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For the Penny Project I build groups based on assessed skill levels of the students. This allows
me to tailor the project to the abilities of each group. Depending on their skills working with
large project planning and problem solving skills I can fill in some of the unknowns and make
suggestions for the group if needed. Other groups that are more prepared to handle a large
open ended task get no more information than find out how many pennies it would take to fill
this room. These groups need to come up with a list of questions for me to answer with
things like, is the room going to be empty or will the furniture be left in it? Will the pennies be
stacked neatly or just dumped in? As well as any others they feel they need answered.
The project is also designed to allow student to reflect on prior knowledge of measuring
methods and tools and to link these skills with a rather large and challenging task. I use this
project as a wrap up to the measuring unit in this class. In the unit we cover different tools,
units and methods to find measurements both directly and indirectly. The students can apply
these methods as well as their problem solving and planning skills to estimate the number of
pennies needed to fill a classroom.
This project demonstrates my competency in understanding how children grow and develops.
It shows my ability to tailor lessons to meet students current needs and ability levels. Using
the flexibility of this lesson I am able to offer opportunities for students in the same classroom
to grow intellectually at multiple different levels through a problem based lesson designed to
meet the needs of each student work group.