enough in himself to take his knowledge home and to try and teach others.
This class of students fulfilled the performance indicator focused on with flying colors. I was happy with how well they were able to complete each task, for the most part. I hope to teach this lesson again with another group of students. If I were to do it again, I would approach the lessons in a way that was appropriate to the level of the students. I feel as though this lesson could be used for a variety of levels, as it could be modified. The Cheerios lesson could act as a review, while the other two lessons could use higher numbers to challenge higher level students.
The review completed by my peers on March 29, 2011 was a great experience. I feel as though people had helpful suggestions as to what I could do to alter the learning experience if I were to teach it again. The focus question that I presented was about technology and how I could incorporate it into subtraction lessons for students in kindergarten. I appreciated the beneficial feedback like “using a smartboard if available,” “online math websites,” and “playing a song on a tape player or CD player.” This is one part of my learning experience that I altered after the review. I also changed the layout of the modifications in my learning experience so that they could be read easily; if they are easier to read and understand, they are more likely to be used. I also added a section that defined a pre-assessment conducted on the students before the lesson began and a section for comments on the rubric.
After teaching in a classroom for 6 weeks, I realize and am grateful for all of the guidance I have received. Without my parents, teachers, and peers, this teaching and learning experience wouldn’t have been as successful as it was. For that, I am thankful.