Individual Reflection

Artifacts
Results from assessment before the connected lesson:
Questio
ns

Correct

Number
1
Number
2
Number
3
Number
4
Number
5

Incorrec
t

Did not
attempt

Used a
visual
model

14

Used a
mathema
tical
computati
on
1

12

12

12

10

Number of Problems Students Missed

-1

-2

-3

-4

-5

Results from assessment after the connected lesson: Is 3/5 equivalent to 6/15?
Groups

Correct

Incorrect

Did not
attempt

Used a
visual
model

1
2

Yes
Yes

3
4

Yes
-

Yes b/c they

incorrectly

Yes
Yes w/
several
attempts
Yes
Yes

Used a
mathemati
cal
computati
on
Yes
Yes

Yes
No

wrote the
problem

Learning Statements
1. In comparing the results of the assessments given, I have learned that having students
engage in mathematical practice three will largely aid in their overall understanding.
Because I had students constantly justify their reasoning and critique those of others
during classwork on equivalent fractions, when it came time to the assessment students

used both models and math to help them explain their answer and misconceptions were
addressed among the students before myself. The above images show how they were able
to answer the question, is 3/5 equivalent to 6/15? Although one of the groups got the
answer incorrect, it was only because they copied down the wrong problem. When I went
back to reflect on my lesson in the video, I did not even have to explain why this group
had the wrong answer because students immediately were raising their answer and saying
things like, I disagree because. This showed me that students really had a good grasp
on the content after it was taught.
2. From the assessment I have learned that students can support their answers in a variety of
ways, including with mathematical computation and models. However, I noticed that
when students are able to support their answers using both methods then their overall
understanding is greater. The three groups that used both math and models to solve the
problem got the correct answer, while the group that only decided to use a model was
incorrect. With this, I have learned in general that although teachers and students are
supposed to solve problems in a specific way it may not be beneficial. Instead it is
important to expose students to a number of ways to get the correct answer that way they
can choose the best method for themselves and have a deeper understanding of the topic.
3. From teacher feedback and in observing how students use models to find solutions with
equivalent fractions, I have learned that models can actually be difficult to use because
they must be neat and organized in order to give reliable results. For example, I saw that
one group was having a difficult time with making the spaces in the bar equivalent. This
could make the student come up with an incorrect answer, but the students were aware of
this mistake and thus were able to defend their answer using math. After discussing with

the teacher, she says that it is best to have the students only use bar graphs, place them on
top of one another, and use a ruler when dividing/creating the spaces.
Reflection
1. What were the most powerful adjustments you made during the planning process? What
do you believe would be the most beneficial changes you could make next to improve
student learning?
1. During the planning process and after watching my peer engage in a similar
lesson with SMP 3, I noticed that I needed to do more than just guide the students
step by step to get the correct answer. For this reason when it was time to do my
lesson I decided that I needed to have students go a step farther and explain their
answers, how they did it, and why they know it is correct. I feel like I changed my
lesson to be more of a facilitated class discussion in which students can take the
lead. After engaging in my lesson, to improve student learning I would make sure
to spend more time on critiquing the reasoning of their peers. I did not get a
chance to fully involve the class on the disagree/ agree activity that I came up
with. I think that this would have definitely made a powerful difference in student
learning because in hearing from their peers they are given the chance to learn
something new and perhaps get clarification on something in terms that they
understand better than my own.
2. What have you learned about using data as a part of your teaching? What did you learn
by evaluating data with your teaching peers?

1. I have learned that data is an essential component of an effective lesson and to

continue to improve the learning process for the students, that way they are able
to get the most out of their learning experience. In using data, I was able to see
what areas I needed to focus on when teaching and even the best method in which
I should teach and deliver the lesson. Data also allows me to see how the class is
doing as a whole, as well as on an individual level. This helps me to meet the
needs of all students when I go to teach. I truly loved the experience of evaluating
data with my peers because we were able to collaborate and work towards the
common goal of being the most effective educators we possibly can be. I was able
to see at first-hand what worked and what did not, so that I could make needed
adjustments for my own lesson. I was also able to see that effective
communication among peers and teachers can truly benefit you as a teacher, but
most importantly the students in the classroom.
3. What new wonderings do you have
1. In doing the connected lesson on SMP 3, I learned so many things about how
beneficial it can be to engage in. Yet, I noticed that it took a long time to teach the
lesson in this manner and that I was not able to go through all of the activities as I
would have liked to or initially planned for. With that being said, I am left
wondering how to best manage my time and still effectively engage in this
mathematical practice to where students get a good understanding of the topic.