Kashada Jones

80617044

Alignment and Assessment

While watching the videos, I felt that the students from the 4 th grade mathematics can had a learning
objective that was teaching the students how to solve multiplication and division problems with a
different method. The teacher asked the students to discuss what they knew about division and they
shared ways to use division and how it can be looked at like multiplication. One example was of the
student sharing that 5 times 3 equals 15 and 15 divided by 3 equals 5. Some guided questions helped them
to explore the relationships between adding and multiplying and the relationship between subtraction and
division. The teacher made sure to engage all students and ask for answers randomly to give everyone a
chance.
During the 5th grade video, the standard was introduced, and the learning objective was to use number
sense and benchmark fractions to estimate sums and differences. The teacher worked to get students to
explain how they go their answers and if the answer was correct. This strategy helps the class to explore
ways of answering questions and the different methods used within the classroom. He also has them apply
wait time where he asks them to think about the problem first and then talk with their partner, I think this
provides a broader learning experience and students can learn from and help guide their peers. In the 4 th
grade math video on YouTube, the teacher is using prior knowledge of multiplication in groups to
compare the different ways students found their answers. Students went to the whiteboard and marked
their findings in different colors, and she asked who in the class also thought of this way when doing the
problem. I like that she explored the many options of finding answers to show that there is no one way to
get the correct answer.
During the videos, there was quite a bit of informal assessment. The teacher asked questions of all the
students throughout the process of the lesson and this was used to gauge student understanding. The
teachers were monitoring and measuring their performance throughout the lesson and using this to gauge
further explanations. This type of assessment is great because it lets the teacher know where students may
be confused and they can use new techniques along with prior knowledge to better help the students to
understand and master the skill or lesson. There was some formative assessment being used where the
teachers provided ongoing feedback during the lesson. This was great because students were asked
questions and had to use their higher order thinking skills to answer them. This was displayed with the
one class where the teacher used wait time for them to think and then discuss with your partner. This was
also used when the one teacher asked about the similarities in adding and multiplication and subtraction
and division. The students had to be able to explain how they were the same and how they could be used
interchangeably.
The students and the teachers worked great with each lesson in the videos. If these were my classes, I
would be sure to continue these lessons the following day to ensure that students got more opportunity to
practice the and show their understanding. Many students in the classes understood the lessons well but,
there were a few that questioned their answers or seemed unsure. The following day would be a chance to
work on some peer lessons, which I love the idea of students teaching students, and this would also be my
chance for some small group instruction if needed. The notes that I take back from this day would also
determine how the next lessons would be presented and gives me an idea of who may need further
explanation and monitoring.