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

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

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

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

Whitney Grant

Caldwell 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

- Video 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

- 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

- 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 this

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

- (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

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

- 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

- 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.