Data Collection Analysis
The chart in the attachment displays the data collected from a recent observation of my partner teacher. My focus question was what makes students engaged in their own learning? My partner teacher, who is a 12th-year veteran, facilitated a math lesson on ordering and comparing fractions. Our Instructional Leadership Team has been pushing us to focus on providing students with a more conceptual understanding instead of a procedural understanding. For math, this means teaching students a quick algorithm or equation is no longer suffice. Our 4th grade math block is in the afternoon, which almost always presents challenges with student engagement. After lunch and recess, students seem to be restless, more talkative, and as my partner would describe them: socially motivated! View the attachment to see the Data Collection Reflection in it's entirety!
The chart in the attachment displays the data collected from a recent observation of my partner teacher. My focus question was what makes students engaged in their own learning? My partner teacher, who is a 12th-year veteran, facilitated a math lesson on ordering and comparing fractions. Our Instructional Leadership Team has been pushing us to focus on providing students with a more conceptual understanding instead of a procedural understanding. For math, this means teaching students a quick algorithm or equation is no longer suffice. Our 4th grade math block is in the afternoon, which almost always presents challenges with student engagement. After lunch and recess, students seem to be restless, more talkative, and as my partner would describe them: socially motivated! View the attachment to see the Data Collection Reflection in it's entirety!
| facilitating_learning_and_transfer._module_4.docx |
