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Math & Science Portfolio

Jessica Troiano
Program Standard: Professional Practice
Membersapplyprofessionalknowledgeandexperiencetopromotestudentlearning.
Theyuseappropriatepedagogy,assessmentandevaluation,resourcesandtechnologyin
planningforandrespondingtotheneedsofindividualstudentsandlearning
communities.Membersrefinetheirprofessionalpracticethroughongoinginquiry,
dialogueandreflection.
Artifact Description: Grade 1 Estimation Lesson Plan
This artifact that I am submitting is the mathematics lesson plan that I
created for EDU431-Methods of Teaching Math & Science. Focusing on
the constructivist approach I created an estimation lesson plan that
allows every student to actively participate and exercise his or her
estimation skills. The lesson plan addresses the following areas:
intended student outcomes, assessment, rationale,
motivation/anticipatory set, action on, closure,
accommodations/modifications, materials/equipment/technology
needed, and a reflection section. In addition to the artifact was a work
sheet along with an assessment piece in the form of a checklist.
Rationale:
Great teachers will constantly refine their professional practice in
response to the needs of individual students and learning communities.
Although a teacher may have created lesson that was very successful
with one group of students, it may not be as successful with a different
group of students. As states in the program standard, it is essential for
teachers to use appropriate pedagogy by designing a lesson plan that
would be most effective and successful for student learning. While
there tends to a negative misconception tied to learning mathematics,
it is specifically important to approach math lessons in interesting and
interactive ways. Making connections with students prior knowledge
and between math topics is a great start. I tried this approach during
the motivation/anticipatory set of my lesson plan when I asked
students about their collections at home and how many items they
thought they had. According to a study reported by Swan and Swain,
teachers began to distance themselves from the view that
mathematics is best learned through lectures and exercises and they
had recognized limitations in students learning individually through
worksheets. They were beginning to develop a connectionist
orientation which recognizes that mathematics is best learned through

interpersonal activity and that students have prior knowledge (and


misconceptions) which need to be recognized, made explicit and
discussed (Swan & Swain, 2010).
Reflection:
My work on this artifact has helped me see how important it is for
teachers to create lesson plans that are student specific and care to
the individual student learning needs. Teachers must be sure to always
use appropriate pedagogy, assessment and evaluation, resources and
technology in planning for each and every class. As I continue to grow
as a teacher I will be sure to continuously refine my professional
practice through ongoing inquiry, dialogue and reflection. These
records can be made through personal anecdotal notes or simply the
reflection section of each lesson plan. It is important to always apply
professional knowledge and experience to ensure that students have
access to learning at their fullest potential. As I planned my lesson I
began with thinking about the students in my class and what they
would be interested in. I think it is important to grasp their attention,
which was one of the largest focuses of my lesson (the
motivation/anticipatory set). I ensured that all students were easily
involved without feeling uncomfortable or afraid of answering a
question wrong. I also ensured that y assessment checklist was in
accordance to the expectations and were appropriate for the student
age group and capabilities.
Reference:

Swan, M., & Swain, J. (2010). The impact of a professional development programme
on the practices and beliefs of numeracy teachers. Journal of further and
Higher Education, 34(2), 165-177. doi:10.1080/03098771003695445