Beruflich Dokumente
Kultur Dokumente
[
Percentage Correct
10%
20%
Pre-Assessment
Post-Assessment
30%
40%
50%
60%
70%
80%
90%
100%
]
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to
conceptual understanding
procedural fluency
mathematical reasoning/problem-solving skills
[Only 2 students scored 100 on the Post-Assessment. Students understood the repeated
addition but they did not build their arrays correctly. Most of the students drew
pictures that were equivalent to the total amount of the array. Most of the students
completed picture graphs because of their prior knowledge. The answers were correct
but it wasnt an array with equal rows and columns. It is evidence that my kinesthetic
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learners did better with manipulatives. They knew the concept of equal rows and
columns but when it came time to apply the concept, something went wrong. Their
mathematical addition skills as it relates to repeated addition was strong. ]
2. Analyzing Student Learning3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a
gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete the
choice that does not apply.)
[My targeted learning objective would be to help students with making or creating
arrays because it appears they dont have a problem with solving the equation.
The most logical solution is to work with them using manipulatives to create
arrays. ]
b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include
strategies and learning tasks to re-engage students (including what you and the
students will be doing)
assessments for monitoring student learning during the lesson (e.g., pair share, use
of individual whiteboards, quick quiz)
Before responding to prompt 4 you will teach your re-engagement lesson. This lesson
may be taught with the 3 focus students one-on-one, in a small group, or with the whole
class.
[My targeted learning objective would be to help students with making or creating arrays
because it appears they dont have a problem with solving the equation. The most logical
solution is to work with them using manipulatives to create arrays. According to the common
core standards, students should be able to understand that equal dividends can be arranged
into rectangular arrays and can be used to find the sum. In order to achieve this, I taught a reengagement lesson using manipulatives. Students were able to demonstrate arrays by
arranging them in equal rows and columns by using connecting blocks. I will write the number of
rows and columns for them to demonstrate. I will monitor their understanding by letting them
demonstrate their array on the overhead projector. This was a whole group lesson. ]
4. Analyzing Teaching
Cite evidence from the 3 focus students work samples from the re-engagement lesson to
support your response to prompt 4b.
a. In what form did you submit the 3 students work samples from the re-engagement
lesson? (Delete the choice that does not apply.)
b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students mathematical understanding in the identified area of struggle.
Consider the change in students mathematical understanding or misconception(s) in
relation to the identified area of struggle when describing the effectiveness of the reengagement lesson.
[My kinesthetic learners were able to successfully demonstrate rows and columns with the
manipulatives. I feel confident in how the lessons were taught, keeping into consideration of the
diverse learners. By using the manipulatives, it cleared up the area of confusion for most
students. They were able to clearly demonstrate the correct number of rows and columns. As
they were constructing the models on paper, I saw some careless mistakes. ]