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Allocate at least 3 hours in the field to support this field experience.

For this field experience, you will design and implement a mathematics lesson to the selected group of students from your previous field experience.

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Clinical Field Experience C: Mathematics Mini-Lesson
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Part 1: Mini-Lesson Plan

Prior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Math Mini-Lesson Plan” template. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards.

Your mini-lesson should include:

  • Math standard, learning objectives, grade level, and brief description of the unit
  • Instructional strategy
  • Description of math learning activity that is directly related to the data received from the pre-assessment
  • Formative assessment

Part 2: Mini-Lesson Plan Implementation

After completing the “Math Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student (this might require formative assessments before, during, and after the lesson to determine understanding).

If you are not able to implement the lesson, speak with your instructor for an alternate assignment.

Part 3: Reflection

In 250-500 words, reflect and discuss the process of using pre-assessment data to develop a lesson plan and on your experiences teaching the lesson (if applicable). Consider:

  • How the data supported the planned instruction, selected instructional strategies, and differentiation strategies in identifying strengths, meeting learning needs, and promoting student growth.
  • The professional expectations to maintain privacy and ethical use of assessment data.
  • After the lesson was presented, modifications that supported the learning.
  • How this lesson supports short-term and long-term planning.

Clinical Field Experience C: Math Mini-Lesson Plan

Part 1: Math Mini-Lesson Plan

Math standard:Grade level:Brief description of the unit the class is currently learning:
1-2 learning objectives:
Instructional strategy:
Description of math learning activity that is directly related to the data received from the pre-assessment (100-150 words):
Formative assessment:

Part 3: Reflection

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Math Pre-Assessment

Part 1: Pre-Assessment and Implementation

Grade level of mentor class: 4th GradeStandards being taught in mentor class: CCSS.MATH.CONTENT.4.NBT.B.5Description of unit being taught in mentor class: It involves multiplication of numbers; the students are learning the multiplication of a whole number of up to 4 digits by a one-digit whole number and two-digit whole numbers through the use of strategies based on place value and the properties of operations.
Pre-assessment Description:1. Find the product of the following sets of questionsa.) 17 x 10b.) 86 x 10c.) 10 x70d.) 80 x 602. A teacher wants to buy breakfast for her students. She will buy a packet of milk and 3 packets of biscuits for each student. If there are 20 students in her class, how many packets of milk and biscuits should she buy?3. If there are 20 cars per yard. How many cars are in 25 yards?4. If there are 12 packets of biscuits in one box, how many biscuits are in 250 boxes?5. If one hoverboard cost $250, how much would 100 hoverboards cost?6. A box contains 200 exercise books and 100 pens; how many books and pens are in 80 such boxes?7. If one year has 365 days, how many days are there in a century?
Feedback from mentor teacher: the assessment is well structured; it allows the students to slowly build upon their understanding of handling lighter multiplication problems to a more complex one. It is grade appropriate and therefore good for assessment.

Part 2: Reflection

Student assessment is vital to understanding whether the lesson is impactful to them or not. Some of the pre-assessments methods can be oral, written, or through observation. This way, as a teacher, you can understand the specific areas through which you can plan on what is so appropriate for the students. This is because you can identify the strength as well as the weaknesses of the students. Every student has varying academic needs. This means that the way they may perceive one instructional strategy is not the same as how they may perceive another instructional strategy. Therefore aligning these strategies to individualized learning delivery is what every teacher is required to do.

In this preassessment test, I was looking forward to evaluating whether the students had prior knowledge of multiplication and what kind of learning process I could introduce to them. This way also, it was easier for me to plan all the required materials including those that were required for demonstration purposes, for group discussion as well as did away with resources that were not very important to the lesson delivery but still was able to work with the core mathematics standards pertaining this group of students.

After the preassessment, I was able to grade the students, this had effects on the class arrangement I come up with. This was by pairing fast learners with the students with whom English is a second language. Through such sitting arrangements and the distribution of class materials, the learners were able to coexist, socialize, and help each other with the classwork. Without proper planning, the instructions may have been appropriate, but the students may not have been interested, this could pose a very hard hurdle to overcome due to ignoring the very impactful stage of pre-assessment.

This hence forms the basis of my future practice, where I have to first identify the specific student needs through pre-assessment, work out on the data, and therefore make arrangements on how they are to sit in class, collaborate in groups as well as work on individual student work and provide students with specific learning materials.

References

© 2018 Grand Canyon University. All Rights Reserved.

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