As part of my Internship Observation Assessment I was asked to fill out section 6.3 of the long form. This section asked me to look at three works samples from my lesson and answer a few question pertaining to them. Below are my answers and some screenshots of student work. The lesson was on finding the Least Common Multiple, using a certain method we learned in class involving prime factorization. Then they were to apply this to putting fractions in order.
Three work samples:
1- M- She is the strongest student in the class. She tends to work quickly so she sometimes misses directions or may make simple mistakes. However, she demonstrates understanding of concepts quickly and sometimes seems bored in class- this can make teaching her challenging. I am currently working on some enrichment projects for her.
M did meet the Learning Target of the lesson. She successfully demonstrated understanding of ordering fractions by finding the LCM of a given set of fractions and making the denominators the same.
In the above example it is clear she knows how to find LCM and use that to order fractions. She did have to be told to make sure to show all of her work and that her work is clear so that I could follow her train of thought. The assessment was appropriate because one goal she is working on is showing all of her work in a way that is organized and neat. She had to practice this a lot on this particular assignment.
2-E- She is not quite at grade level. She struggles with concepts, and works very slowly. This means that she does not often make it through all the practice that she really needs to solidify her understanding of topics. She is a slow starter, for example, one thing she did after I assigned the assignment, was to write out all the problem numbers.
This is a problem, because it is a way for E to pass time without actually doing any work. In addition to that, she does not really leave herself any room to do that work, and she forces herself to write in a small space. I had her start again on a fresh sheet of paper and just jump into the work, no writing out all the problem numbers first. Although she was able to demonstrate that she understood the overall concept, of making the denominators the same so that the fractions could be put in order, she did not go through all the steps to find the LCM that she was taught to do. And although she got the problems correct. I am concerned about her not showing all of her work because of her history of struggling when concepts become more challenging. She did meet the Learning Target of the lesson, but I will be watching her work carefully in review material of this topic.
3-S- This students has struggled with math for years, but in the last 1.5 years has begun to show more enthusiasm and less nervousness towards math. This in turn has led to more success for her. She is very hesitant to ask for help though or show when she does not understand something; unless I really push her to open up to me, which can take a lot of time. I do feel like I have made some headway though and that she has begun to be more open to asking for help, or at least taking it. S does NOT like to show her work. She will often work through problems in her head and then go back and show her work; this sort of defeats the purpose! At the beginning I made it clear that I needed to see her work along the way since one of our goals was to show how to find LCM and then use that to order fractions. She did that through the first ten problems or so, but did not on the last ten or so. In the following picture you can see how she was showing her work and then she stopped. She demonstrated understanding of the Learning Target, but it concerns me that she stopped showing her thinking. I will be watching her work carefully in review material of this topic.
rebeccaaf 