Journal of Classroom Wonderings, Puzzlements and Queries
.I am so busy each day that I don't think of the "how," the "what" and the "why" questions unless I am taking a class such as this.
.I examined my students' math and reading MAP scores before conferences. In addition, having students write goal paragraphs (including two school and one non-school goal), I also conferenced with each student to create an individual plan for reaching MAP Score Goals. It was decided that some students needed an algebra club so I could provide a higher level of instruction than students receive in my regular classroom.
.Some students also need to work on skills in math such as measurement conversions that are not really covered in our curriculum. Some students decided to make posters to remind us how we can do that.
.The poster idea caught on and students who are finished with their work have made posters for different types of notation (standard, expanded, scientific, etc.).
.As I read further in the book, I could see how MAP Scores, test scores and a skills checklist could provide me with triangulated data for a action research study.
.Students working as mathematicians, assistant teachers and tutors has worked extremely well in my classroom and has become somewhat of a routine.
.At the beginning of the semester, I was wondering about developmental math tests I could give my students, but during the last month, my questions have changed because I realize I already have a lot of data about what my students know and what they need to know. Now, I think about the following:
-How can I differentiate math instruction?
-How can I involve students in developing plans, data and ideas?
-What resources should I use to teach algebra and other specific topics?
-How can adults support students?
-What are other people doing?
No comments:
Post a Comment