how do the different paces of 22 first graders affect how i teach them math?

How do the different paces of 22 first graders affect how I teach them math?

Whitney GrantCaldwell Elementary Albion

Data Collection• Video recorded me teaching a whole math lesson/ One day• Recorded a single math lesson

focusing on polygons and attributes

• Used differentiation with my lesson• Whole class• Group work• Individual work• Partner work

•Surveyed ten yes/no questions/One day • Questions dealt with the students

response on their own personal experiences with me teaching them math

•Video recorded me working with three individual students/ Three days• I chose a high, average, and low

student in math

Data AnalysisVideo recorded me teaching a whole math lesson•Reviewed video recording• Listed my behavior and student behavior

10 yes/no question survey•Coded (il) logical responses• Tallied the number of yes/ no

logical responses

Video recorded me teaching three individual students•Reviewed video recording• listed my behavior and student behavior

Notes on my review of the math lesson• I asked students who I knew would not necessarily give correct answers• My wait time was reduced during small group than whole group•I moved around the room to many individuals during their individual work

I found that I am most comfortable dealing with the pace of the students during their individual work

What I found when I looked at the survey questions…• I am to fast with oral directions• I was not surprised by this!• 4/6 or 67% of the students with logical responses

stated this • I need to allow more time for the students to ask questions while I am teaching my math lesson• I was surprised by this!• 5/6 or 83% of the students with logical responses

stated this• I need to better understand each students confusion• Communicating is one of the hardest things to

do with first graders!• 4/6 or 67% of the students with logical

responses stated thisThis is the beginning of changing my expectation that all kids will get it at the same point in time

Notes on my review of the individual student recordings• (High) I allowed the student to be independent/think critically

• “ Can you go back…”• (Average) I guided the student with leading questions• “ Let’s go back and look at the problem together…”

• (Low) I took more time and gave more information guiding the student to use physical tools• “ Let’s go back and look at the problem

together…”• “ Ok, how about you put your finger on the

hundreds chart…”When I recognized the difference in a students pace I provided more or less information and more or less direction in using tools

What I learned from my experience!• Communication is hard!

• Each student learns at a different pace

• Teaching is about adapting

• Self reflecting as a teacher is a way to recognize how to better yourself in being able to understand each individual student better

What are my next steps in math…• Call and response• I would call on a student to repeat the directions I

had just given• I would use popsicle sticks to pick students at

random• This would allow for me to understand what the

students hear as well as keeping the students engaged• Timing myself

• At the end of a lesson I am going to pass out an hour glass for the students to pass around

• While the timer is running the students are able to ask questions• Hour Glass Challenge

• I will use this is a self challenge for students

• When I go to help a student with their work , I will give them an hour glass and let them know they can come up and see me after they have flipped the hour glass three times

References• McKellar, Danica. Math Doesn't Suck: How to Survive Middle School Math without Losing Your Mind or Breaking a Nail. New York: Hudson Street, 2007. Print. • Nathan, Mitchell, and Eric Knuth. "A Study of Whole Classroom Mathematical Discourse and Teacher Change." Cognition and Instruction 21.2 (2003): 175-207. Print.

• Wood, Terry Lee, Barbara Scott. Nelson, and Janet Warfield. Beyond Classical Pedagogy: Teaching Elementary School Mathematics. Mahwah, NJ: L. Erlbaum Associates, 2001. Print.

Questions? Comments?