Lesson Self- Assessment for ED 315 #7

Name:Andrea Bowhall-Diaz
Lesson topic:Partial Products Distributive property
Date:11/18/14
School/grade level/ number of students:Burbank/ 4th grade/ 25 students
Name of Cooperating Teacher:Abigial Plummer
Planning and preparation: Describe how your plan provided opportunities for active
engagement. How did you provide for the needs of diverse learners? Did you adjust
your plan in any way? Describe how and why if you did.
Once I demonstrated the strategies used in partial sums, I then demonstrated how
they were used in the game Multiplication Wrestling. The game was how I gave
students an opportunity to be actively engaged. By doing a game, students with
diverse needs were able to go at their own pace, and receive the support they
needed from a peer or a teacher. At first I planned to explain how to do extended
multiplication, but then made the decision to skip the example and simply
demonstrate that by using the games outline because they were essentially the
same thing. I made this change so the students had a longer opportunity to see how
to play the game.
Classroom environment: Evaluate the ways in which your encouraged student
participation. How did you elicit student responses? How did you engage them in
responding to you and each other? Evaluate your plan for individual, small group
and/or whole class work. How effective were these different organizational
techniques for keeping students involved in your lesson?
I encouraged student participation by my attitude. I made sure to make the game
interesting and exciting in order for students to retain interest while I was simply
only demonstrating partial sums in a more fun fashion (wrestling). I had them
responding and engaging to each other by using a game that required two people.
Two students would play against each other to see who could get the highest
product with the cards they were dealt. Individually, only planned on observing
their work on the game to see if they understood the process of partial sums. My
small group was partners, and again it was just observing if they knew the process of
partial sums. My whole group instruction was demonstrating how to play the game.
I feel these strategies were effective because the majority of the students were
successful at playing the game! My CT had warned that she has had a hard time in
the past of getting students to understand how to play the game, so I felt I was
successful in that task.
Instruction: Evaluate your choices of instructional strategies. Did they have the effect
you intended? Were the needs of all learners met? What changes would you make if
you repeated this lesson?

Again, my CT had advised me to spend a lot of time explaining the game because in
the past she has had a hard time getting students to understand how to play it.
Thus, I felt my strategies of demonstrating the game in an exciting way, and using
language students can connect to was effective in getting the students to
understand. I was happy because the majority of the teams were successful in
completing the game. If I was to change the lesson, I would have liked to been
more consistent in with mathematical language. My CT explained that each player
should add together a 10s x 10s, 10x x 1s, 1s x 10s, and then a 1s x 1s. I think
explain this to students would have been more effective just for the sake of
teaching academic language.
Assessment: What assessment processes did you plan and how did they work? What
did you learn from listening to student responses, examining their work or listening to
their interactions? How well did your assessment procedures inform you about student
attainment of your lessons objectives?
My assessment plan was to observe if the students were completing the game
correctly. Because if the students could complete the game correctly, they were
completing partial sums correctly as well. From listening to students responses, and
listening to their interactions, I learned that academic language is not only a good
thing to teach to students so they have a rich vocabulary, but it may also help them
understand math processes better. I felt my assessment worked well for me because
by the end of the period, I had noted that the majority of the class was successful in
playing the game. Again, if students could play the game, they met the objective of
completing partial sums.
Professional responsibilities: What did you learn from your cooperating teachers
feedback on this lesson? How will you apply it to future lessons?
I learned from me CTs feedback about the aspect of academic language helping
students understand mathematical processes better. It is kind of like putting a
name to a face. The students then know the steps by connecting academic language
to each step (10s x 10s, 10s x 1s, 1s x 10s, and 1s x 1s).
Reflection: What did you learn about student learning and assessing from this lesson?
How will it affect your planning for future teaching?
I learned that some games can help you assess student learning when done correctly
and effectively. Yes, the students need to work more with partial sums, but the
game allowed them to get a first glimpse with some fun involved.

Alverno College School of Education

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