After working with the three gradespans, K-3, 4-7 and Algebra, my findings based on these observations are

twofold. First, it is important to really listen and observe what students are processing and thinking. Careful listening is powerful in informing teachers how to adjust their teaching (Fosnot 2011, pg. 46). Although I had a direction in my mind as to what needed to happen, the ability level of the students determined what transpired first. Through discussions and observations of their work, I was able to adjust my teaching. This was especially true for the first and fourth grade students. The fourth grade students thought they knew what a fraction was, but in reality they did not. With that information, I decided to have them draw a circle to help them see what a fraction was. That was not my original idea, but based on their need I adjusted accordingly. What I found fascinating was how their interest fostered further inquiry. As they progressed in their knowledge, we were able to discover more in depth knowledge of their mathematical practice. Second, this observation helped me to analyze where these students were on their journey of learning. By observing and listening carefully as students work, teachers can find out more specifically where students are on the landscape of learning for that topic (Fosnot 2011, pg.48). The advantage of providing small group interaction is that one has the opportunity to really listen to what the students are not only saying but decipher what they know. Once that determination is made about their knowledge, it is easy to progress to the next level of learning. It did not matter that their understanding was not what I thought it should be. I moved on to the next logical order of information and their interest allowed me to progress and introduce new topics to them.

References Fosnot, Catherine Twomey. Models of Intervention in Mathematics, Reweaving the Tapestry. New York, N.Y.: Pearson, 2011.