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Alexis

Alexis. background.

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Alexis

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  1. Alexis

  2. background • In order to help Alexis the most, it is important to look at her background and know more about her than just her math scores. Alexis comes from a large family recently emigrated from Mexico. She is proficient in English and does well in all her classes with the exception of what Ms. Taylor is seeing in Math. Alexis’s mom recently had another baby and her father works long hours. Neither of the parents are proficient in English and Ms. Taylor has been experiencing difficulties with past parent teacher conferences because, from what she assesses, the language barrier. Alexis is a very intrinsically motivated individual. She does not get the attention or help with school at home but continually tries her best. She attempts all her homework and completes it fairly quickly most nights although the results Ms. Taylor is and has been seeing reiterate the scores from the skills profile test.

  3. Skills Chart of Alexis Below we see that Alexis needs an instructional change because of her difficulty with m2, m3, d2 and d3 Key to skills chart

  4. Instructional Changes for M2 • M2-M3 Multiplying 2 digit by 2 digit numbers, 3 digit by 1 digit In order to assist Alexis to progress into fluency with multiplication of 2 digit numbers by 2 digit numbers at week 3 Ms. Taylor did a one on one review during SSR of 2 digit by one digit multiplication as a refresher for Alexis

  5. Instructional changes at week 5 • After seeing no improvement in Alexis’s scoring, Ms. Taylor assigned her extra homework online playing a fractions game for ten minutes a night. After a week of extra work at home there is slight improvement followed by another drop in scores.

  6. Other instructional ideas? (Examples: Tutoring, work with class assistant)

  7. Instructional changes for D2-d3 • D2 –D3 Division of 2 digits by one, 3 digits by 1 • Alexis had difficulty with division starting a D2, this continued into her work in D3. To assist Alexis, Ms. Taylor paired her with a fourth grader for extra tutoring during math small groups. Alexis worked specifically on 2 and 3 digit by 1 digit division. She performed well during the tutoring but reverted back to low level work on the quiz. • After seeing the low scores, Ms. Taylor Then modeled division using base ten Blocks to make the material more concrete. But Alexis still struggled with the material.

  8. Ideas for instructional change? (Examples- tutoring by adult, extra practice)

  9. Maverick Background • Third Grader • Comes from a single parent home • Takes care of two younger siblings • Has trouble grasping the concept of money (whole parts)

  10. Data

  11. Implications thus far • Using manipulatives such as a Velcro line graph and animal figure • After four week the graph shows the low progress that Maverick made, what else can be done?

  12. Standards • 3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.3.NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

  13. References • Alfieri, L., Nokes, T.J., & Schunn, C.D., (2011). Aligning the structural components across learning tasks of case comparisons. Retrieved from ERIC database. (ED528947)http://www.eric.ed.gov/PDFS/ED528947.pdf • Clip Art Station. (2012). Circles. Retrieved from http://www.clipartstation.com/clipart_indexer4/index/search?keywords=circle • Clip Art Station. (2012). Transformation fractions denominator 4. Retrieved from http://www.clipartstation.com/clipart_indexer4/index?id=22432&page=1 • Florida Center for Instructional Technology. (2012). Clipart ETC: An online service of Florida’s educational technology clearinghouse. Retrieved from http://etc.usf.edu/clipart/46700/46779/46779_fractioncirc.htm • Monte, G. (2008). Method more than numbers: Clovis officials link hands-on approach. Clovis News Journal, The (NM) Retrieved from http://0-ehis.ebscohost.com.wncln.wncln.org/ehost/detail?vid=10&hid=124&sid=3c68cc62-4afa-4120-889f-1517c40cb230%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=n5h&AN=2W62W61744148349. • North Carolina Department of Instruction. 2011 Instructional Standards Support Tools: Essential Standards Grade 3: Science- Unpacked Content. Retrieved From: http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/science/3.pdf. • Stix, A., (1997). Teaching fractions and decimals: Fun with picture grids. Retrieved from ERIC database. (ED408158) Retrieved from http://www.eric.ed.gov/PDFS/ED408158.pdf. • Wood, C. (2007). Yardsticks. Turners Falls, MA: Northeast Foundation for Children, Inc.

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