Documents

tat2 task3 instructors manual

Description
TAT2 Task 3: Instructors Manual 1 TAT2 Task 3: Instructors Manual Nathan Scroger April, 2018 A Written Project Presented to the Faculty of the Teachers College of Western Governors University TAT2 Task 3: Instructors Manual
Categories
Published
of 27
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
Share
Transcript
  TAT2 Task 3: Instructors Manual 1 TAT2 Task 3: Instructors Manual    Nathan Scroger    April, 2018   A Written Project Presented to the Faculty of the Teachers College of Western Governors University    TAT2 Task 3: Instructors Manual 2 TAT2 Task 2: Modified Plan of Instruction Unit Overview Instructional Goal Students in my classroom will learn to solve multiplication story problems. Students will be able to: identify a multiplication word problem by the key vocabulary used, and will be able to use two or more strategies to solve multiplication word problems. The instruction will be inside the classroom, and occur over two to three weeks. This allow for students to get practice with using the multiplication strategies, but also feeling comfortable recognizing key mathematical vocabulary. The Instructional goal is: Given a multiplication story problem, third grade students will be able to independently select the appropriate operation to answer the problem. They will also be able to demonstrate at least two strategies to solve the given multiplication word problem.   Audience I am a third teacher with a classroom of 19 students. Several of my students are receiving additional support through their IEP or 504 plan accommodations. My class room students are a relatively even mix of boys and girls. All ranging in age from 8-9 years old. Most of my students this year are at grade level in math so I do not spend a lot of whole group instruction re-teaching second grade math standards; though I do in small groups. My students come from all different kinds of families and cultural backgrounds. Some are from single parent families, some have large families of five kids or more. Some students live with grandparents, some are considered homeless. We have a lot of diversity in our classroom, so teaching using many different strategies is a must. Woodland School, as it was once called, was first opened in 1884, thirty years after the establishment of the Puyallup School District. Woodland Elementary was most recently remodeled  TAT2 Task 3: Instructors Manual 3 in 1993. There are two main hallways in the building: The primary hallway and the intermediate hallway. The school has two self-contained classrooms, three rooms for LAP and TITLE support, along with a least three classes per grade level. Third grade currently has five teachers, which has dramatically lowered class sizes. My classroom has 4 computers and a tablet, a table for small groups, a smart board, an interactive whiteboard, and a whiteboard. The group of students that I am working with vary in their mood and attitudes just like any other students. Some of which is from life circumstances, and some of which is from past educational experiences. I know that my students want to be successful, but many seem to be easily discouraged, especially in mathematics. My students struggle to ask questions, this is something that I address directly every day. Even if some students have shown the ability to use a skill, they lack the self-confidence to answer the problem for fear of being incorrect. These are all important to their success in school. I have worked to build a positive, supportive and safe climate for my students. Somewhere that they feel comfortable to share their ideas and answers with no form of  judgement. The population that I am trying to reach through this instructional unit is my third grader students. Students are coming into the instructional unit with several skills: understanding of the  base ten system, ability to add number, a strong understanding of place value. I plan to take advantage of these skills as a leaping off point for instruction. I can anticipate the needs of my target population using data collected in the need and learner analysis. My target populations experiences and prior knowledge can be tied into the  planning and teaching of the unit to deepen and retain the learning. If I can help making learning multiplication relevant and “worth” learning, the target population will be more engaged in the strategies that I use to teach. I will do this by creating interactive and engaging activities in which I  TAT2 Task 3: Instructors Manual 4 teach to the many different learners in my classroom. I will also make sure to use authentic situations in which multiplication would be used in everyday life. I will make sure to reference local  places that students have experience with. This way, students are more likely to see it as a necessary skill to make their life easier, something that is worth putting in effort to learn. Length and Delivery The Instruction unit will happen over two to three weeks with 1 hour of instruction per day. I plan to also incorporate this instructional goal into the student’s homework. This will include an additional 15 to 30 minutes per week of practice. The instruction will all take place in the general education classroom to a class of 19 3 rd   grade students. This unit will include whole group instruction, small group, and individual work opportunities, or any combination that thereof. The Instructional unit will consist of 5 lessons at approximately 90 minutes a piece. Students will begin with a KWL chart in which students can share what they know, want to know about multiplication. Students will then watch a Khan Academy video and do some further exploration of the concept of multiplication. They will then spend the next few lessons learning several strategies for solving multiplication (eg. Equal groups and array model). They students will be using several technology resources during this time such as: SMART board lessons and YouTube videos. The last two lessons the students will learn to identify the parts of a multiplication problem (eg. Number of groups and amount in each group). They will use this information to write their own multiplication story problem given an equation by the instructor. The instructor will change the numbers in the  problems in the students will be expected to find the product using several strategies. The students will be assessed formatively by way of exit tickets and summatively by way of post assessment.  Due to my student’s needs and their previous success’, the Constructivist Learning Theory is the approach to this unit for this particular group of students. There are several reasons why this is the case: Students will work collaboratively to discover how multiplication works and why

Lecture 0 Writing

Apr 16, 2018

Credit Digests

Apr 16, 2018
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks