prepare the Field Experience Plan (Part I), and complete the Field Experience Report (Part II).
Part I
Preparing the Field Experience Plan
This brief and simple assignment notifies your instructor of your plan for completing the the alternative field experience assignment. Create a Word document stating that you will be completing the alternatice field experience. Please post this document inside Blackboard.
Part II
Field Experience Report
Generate a reflective essay that depicts your reactions to each of the 8 teaching-learning scenarios you observed. The essay should address the following information:
Describe the math concept being taught and how it aligns with state and national standards.
Provide a description of strategies used provided (at least 3). How effective were they and how do you know they were effective?
What tools used to enhance instruction? How was the lesson enhanced by the usage of the tool/s?
What classroom management strategies did the teacher employ?
How was the teacher/student rapport?
How was differentiation used?
Describe 3 (or more) strengths of the lesson.
Describe 3 (or more) weaknesses of the lesson.
What connections to research (Van de Walle text)—at least 3 do you see?
Be sure to:
Provide at least 3 citations from the text;
Write in a professional manner paying attention to grammar;
Follow APA 6th Edition;
Provide citations and references that are formatted correctly; and
Submit the paper as per course guidelines
Video Clips
Your alternative field experience assignment for this course must be completed by viewing the following teachers in a K-12 classroom via videoclips. Please use the URL’s below to view the mathematics instruction:
Teaching Math
1) Maths (43.37 min.) Primary level – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1781821
Year 2 teacher Pritti Poole teaches a maths lesson looking at shapes. By beginning the lesson with a game she engages and encourages her pupils to think about the features of different shapes. Pritti divides her class into three ability groups, each looking at different aspects of shapes, including drawing and recording shapes with right angles, making 3D shapes, and sorting pictures into straight edges, curved edges and both straight and curved edges. With absolutely no edits or cuts in the recording of the lesson, the programme provides the experience of seeing exactly how the lesson is structured and how the lesson progresses. Through pre and post interviews with Pritti Poole we gain further insight into the make-up of the class, including her thoughts on how she hopes the lesson will go, plus her final thoughts on how well it went.
2) Maths (41.53 min.) Secondary level – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1781735
The importance of engaging of students in mathematics has been never been greater. The 2004 Making Mathematics Count report and the Government’s response to it highlighted the emerging skills gap for the subject. The report suggested that fewer than 10% of young people in England were studying maths after the age of 16 and, of these, fewer than 10% went on to do maths degrees. Furthermore, many adults now lack essential maths skills. This programme, useful for both peer observation and as a good example of reflection on teaching, showcases an uncut version of innovative practice helping to raise achievement in secondary maths.
3) Maths (53.43 min.) Grade 5 – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1781712
“Florence Robertson takes her mixed ability Year 5s at Melcombe Primary School for a maths lesson, where they continue to develop their multiplication skills using the grid method. This programme shows a complete lesson, uninterrupted and unedited – a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills. The teacher introduces the video and tells us about the class we’re going to see, explains the objectives for the lesson, and sets it in context – whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher’s immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.”
4) Melcombe Primary School, Grade ½, Math (56:39) – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1781714
“KS1 teacher Kerry Lee introduces her mixed Year 1/2 class to ‘cups’, part of a new scheme of work to develop multiplication and division skills at Melcombe Primary School. This programme shows a complete lesson, uninterrupted and unedited – a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills. The teacher introduces the video and tells us about the class we’re going to see, explains the objectives for the lesson, and sets it in context – whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher’s immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.”
5) Geometry Grade 6 (14:07) – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1781033
Gary Clapperton: In today’s lesson, we’re looking at explicit and implicit shapes, which are difficult to say in the first place, even more difficult to teach. And then, the children are going to be drawing those shapes. Because they’re year six, today’s lesson will be in (ph)fall, part of revision, but one thing I think they might have trouble with is ratio. I’m hoping that my explanation as we go through the lesson of how to draw the shapes using ratio will help them.
6) Primary Grades 2/3 ( 14:00 min.) – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1781879
Teachers at Cuffley School share three of their best maths ideas about shape and space. Years 2 and 3 explore the characteristics of different shapes using elastic. Firstly they use elastic bands on their fingers. Then with long pieces of elastic they make large shapes in the classroom using their bodies. At The Wroxham School Year 1 go on a shape hunt. This school has a Jeep on the school field and a motorbike and sidecar in the library! The children are enthused by finding mathematical shapes in the real world. Back at Cuffley School Year 3 are turning 2D in to 3D shapes. Using drinking straws and modelling dough they have to construct 3D shapes from 2D diagrams, drawing on their geometrical knowledge. In the plenary the children play a game where they have to listen to the properties of a shape being described, then guess what 3D shape it is. All the activities in this programme show aspects of geometry, shape and space using creative and absorbing ideas.
7) The Decimal Place 1, Grades 4/5 (19:14) – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1780793
Pamela has year 4/5 and is trialling a system where the vocabulary of decimals and the relationship to vulgar fractions is emphasized. Firstly they revise how 1/10, 0.1, .10, and one tenth have the ‘same value’ but a ‘different appearance’. There is a debate about the difference between .12 and 1.2 when expressed in tenths. Group work follows where pupils take a number and break it into its component parts. Again the vocabulary of Maths is emphasised as thousandths are introduced. Finally, pupils work in groups to add three decimal place numbers. Some groups subtract also, which involves what they call ‘funny counting’, carrying across one hundredth to make ten thousandths to make a subtraction possible.
8) Primary Math Calculation, Grade 3/ Grade 6 (13:58) – http://ezproxy.liberty.edu/login?url=https://search.alexanderstreet.com/ediv/view/work/1781877
At Eleanor Palmer School in north London, headteacher Kate Frood and her enthusiastic staff use maths games to engage and invigorate their primary pupils, and share three of their best ideas – good solid maths learning cleverly interwoven with some traditional fun and games. A Year 3 class plays ‘Four Rolls to a Hundred’ where in two teams they have to roll a die, then choose whether or not to multiply the roll by ten to get them as close to 100 as they can. ‘Code Breaking’ challenges Year 6 to try to establish the value of the word TABLE having been given the numeric value of just some of the letters. Can they do it? Year 1 practise their ‘counting on’ skills in a simple but fun dice game they call ‘Bird Race’. Each roll moves them up the board towards the finish.
Sample Solution
