rbraithwaitejohnson.weebly.comrbraithwaitejohnson.weebly.com/uploads/1/7/6/6/17667891/... · Web...

IMPACT STUDY: Smith Station Elementary 4th Grade

Impact Study: Fourth Grade Math Unit on Measurement

Ronette Braithwaite-Johnson

University of Mary Washington

Spring 2013

1


Demographic Profile

Introduction

I completed my student teaching at Smith Station Elementary school in Fredericksburg,

Virginia. I worked with Mrs. Turner and her wonderful class of twenty-three fourth graders. The

total school population at Smith Station Elementary is 751.

According to the U.S. Census Bureau data (2012), Spotsylvania County has a population

of 125,684. The median household income is $78, 299 and 7.7% live below the poverty level

(U.S. Census Bureau, 2012).

Smith Station and Spotsylvania County School Division

Spotsylvania County School System has five high schools, seven middle schools, and 17

elementary schools with a total enrollment of 23,768. As indicated in the following chart, there

are 3.3% more males than females that make up the student population of the Spotsylvania

School System. However the female population is slight higher by 3.6% than the male

population at Smith Station Elementary School.

Population of Spotsylvania County School System and Smith Station Elementary by Gender

Females Males TotalSpotsylvania County Schools 11,489 12,279 23,768Smith Station Elementary School 389 362 751http://bi.vita.virginia.gov/doe_bi/rdPage.aspx?rdReport=Main&subRptName=Fallmembership

The chart below shows the racial demographics of students attending schools in

Spotsylvania County. The county school system is majority white by 62%. The rest consist

of .3% American Indian, 2.8% Asian, 18% Black or African American, 11% Hispanic, .1%

Hawaiian, and 4.7% two or more races.

2

http://bi.vita.virginia.gov/doe_bi/rdPage.aspx?rdReport=Main&subRptName=Fallmembership


Population of Spotsylvania County School System and Smith Station Elementary by Race & Ethnicity

Spotsylvania County Schools Smith Station Elementary SchoolAmerican Indian 74 8Asian 656 25Black 4,358 176Hispanic 2,716 94White 14,828 396Hawaiian 27 22 or More 1109 50http://bi.vita.virginia.gov/doe_bi/rdPage.aspx?rdReport=Main&subRptName=Fallmembership

Although the majority of the students enrolled are 53% white, Smith Station is still a

pretty diverse school. 36% of the students are characterized as economically disadvantage

(ECD) and 11% receives Special Education services. However the teaching staff at Smith Station

does not reflect the diversity among the students, as shown in the chart below. There are 60

teachers, which include Encore, Resource and Special Education teachers, and 91% of the

teachers are white.

Teacher Diversity for Smith Station

(No data was found to compare the diversity of teachers in the county)

The Classroom

There are twenty-three students in the classroom which consist of 11 boys and 12 girls.

Of the student s in the classroom, 42% is ECD and 12.5% receive Special Education services.

Four students have an IEP: one for speech, one for autism, and 2 are pulled out for reading,

spelling, and math. These two students have inclusion support within the classroom for history

3

Smith Station Elementary SchoolAmerican Indian 0Asian 1Black 3Hispanic 1White 55Hawaiian 0Total 60

http://bi.vita.virginia.gov/doe_bi/rdPage.aspx?rdReport=Main&subRptName=Fallmembership


and science. Three students are also pulled out for math, but do not have an IEP. Students are

seated in groups of four by their learning abilities.

Race & Ethnicity of students in the Classroom

Unit Plan

Unit Goals and Objectives

My impact study was conducted on the fourth grade measurement unit on the U.S. Customary

and metric of weight/mass and length. The standard of learning for the unit was M4.6 & 4.7. It

states that:

4.6 The student willa) estimate and measure weight/mass and describe the results in U.S. Customary and metric

units as appropriate; andb) identify equivalent measurements between units within the U.S. Customary system

(ounces, pounds, and tons) and between units within the metric system (grams and kilograms).

4.7 The student willa) estimate and measure length, and describe the result in both metric and U.S. Customary

units; andb) identify equivalent measurements between units within the U.S. Customary system (inches

and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).

The goals for this unit are for students to be able to estimate and measure objects in both metric

and U.S. customary units using a variety of measuring instruments. Students will estimate and

determine the appropriate unit of measurement for everyday objects in both U.S. Customary and

metric systems measuring to the nearest inch (1/2, 1/4, 1/8), foot, yard, mile, mm, cm, or m.

4

Asian 1Black 5Hispanic 4White 112 or more 2Total 23


Assessment Plan

The pre-assessment was a twenty question multiple-choice test. The post-assessment was

a similar twenty question multiple-choice test. Both tests were similar to SOL test questions.

Ongoing assessments included exit slips, measurement scavenger hunts, measurement quiz, and

a Jeopardy review game. After giving the pre-assessment, most students demonstrated a lack of

knowledge of the difference between U.S. Customary and metric systems. The overall average

score of the whole class for the pre-assessment was 55% and the average score for the post-

assessment was 86%. The average achievement gain for the class was 31%.

Daily Lesson Plans

Measurement: mass/weight(US Customary & Metric)

4th Grade Math

Mrs. Johnson

February 2nd -8thObjective:TSW estimate and measure weight/mass and describe the results using U.S. Customary (pounds/ounces/tons) and metric system (grams/kilograms)

Standard of Learning:M4.6 The student willa) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriateb) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).

Activities:Over the course of the week students will be engaged in estimating and measuring objects around the classroom. Students will be in groups of four.

5


Day 11. Pre-assessment2. Introduction of mass and weight-Mass is how heavy something is without gravity-Weight is how heavy something is with gravity3. Difference between US Customary and Metric units-We use US Customary to measure weight: oz, lbs, tons-Metric Unit: grams (paperclip), kilograms (textbook)4. Discuss Mass Madness chart5. Gram Activity-TSW use a balance scale to compare 1g to a paper clip-TSW estimate how many paper clips would equal 5g, 10g, 20g and then measure for results6. Kilogram reference weight activity-TSW make kilogram reference weights by using a balance scale, 1,000 gram weight, paper bags and random materials (1 kilo = 1,000 grams)

Materials Chalkboard Mass Madness chart Paper clips Gram weights Balance scales Random materials Paper bags

Assessment Pre-assessment test (teacher created) Group discussion (comparing paper clips to

gram weights) Teacher’s observation of students’ thinking

process

*Study Mass Madness chart for HW

Day 21. Review of grams/kilograms- What around us has the same mass as a gram? About a kilogram?-When should we measure with grams in the real world? Kilograms?2. Worth the Weight Activity- TSW find items around the classroom that they predict can be measured using grams/kilograms-TSW hold the item to estimate its weight first, measure its weight, and then write down the actual weight3. Class discussion-TSW discuss their findings

Materials 1 kg reference weight Paper clips Gram weights Balance scales Worth the Weight recording sheet Exit Slip (teacher created)

Assessment Worth the Weight worksheets Exit slip Class discussion


Day 31. Discuss US Customary (pounds)- When should you weigh items using pounds? Have you ever heard the term pound used?2. A pound of What activity?-TSW be giving pound weights-Each team goes on a scavenger hunt to find 6 items around the classroom that might weigh a pound3. Class discussion-TSW discuss their findings

Materials Random materials around the classroom Paper bags Pound weights Scales A pound of what? Worksheet

Assessment A Pound of What worksheet Class discussion


6


Day 41. Exploring an Ounce activity- Yesterday we did a scavenger hunt for pounds.-Today you are going on a scavenger hunt for ounce- TSW be giving ounce weights-Each team goes on a scavenger hunt to find 6 items around the classroom that might weigh an ounce2. Class discussion-TSW discuss their findings

Materials Ounce weights Exploring an Ounce sheet Random materials around the classroom Exit slip (teacher created) Scales

Assessment Exploring an Ounce worksheet Exit slip Class discussion

*Study Mass Madness chart for HWDay 51. Review of US Customary and Metric units-TSW describe the relation between grams/kilograms and pounds/ounces/tons.-TSW explain when would a person use each of these units of measure2. Mass Madness Quiz-TSW check answers as a class

Materials Mass Madness Quiz

Assessment Mass Madness Quiz

7


Measurement(Weight, Mass, Length)

Pre-test

1. The number of ounces in 1 pound is:a)18 ounces c) 10 ouncesb) 12 ounces d) 16 ounces

2. The number of pounds in 1 ton is:a) 2,000 pounds c) 1,000 poundsb) 5,000 pounds d) 100 pounds

3. Which unit would be best to measure the length of a textbook?a)millimeters c) centimetersb) meters d) kilometers

4. Calvin's cat weighs 8 pounds 4 ounces. What is the weight of Calvin's cat in ouncesa)132 ounces c) 68 ouncesb)100 ounces d) 28 ounces

5. Brandon marked a point P as shown in the picture.

a)15.5 b) 16c)14.5 d) 16.5

6. If a 1 yard rope is cut into 12 equal pieces, then what is the length of each piece?a) 12 inches c) 3 inchesb) 1cm d) 1 inch

7. Which unit could be used to measure the mass of a pencil?a) centimeters c) litersb) grams d) degrees

8. Which unit would best to measure the classroom?a) yards c) inchesb) meters d) centimeters

9. What is the length of the arrow to the nearest half-inch? ______________

10. Which metric unit would be best to meausre the height of a door?a) millimeters c) metersb) centimeters d) kilometers

11. Which metric unit would be best to meausre the length of a baseball bat?

8


a) millimeters c) metersb) centimeters d) kilometers

12. About how much does an apple weigh?a) 4 grams c) 4 ouncesb) 4 kilograms d) 4 pounds

13. John’s book bag weighs 48 ounces and Sara’s book bag weighs 5 pounds. Who has the heavier book bag?a) John has the heavier book bagb) Sara has the heavier book bagc) Both book bags weigh the samed) There is not enough information to answer this question

14. Which unit would be best for measuring the weight of a salad for one person?a) pounds c) teaspoonsb) tons d) ounces

15. The height of a teacher’s desk would be abouta)100 millimeters c) 5 centimetersb) 1 meter d) 2 kilometers

16. 5 kg = _____ g

a) 0.05b) 50c) 500d) 5000

17. Which object would you weigh in grams?a) a grape c) a bag of flourb) a person d) a truck

18. Which unit would you use to measure a paperclip?a) inches c) feetb) yards d) miles

19. Which unit is used to measure the weight of your desk?a) feet c) inchesb) pounds d) tons

20. Which unit would you use to measure a football field?a) inches c) feetb) yards d) miles

9


Worth the Weight(Grams)

Think about how heavy a paper clip is. Now find five objects that you think should be weighed using grams. Do not use a scale to check yet! After you have found five objects:

• Write the name of the objects in the chart below.• Make an estimate for each item and record it in the chart below.• Weigh each item using the scale provided and record it in the chart

Object Estimated Weight (g) Actual Weight (g)

1.

2.

3.

4.

5.

1. How did you make your estimates? ____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. Why are the items you chose appropriate to measure in grams?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

10


Worth the Weight(Kilograms)

You’re going on a kilogram scavenger hunt! Use on of the reference weights to get an idea of how heavy one kilogram is. Then find items around the room that weigh less that, about, and more than one kilogram.

• List the items in the table below.• Predict whether each item is more than, less than, or about 1 kilogram.• Weigh each item using the scale and record it in the chart

Remember: 1kg = 1,000 grams

ObjectLess than

1 kgMore than

1 kgAbout1 kg

Actual Weight(g)

Write what you found about your understanding of a kilogram?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Exit Slip Questions

1. How are mass and weight different?2. What around us weighs about a gram? 3. What around us weights about a kilogram?

11

Prediction(Check the correct box below)


Exploring an OunceEstimating an Ounce

Think about how heavy one ounce (1 oz) is. Now find five objects that you think should be weighed using ounces. Do not use a scale to check yet! After you have found five objects: • Write the name of the objects in the chart below. • Make an estimate for each item and record it in the chart below. • Weigh each item using the scale provided and record it in the chart below

Object Estimated Weight (oz) Actual Weight(oz or lbs)

1.

2.

3.

4.

5.

6.

1. How did you make your estimates? _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. Why are the items you chose appropriate to measure in ounces? _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

12


A Pound of What?What Weighs a Pound?

You and your team are going on a pound scavenger hunt! Use a 1 pound weights to get an idea of how heavy one pound is. Then find items around the room that weigh less than, about, and more than one pound. 1. List the items in the table below. 2. Predict whether each item is more than, less than, or about 1 pound. 3. Weigh each item with a spring scale. 4. Record the weight in the last column. Remember: 1 lb = 16 ounces

Prediction(check the correct box below)

ObjectLess than 1 pound

More than 1 Pound

About 1 pound Actual Weight

(oz or lbs)1.

2.

3.

4.

5.

6.

Look at the table. Write what you found about your understanding of a pound? Be prepared to discuss your findings with the class. ______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Exit Slip Questions

1. Why do we measure weight? 2. How many ounces are in a pound?3. What around us weighs about a pound?

13


Mass Madness Quiz

Fill in the blanks to complete the mass facts.

1. _______________ ounces = 1 pound

2. 1 ton = _____________ pounds

3. 1 kilogram = ____________ grams

Write the correct label for each measurement.

1. pound ____________

2. gram _____________

3. ounce ____________

4. ton ______________

5. kilogram __________

Fill in the blanks to complete the mass comparisons.

1. There are about __________ grams in 1 ounce.

2. 1 kilogram is about the same as ____________ pounds.

3. A slice of bread is about the same mass as _________________________.

4. A truck carrying loaves of bread is about the same mass as _____________________.

5. A shoelace is about the same mass as ________________________.

6. A baseball bat is about the same mass as _____________________.

7. A loaf of bread is about the same mass as ____________________.

8. One ___________________ is about twice as big as one pound.

Bonus: A nickel has a mass of about ___________ grams.

14


Measurement: length(US Customary & Metric)

4th Grade Math

Mrs. Johnson

February 11th -15thObjective:TSW estimate and measure length and describe the results using U.S. Customary (inches/feet/yards/miles) and metric system (millimeters/centimeters/meters)

Standard of Learning:M4.7 The student willa) estimate and measure length and describe the results in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).

Activities:Over the course of the week students will be engaged in estimating and measuring length of objects around the classroom. Students will be in groups of four.

Day 11. Introduction of US Customary (ruler/yard sticks/tape measure)- When I want to know how long something is, or how far it is from one point to another, what tools do I use?-How do I use them?-What do we know about rulers, yardsticks, tape measures?2. Ruler PowerPoint-TSW follow the directions on PowerPoint to make a ruler only using a piece of paper4. Discuss Units of Length handout5. How do I measure using a ruler?-TSW use their created ruler to measure an item on their desk

Materials Smart board Ruler PowerPoint Paper Units of length handout Exit slip

Assessment Ruler activity (students will have to

demonstrate that you have to start at 0 when measuring with an ruler)

Exit slip

Day 2Since students took a Benchmark test during Language Arts, they will have a LA lesson during math block.

Day 31. US Customary Scavenger Hunt- TSW measure the length of items around the classroom using rulers, yard sticks, and tape

Materials Random materials around the classroom US Customary Scavenger Hunt worksheet Inch rulers

15


measures-TSW measure to the nearest 1/2, 1/4, 1/82. Class discussion-TSW share their findings- What would be the appropriate unit of measurement for everyday objects using the US Customary system

Yard sticks Tape measure Exit slip (teacher created)

Assessment US Customary Scavenger Hunt worksheet Group discussion Exit slip Teacher will walk around monitoring and

answering questions while students work on their activity

Day 41. Introduction to cm, mm, m-The metric system deals with factors of 10 (NO Fractions)-The larger lines with numbers are cm-The smaller lines are mm2. Metric Scavenger Hunt-Today you will be working with cm, mm, m-TSW measure the length of items around the classroom using meter sticks, and cm rulers3. Class discussion-TSW discuss their findings- What would be the appropriate unit of measurement for everyday objects using the metric system

Materials Random materials around the classroom Metric Scavenger Hunt worksheet Meter sticks Centimeter rulers Exit slip (teacher created)

Assessment Metric Scavenger Hunt worksheet Exit slip Group discussion Teacher will walk around monitoring and

answering questions while students work on their activity

Day 51. Measure Treasure-TSW work with their shoulder partner-TSW need to cut the pictures out, measure them, and sort them into piles with the same measurement-TSW have to follow the clues and measure correctly to be able to find the treasure2. Class discussion-TSW explain how to measure using a centimeter ruler

Materials Treasure maps Treasure clues Centimeter pirate rulers Centimeter sorting pictures

Assessment Measure Treasure activity

(students must accurately use their measurement skills to find the treasure)

Group discussion

16


Ruler PowerPoint

17


US Customary systemScavenger Hunt

ObjectFound

EstimatedMeasurement

ActualEstimated

Find an object 1 inch in length

Find an object 3 inches in length

Find an object 1 feet in length

Length of student desk

Height of the teacher’s desk

Width of the doorway

18


Measurement Scavenger hunt

Metric system

ObjectFound

EstimatedMeasurement

ActualEstimated

Find an object 10 centimeters in length

Find an object 50 millimeters in length

Find an object 1 meter in length

Height of student desk

Length of the teacher’s desk

Height of the doorway

19


Exit Slip Questions

1. How do you measure using a ruler?2. What happens if an object is more than an inch or less than an inch?

What would be the appropriate measure for each item? (US Customary)

1. Height of the doorway ______________________

2. Computer monitor _________________________

3. A classroom _____________________________

4. A guitar ________________________________

What would be the appropriate measure for each item? (Metric)

1. Height of the doorway ______________________

2. Computer monitor _________________________

3. A classroom _____________________________

4. A guitar ________________________________

How many millimeters are in a centimeter? ____________

How many centimeters are in a meter? ________________

20


21


22

Measurement: mass/weight/length(US Customary & Metric)

4th Grade Math

Mrs. Johnson

February 18th -22ndObjective:TSW estimate and measure length and describe the results using U.S. Customary (inches/feet/yards/miles)(ounces/pounds) and metric system (millimeters/centimeters/meters)(grams/kilograms)

Standard of Learning:M4.6 The student willa) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriateb) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).

M4.7 The student willa) estimate and measure length and describe the results in both metric and U.S. Customary units; andb) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards; yards and miles) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters).

Activities:Over the course of the week students will be engaged in measuring the length of their body parts (arm, hand, leg, feet, head, and height) and make a stick figure. Students will play a jeopardy game for review. Students will take a posttest over measurement (mass/weight/length). Students will play multiplication/division/place value games using playing cards.

Day 11. Review of length (US Customary/Metric)-Discuss the activities from last week-Teacher will discuss Stick Figure Activity-“When measuring my foot, what unit of measure would I use? head? height?2. Stick Figure Activity- TSW be in groups of 3’s-TSW measure parts of their bodies and will create a life-size stick figure (one person will be the head & height, one person will be the legs and feet, one person will be the arms and hands)-TSW be measuring one side in US Customary and one side using the metric system -TSW record their measurements on the Stick-Figure recording sheet-TSW transfer their measurements and make a life size stick figure on bulletin board paper

Materials Inch ruler Centimeter ruler Meter stick Yard stick Tape measure Stick-Figure Recording Sheet Stick-Figure Model Bulletin board paper Measurement Relationship Chart Measurement Relationship Cards

Assessment Class discussion

Day 21. Finish Stick-Figure Activity2. Class Discussion- What tool would be best for measuring the length of your arm? Leg? Feet? Head? Height? Why?- How are the left and right sides of the stick figure similar?-How are the left and right sides of the stick figure

Materials Inch ruler Centimeter ruler Meter stick Yard stick Tape measure Stick-Figure Recording Sheet Stick-Figure Model Bulletin board paper


23


Measurement(Weight, Mass, Length)

Post-test

1. Which unit would be best to measure the length of a chalkboard?a) millimeters c) centimetersb) meters d) kilometers

2. 1 yard = _________ inches

a) 1 c) 24b) 12 d) 36

3. 1 pound = _________ ouncesa)18 ounces c) 10 ouncesb) 12 ounces d) 16 ounces

4. Calvin's cat weighs 6 pounds 5 ounces. What is the weight of Calvin's cat in ounces?a)132 ounces c) 68 ouncesb)101 ounces d) 28 ounces

5. Measure in INCHES.

_______________

6. The number of pounds in 1 ton is:a) 2,000 pounds c) 1,000 poundsb) 5,000 pounds d) 100 pounds

7. Which unit could be used to measure the mass of a paperclip?a) centimeters c) poundsb) grams d) tons

8. 1 cm = _______ mm?a) 1 c) 100b) 10 d) 1,000

9. Which metric unit would be best to meausre the length of a door?

a) millimeters c) metersb) centimeters d) kilometers

24


10. Measure in CENTIMETERS

____________

11. Melissa bought a 2 pound watermelon. How many ounces does the watermelon weigh?

a) 3 c) 32b) 16 d) 48

12. About how much does an apple weigh?a) 4 grams c) 4 ouncesb) 4 kilograms d) 4 pounds

13. The BEST estimate for the height of the teacher’s desk is _________?a) 74 feet c) 74 metersb) 74 centimeters d) 74 kilometers

14. Which unit would be best for measuring the weight of a salad for one person?a) pounds c) teaspoonsb) tons d) ounces

15. Which unit would you use to measure the length of a football field?a) inches c) feetb) yards d) miles

16. Sara’s dog weighs 2 kg. How many grams do her weigh?a) 20 g c) 2,000 gb) 200 g d) 20,000 g

17. Which unit is used to measure the weight of your desk?

a) feet c) inchesb) pounds d) tons

18. Mary bought 18 feet of material to make a blanket. How many yards of material did she buy?a) 3 c) 18b) 6 d) 36

19. 1 kg = ________ ga) 1 c) 100b) 10 d) 1,000

20. 1 meter = __________ centimetersa)1 c) 100b) 10 d) 1000

25


Bonus: The longest human chain was 10,560 feet long; about how many miles was the chain?a) 2 miles c) 6 yardsb) 6 miles d) 8 miles

26


27


28


Data Analysis

There are twenty-three students in the classroom, but during math I only taught eighteen

students. Five students got pulled out of the classroom for math remediation. Usually there are

more female students than male students, but during math there is an equal amount of male and

female students. Overall, the students showed significant learning gains from the pre-assessment

and post-assessment. As shown by the chart below, the percentage for the male students was a

slight higher than female students for the pre-test, but the percentage was higher for the female

students than male students for the post-test.

Male Female0

102030405060708090

Pre and Post Assessment(Groups)

Pre-TestPost-Test

Perc

enta

ge

Overall I am happy with the amount of knowledge gained throughout the unit. Every

student showed improvement from the pre-assessment and post-assessment. Only one student

had a decrease in her knowledge, even though she had the highest percentage rate for the pre-

test. Sixty percent of the students demonstrated understanding of the concepts and had a 20 % or

29


higher learning gain. Thirty-three percent of the student had a less than 20% learning gain, which

will require re-teaching of the material to further build concept and procedural knowledge.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 180

20

40

60

80

100

120

Pre and Post Assessment(Individual)

Pre-TestPost-Test

Students

Perc

enta

ge

Pre-Test Post-Test Learning Gains

Student 1 Male 75 100 +25Student 2 Male 55 80 +25Student 3 Female 45 90 + 45Student 4 Female 80 75 -5Student 5 Male 50 68 +18Student 6 Female 45 100 +55Student 7 Female 45 98 +53Student 8 Female 60 100 +40Student 9 Male 60 70 +10Student 10 Female 45 90 +45Student 11 Male 60 93 +33Student 12 Female 50 95 +45Student 13 Female 65 68 +3Student 14 Male 55 80 +25Student 15 Male 45 58 +13Student 16 Male 45 100 +55Student 17 Female 55 83 +28Student 18 Male 55 90 +35

30


Reflection

The information that I acquired from my time at Smith Station Elementary and the

information I gathered about the Spotsylvania County School System helped me create a fun

learning environment where students felt comfortable, relaxed, and free to express their

creativity. Working in a school system helped me understand the complexity of the role of a

teacher and the pressure of maintaining a learning environment that will be beneficial to

students, which is expected of educational leaders.

While working in the classroom, I was able to learn how to develop lesson plans that fit

the learning abilities of my students. When planning my lessons, I took in account those students

that were pulled out throughout the day and the fact that the majority of the students loved to

draw and hands-on activities.

Overall, I feel like there is still room for improvement for students’ learning outcomes. I

would set up the teams differently because you had the students that took over and did most of

the work and students that had lack of participation. This had an impact on their test results

because they were not able to be fully engaged with the hands-on activities. Due to time

constraints, some activities needed more than a day for completion and reviewing of all the

information provided. Next time there definitely needs to be time set in place for those students

that need more focused instruction.

By having the students apply the information in a real world setting and using measuring

tools, they were able to see what exactly would weigh a pound, ounce, etc. Students had the most

difficulty with the metric unit because they kept confusing it with the US Customary unit,

especially when it came to measuring for length. The jeopardy review game was a great way for

the students to remember the information. Not only were the students having fun, but they were

31


able to apply their knowledge to accurately answer the questions. I was also able to see which

students still needed remediation and how they were processing the information that was taught.

My plan to support learners who need remediation is to develop centers with activities

that focuses on the core issues that they are having the most difficulty with. These centers can be

set up throughout the day and not just during math. They will be able to have more practice

utilizing those measuring tools by engaging their abilities and applying their prior knowledge

from previous lessons.

References

U.S. Census Bureau. (2012). State and County QuickFacts: Spotsylvania County, Virginia. Retrieved from http://quickfacts.census.gov/

U.S. Department of Education. (2011). Retrieved from http://bi.vita.virginia.gov/doe_bi/rdPage.aspx?rdReport=Main&subRptName=Fallmembership

32

rbraithwaitejohnson.weebly.comrbraithwaitejohnson.weebly.com/uploads/1/7/6/6/17667891/... · Web...

Documents

Transcript of rbraithwaitejohnson.weebly.comrbraithwaitejohnson.weebly.com/uploads/1/7/6/6/17667891/... · Web...