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In Math, my students were working on teen numbers during my full time teaching. I am

proud to say that every single one of my students grew or retained perfect scores from the pre-

## Xan 6/6 4/4 6/6

We worked diligently on team numbers both during CGI math time and math stations. I

created differentiated lessons and independent stations for the students to learn, practice and

apply teen numbers in many different styles. Every one of my students was able to recognize and

count teen numbers using manipulatives after my two weeks. The second part of the math

learning was correct number formation. After my two weeks, most of my students were able to

correctly write their teen numbers with the one first followed by the other digit. Some students

still struggled with number formation. I truly believe this is developmental. Some students just

take longer developmentally to understand and apply this concept of place value. This goes the

## 2. Analysis of three individual children

I will be focusing on math for my analysis of three individual children because that is

what I have gathered the most concrete data on. We did data teams on this cycle of teen numbers,

so I was really able to see the students progress over the two weeks. I will be focusing on a child

who already knew most of their teen numbers, one who was inconsistent and one who had little

knowledge of teen numbers before the two weeks. Below is the data that shows the

## growth/retention of knowledge with three students in mathematics during my two weeks

teaching?
7

0
Lincoln Mills Sofia

With Lincoln, he was already very advanced with teen numbers. Lincoln is very bright

and enjoys learning, so I knew he would do well on the pre-assessment. Once Lincoln proved to

already know how to recognize, count and write teen numbers, my next step was determining

where he can grow and where I could take him next. Lincoln and I focused more on the concept

of place value and truly being able to explain using vocabulary why teen numbers look the way

they do (1 group of ten and some more). I challenged Lincoln by differentiating his numbers. I

gave him numbers up to 30 to work with. I also started working on decomposing teen numbers

with Lincoln. He was ready for the next step. I watched Lincoln become more patient and

confortable with mathematics during this time and I enjoyed watching him progress even though

## he was already on track.

Mills was right there in the middle with teen numbers. He understood what teen numbers

were and could count up to 20 using one to one with manipulatives, but struggled with number

formation. Mills usually has number reversals and often wrote the one behind the other number.

When working with Mills during my two weeks, I modeled correct number formation and then

had him try it using many different tools. We wrote our numbers in sand, salt and glitter. I do

believe this is somewhat developmental, so I did not push the reversals, but wanted Mills to see

that the one will always come first in a teen number and understand why. By the end of my two

weeks, Mills was able to write the numbers in the correct order and explain his thinking on why

the one always comes first. Mills became much more confident in his mathematical thinking and

began using more efficient tools and strategies during these two weeks. I was beyond proud.

Sofia scored a 2 out of 6 on the pre-assessment. I noticed when working with Sofia, that

she was completely skipping the number 15 when touching and counting. She would say 13, 14,

16. I knew this was a hiccup we needed to fix. For many days, I modeled and counted with Sofia,

making her go back and recount every time she skipped 15. I noticed that this habit was very

hard to break. Erin and I got together and thought about what we could do to help Sofia correctly

continue to touch and count up to 20. Sofia often looks up to our class number line, so we

thought this tool might be beneficial for her to have access to whenever she would like. I made

her a personal number line to keep at her desk. When I worked with her, I encouraged her to

touch each number on the number line to guarantee that she was not skipping any numbers. By

the end of the first week, Sofia had broken the habit and was counting correctly up to 20even

without the number line! Our next goal was to correctly write the numbers. She often referred

back to the number line for this until she remembered how to write them. Sofia is still somewhat
inconsistent with her number formation, but her growth in her mathematical thinking was

## incredible in just two weeks.

3. Recording of Progress
The childrens progress is recorded in multiple different ways. Daily, the teacher takes

anecdotal records that go into a binder for the teacher to keep. Erin has a binder that has each

child separated by tabs to put their work in. This allows her to see the constant progress of each

individual student. She then makes a checklist in her planner of assessments. This is so she has

the data with her in an accessible way at all times. These records stay with the students teacher

for the most part. Erin sends home many activities and work that the students do for parents to be

involved, too. Weekly, she sends home newsletters to keep the families in the loop about what

their children are learning. Weekly, we do data teams on math. So every piece of data Erin

information with the other teachers on the team and the administration. This allows them to share

strategies and challenges with one another. This method is also a great way to track progress

throughout the year. These results are shared in quarterly report cards. The report cards are very

detailed and are based on individual skills. Erin also shares this information at parent teacher

## UWS Section V: Reflection and Self-Assessment

This semester has not only been a learning process for my students, but also for me. I

have learned more about myself in these two weeks than I have in many years. I was able to

learn and grow from the best mentors while getting real life opportunities to apply what I was

learning. I was so proud of how I did with my unit of study. I saw the direct correlation of

teaching and student growth. I have taken time to reflect on my teaching through analyzing the

progress of my students during my two weeks teaching. I saw extreme growth in problem
solving and critical thinking with my children. By the end of the two weeks, they were forming

deep questions and figuring out ways to find out answers. I saw these two areas of growth extend

to every subject. I attribute this growth to my growth in my teaching. This semester I really

focused on feedback and questioning. I worked diligently to make my feedback more specific,

timely and meaningful. I also worked to include deep thinking questions throughout the entire

## lesson to encourage deeper DOK levels and application.

I noticed that being consistent writing teen numbers were overall a difficulty for my class.

I do believe that to some extent this may be development. Overall, everyone improved in his or

her number formation during my two weeks, and many students achieved a level of mastery. I

wish that I had made a number line for every child to have at their desk earlier. Once I did this

for Sofia and saw the impact it had on her mathematical thinking, I wondered if this tool would

have been effective for other students, as well. If I could go back and do it again, I would not be

so focused on the numbers being entered into the data team. Before talking with my teacher and

being a little bit discouraged about the continual difficulty of writing teen numbers, I wish I had

researched. Once I talked to the team, I realized this was not a me thing, but a brain thing. Some

students develop at different rates, and that is okay. I wish I would have known this information

## before teaching teen numbers.

I truly believe that my two weeks were the best two weeks of my life. Yes, it was

difficult, but I was very successful in my efforts to grow alongside my students. I feel like I have

grown so much as a teacher by getting to explore the inquiry process first hand with my students.

They taught me so much through their questioning. I learned to be okay with things being a little

messy. They received first hand experiences that led to their studies. This was something that I

was extremely nervous about since I had never implemented student-based inquiry learning

before. I also feel successful in the way they grew as readers and writers. During shared reading,
their predictions of what the text would say became so much more detailed and complex. They

personal narratives became more specific and detailed. They began including emotions and

feelings into their writing. Every single one of my students created a book that stayed on task and

## stretched across four pages. That is a success to me.

If I were able to do it all over again, I would just loosen up little bit. Often I got caught up

in the stress of planning and running around, that I did not enjoy a moment that should have been

enjoyed. I also would like to have changed the way we researched during our pumpkin inquiry.

Since my two weeks, I have been given many more resources and tools for the students to use

themselves with teacher support to research and learn. I would have loved to implement these

tools during my two weeks. I would do many things the same. I would continue to strive for

100% student engagement. I would continue to do a fun, hands-on approach to learning. I would

hug them all again everyday. I would have set up my day the same and worked with my

## colleagues to plan even more.

My goal was to reach every single student with my teaching during my unit plan. I come

to teaching with a social justice background. I want to give all of my students the best education

they deserve. I did everything I could to show each one of my students how important they are.

Everything during my two weeks was culturally relevant to every child. This includes the books,

topics and discussions. Every ethnicity was represented with equity. Every activity/lesson was

individualized and differentiated based on what I have learned about what each student needs.

Every superhero I drew when discussing reading super powers were gender neutral and valued. I

also encouraged peer interaction with different partners during my two weeks to ensure that they

all had meaningful experiences. Everything we did was related back to real life. We made a class
book about a shared experience that we all had together to kickoff our learning of personal

narratives. We then had a campfire together to share our writing and foster relationships.
If I were to make any changes in order to better meet the needs of all students, I would

schedule more free time for me during the day during WIN to check in with individual students

based on what I notice they need rather than a small group. I noticed when I worked one on one

with a student for three minutes; they retained more than working with three other kids for 15

minutes. I would also continue to push to make everything a teachable moment. With our

classroom makeup, there is no telling what will happen at any point of our day. If I did it again, I

would use these moments to show the students flexibility and learning in everything we do. I

would also like to have gotten more practice with guided reading.
This semester has flown by and what a ride it has been. I have truly enjoyed every second

that I have spent at Irmo Elementary. I have learned more than I could have ever imagined and

loved deeper than I thought possible. I am beyond thankful for this learning opportunity, and will