ETE339EmilyAnnL

Instructional shifts She started on the rug talking about parts and wholes with the students.  It was a relatively new topic, and the teacher asked the students to talk to one another about what they knew.  Students responded and gave their reasoning for what they know about parts and wholes.  Then, they looked at two different problems.  One was looking for the whole and the other was looking for the part.  She split them into groups of 2 and they got one sheet with many problems on them.  She instructed them to decide if the whole or part was being looked for in the problem.  After they finished categorizing each problem, she gave the students a sheet with different fractions on them.  They were instructed to match the picture to the fraction.  Formative Assessment She conducted a formative assessment first thing when she observed what students were saying to one another when they discussed what they know about wholes and parts of a fraction.  Students were also assessed when the

a) Evaluation on project: strengths & weaknesses My Infogrpahic for this project was clear and covered a variety of ways each is used and I included strengths and weaknesses of each type of assessment, when each can be used, as well as appropriate uses for each and what the essential features they include are. The content I gathered was combined in a way that explained why one type of rubric is more beneficial in certain scenarios and can even be applied to performance assessments.  I understood and explained the use of each type of assessment and the process used in each.  I believe I did not have a sufficient explanation for performance assessment because I had a difficult time figuring out how to explain it using another example or applying it to another situation other than the one used in the article.  I also lacked in explaining the reason why performance assessment is used across grade levels. Through my research and reading the assigned articles, I learned more about ru

Article: Using Plot Twists to Engage Learners Authors: Laura E. Ryan & Leslie Dietiker This article discussed a mathematical story-planning framework.  It explains how students can see math unfold as they expand their knowledge on a concept.  The way the authors constructed it is similar to a storyline.  It begins with a hook or question to gain students' interest.  Then, the rising action or problem solving happens, followed by the plot twist where students can discuss the answer they got and analyze why their answers may be different and why.  Then, the falling action and resolution are used to finish, where students can discuss as a whole class and the teacher facilitates the discussion. It also discusses to consider what students know or do not know when planning to demonstrate a plot twist in a lesson.  If students know the reason why an operation differs in certain situations or remains the same during the time of the plot twist/ falling action, they will not be learn