Task two:
A. Summarize a core academic lesson in your planned area of licensure that you collaboratively taught. Include the following elements in your
... [Show More] summary:
One lesson that I collaboratively taught was a review over math concepts that they had previously learned in the year for a 4th grade classroom. The students were reviewing math concepts be they were getting ready to take the math portion of the Indiana ILEARN test. There were 21 students total in the class, with 12 girls and 9 boys. There was one gifted student, 2 students with IEPs and 1 student with a 504 plan. This class, in my opinion, was a mature class which focused on the lesson, asked appropriate questions and (mostly) stayed on task the whole time. You could tell who were in “clicks” together but the teacher has done a good job of keeping them separated from one another while at their desks. The desks were arranged into three small groups of 7 desks each. There were two bulletin boards in the classroom both with motivational saying on them. There were two groups of two white boards.one group in the front of the class the other in the back of the class. The boards in the front of the class were used for teaching and the boards in the back of the class were used to keep track of homework, important upcoming dates and classroom notes.
The standard of this lesson was: standard 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems ("Indiana Mathematics Standards ", 2019). This specific lesson was a review lesson over area and perimeter. The objective of this lesson was to help the students remember how to figure out and calculate the perimeter and area of regular and irregular rectangles. The lesson started with direct instruction with the teacher standing up in front of the class, at the white board, reviewing the ways to calculate area and perimeter of a regular rectangle. The teacher then switched to indirect teaching where he let the students come up to the board, draw a regular rectangle, let the student give the measurement of the sides and then figure out the area and perimeter of the rectangle. The same type of instruction was used for irregular rectangles. The lesson was created by Mr. Walker, 4th grade teacher at Van Buren Elementary in Brazil Indiana.
B. Describe your collaborative teaching role in delivering the lesson content.
Mr. Walker let me collaborate the teaching in a parallel teaching setting. I took a group of about 6 students to work with in a small group setting. On a piece of paper I drew a rectangle and labeled each side of the rectangle, I did not let the students see what I was drawing, I handed each student a paper of their own and asked them to find the area and perimeter of the rectangle. As each of the students got done I would look over the answer that they put and I would inform them if they were correct or gave them a hint as to why they did not get the correct answer by asking them how they got to the answer they did; some of the time the student would figure out what they did wrong and then got the answer correct on the second try. After all of them got the right answer I called on them one-at-a-time and asked them the steps they used to calculate the area and perimeter of this rectangle. [Show Less]