Teacher Reflections
Teri reflects each day on what happened in class, and where students are in their development of an understanding of a piece of mathematics; this naturally evolves into planning the next day.
Teri also indicates in her reflections that sometimes a class does not go as planned, and she has to make adjustments immediately, based on what she hears students saying and sees them doing.
The reflections highlight how her planning focuses on the mathematical goals of the lesson and anticipates student difficulties or misconceptions. It also illustrates how she is going to launch the problem, what to look for duing the Explore and how she might conduct the Summary, and how she uses the information gained during the lesson to plan for the next lesson.
As you view the video, consider the following:
- What evidence is there that Teri’s focus is on the mathematical understanding that students need from the problem?
- How does Teri use the students’ understanding to adjust her lesson plans?
- How might Teri’s reflection help you in your planning? In what to look for during the explore? Summarize?
- In what other ways are the reflections helpful for your planning, teaching, assessing, and reflecting?
- Chapter 1
- Chapter 2
- Chapter 3
- Chapter 4
- Chapter 5
- Suggestions for organizing Professional Development
- Goals
- Estimate products of fractions
- Use models to represent the product of two fractions
- Understand that finding a fraction of a number means multiplication
- Develop and use strategies and models for multiplying combinations of fractions, whole numbers, and mixed numbers to solve problems
- Determine when multiplication is an appropriate operation
- Explore the relationships between two numbers and their product
- Develop and use an efficient algorithm to solve any fraction multiplication problem