Wednesday, March 7, 2018

Pre-Internship: Wednesday

Number Circle Time - Bridges
Calendar time at the back room. All students came together behind all of the desks and say
on the floor to discuss the calendar. March has Geometry; discussing the shapes, faces, vertices, and edges. Each day has a picture that they are to find the shapes, decide what they are called, and how many edges, vertices, and faces they have.

Subtraction Lesson
Students returned to their desk for a mini-lesson on subtraction with their whiteboards. My CT led them through a number of problems; double digit subtraction w/o borrowing.

 25
-11
____

In order to complete these as a group she said: "Hold up 5, takeaway 1" Then, "Hold up 2 tens, take away one ten." What is the difference?

The students wrote their answer on their board, she asked them to show her their boards. One problem she saw many students with different answers. So she completed it with them. At the end she had those who did it incorrectly do it over again on their boards. This way the students could practice doing the problem correctly. 

Prep Time
Discussion of a new student on an IEP and preparation for my social studies unit. She is receiving assistance in special education most of the morning; however she stays during the afternoon. She is very low in language, reading, and math. During my unit, I will have to make accommodations for her reading. The best way to do so is to provide oral readings. For my assessment, I am going to give her a paper copy and allow her to watch a video I will create with the test questions being read aloud. While the other students complete a google form assessment. This way she will be able to be assessed on her knowledge of the information rather than her ability to read. I will do some research on different ways to assist her while completing my unit.

Response to Intervention
Learning together how to code Milo! In their small groups we learned how to code Milo as a team. It was a lot of trial and error; however, they did a great job with figuring it out and getting him to do some fun tricks; making music, roll forward, roll backward, spin around, etc. Allowing the students to take the time to problem solve and acquire the knowledge on their own to make Milo move was an excellent opportunity for group work collaboration. They each took turns completing a code and they figured out what worked and what did not work. This was a great way of instruction rather than providing them with a worksheet that had a list of things they could have him do and check off that they completed it. 





Have you worked with Legos in Education? 

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