Logical and Taxonomic order:

https://docs.google.com/document/d/1sHGrzAVL07vS7Is-WhldqV761e3_r_7dTjaskQJ8VAs/edit

Mini Lesson:

https://docs.google.com/document/d/1CinhV1lUzg7tVfJwLmqr_tEPpyWDiYgWvwOCGiQLUTw/edit

Reflection:

https://docs.google.com/document/d/1h96981IjYq1IsYFM00OjPVpNujEugK-nCZ50DSWXUpw/edit

Throughout the semester we really learned how to adapt every unit and lesson plan for each student because not all students learn at the same rate or will start on the same level going into the unit. We would test for this by giving a not graded pre-assessment and group the students who are around the same levels together. For the rest of the unit they will work together with their group going around various math stations. But because they are also in their groups it allows for the teacher to work a little more one on one with each student and help them with what they struggle with. Once we know how each student learns the best and what they do/don’t know, we can create a really positive learning environment. It is important all students feel comfortable in the classroom so they can ask questions to me but also collaborate with their group mates and other students in the class.

We learned to understand how to use the concepts in the unit and make meaningful lessons that the student will be more likely to remember. We connected previous ideas to the current topics and by doing this we created lessons that the students will be more engaged in. A part of the units is assessments and how to use different types of assessments so the students get the most out of them. We created and found many different types of assessments so the students don’t get bored with the same old worksheets. These assessments are creative and allow for many different types of learners to succeed. The assessments, units, and lessons all make the students use prior knowledge that they learned in previous lessons, this helps the students master the skills they learned previously, and it helps the students figure out what they are learning now by applying some of the methods they learned before.

Throughout the units we learned how to keep track of how a student is progressing, and how to evaluate it. We know how to move a student up a unit or move them down without making them feel left out or different. Some of the lessons we have made allow for students to collaborate with other students, teachers, and sometimes even other schools – using technology. We know when to advocate for a student and we know how to push a student further and help them figure out their learnings without making them feel stressed or discouraged. We also learned how to include technology in our lessons. We can use math games or websites like IXL, but we also know how to use technology to connect with other schools do create interesting and engaging projects. We also can Zoom or Skype or video chat with our students outside of class to provide extra help.