Small group instruction allows for more individualized instruction.

According to Copple
and Bredekamp, small group is an integral part of the developmentally appropriate classroom.
By observing, and interacting with individual children and small groups during learning
experiences, teachers maximize their understanding of each childs current capabilities and that
child is capable of doing with and without adult support. (p. 295). In my opinion, small group is
the most effective form of instruction. It is individualized, and supportive. This allows the
student to go at their own pace while still benefitting from peer interaction. The teacher is able to
gage the level and abilities of each student far more accurately, and it is much easier to keep all
students engaged. The only disadvantage is the time it takes to do a small group with every
student in the class.
My small group lesson addressed the following standards: 3.NBT.A.1 Use place value
understanding to round whole numbers to the nearest 10 or 100, and 3.MD.B.3 Draw a scaled
picture graph and a scaled bar graph to represent a data set with several categories. Solve one
and twostep how many more and how many less problems using information presented in
scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might
represent 5 pets. The graphs created were compared to previously made graphs and both were
scored using the same rubric. The lesson was effective as all students showed some
improvement. My placement school is departmentalized which gave me the unique opportunity
to teach this lesson three times. Each time, the lesson ran a bit more smoothly. I made the
following changes the second time I taught the lesson. I used a blank graph and labeled the
questions What is this graph about, what do the numbers mean, what does each column mean,
and what do all the columns have in common in the appropriate places. I also had the students
make these labels prior to creating their graph. This helped the students make connections about

the importance of labels on a graph, and that those labels are part of the graph. Also by showing
the students the graph labeled with questions, the students are made aware of what is expected
and what information a complete graph should include. Students are more likely to be successful
when they are aware of what is expected, and what mastery looks like (McMillan, 2014).
Another change I made after teaching the lesson the first time was to transfer the players name
and score onto the students copy for them. I had not anticipated the students having difficulty
correctly reading the graph and copying the information. Another difficulty I encountered was
student interest being too high which led to off task behavior. I chose the subject of basketball
players to appeal to student interest and to show the real world application of graphing. Students
are more likely to participate and retain skills practiced if they hold interest to the student and are
seen as a valuable skill by the student (Bickart, Jablon, Kohn, & Dodge, 1999). This off task
behavior only occurred in the first math block. The second and third time I taught the lesson, it
did not occur. I believe that was due to the students being focused on labeling the graph and
knowing the goal of the lesson prior to choosing their players. Overall, I feel the lesson was
beneficial to the students. The students I chose were selected on the following criteria: a low
score of rounding numbers on their go math quiz, and mastery of fractions over one. A whole
group lesson was being given by my mentor teacher about fractions greater than one using
manipulatives. At the start of this lesson she gave a brief pre assessment to gauge how well the
students work independently. I used this to select students who would not be at a disadvantage to
be missing the planned instruction. The goals of rounding numbers and creating a bar graph were
given to me, by my mentor teacher. However, I did not want to interfere with the lesson being
given on fractions. As a student intern, this has been an additional factor to take into
consideration. My mentor teacher has done an excellent job keeping me informed about her

schedule. I feel I had the most number of behavior issues with the first group of students. This
was due to the students not being focused one their goal, and my lack of familiarity with that
group of students. The first group of students is Ms. Brooks home room. I feel this is the group
of students I am least acquainted with, and accordingly unable to best anticipate the behavior
problems that occurred.

Bickart, T. S., Jablon, J. R., Kohn, E., & Dodge, D. T. (1999). Building the primary classroom: A
complete guide to teaching and learning. Washington, DC: Teaching Strategies.
Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in
Early Childhood Programs Serving from Birth through Age 8. Washington,
DC: National Association for the Education of Young Children.

McMillan, James H. (2014). Classroom assessment: Principles and Practice for Effective
Standards-Based Instruction. Boston, MA: Pearson/Allyn & Bacon.