Part 1-Student Data Report and Lesson Plan

Section 1, Student Data Report:

Setting- This math lesson will be taught in a mixed-ability first grade classroom. There are 17

students total in the class. All of the students will work together in a whole group setting during mini lessons, in which the teacher will facilitate discussion. Furthermore, students will also work in smaller fluid centers during work time, in which students will work collaboratively in groups based on learning style/preference as well as in ability-based groups with the teacher in order to ensure optimal learning environments and opportunities.

Data Pieces- In order to differentiate the lesson in a way that will best fit students’ individual needs,

several data points, which included quantitative, qualitative, and categorical pieces, were used to design the lesson. I personally believe that using a myriad of data samples will provide a more accurate representation of students’ needs and abilities rather than relying solely on one individual data piece. In regards to quantitative data, I evaluated and examined the students’ pre-test scores on the unit and specifically noted which problem(s), as well as problem types that students frequently experienced trouble with or clearly had already mastered based on accurate responses. In designing this lesson, I also considered some categorical data, such as learning styles and interest inventories that were administered to students, as well as specific subject interests. I even reflected on qualitative data such as observational notes and student-based discussions that I have consistently recorded throughout the course of our math instruction. Analysis-

As previously discussed, I was very intentional in selecting the data pieces that would be considered in the formation of this lesson. After careful analysis of the various data pieces collected, I was able to conclude several key findings regarding my students in relation to the math content and goals of the lesson. For starters, the student learning style inventories informed me that my group of students preferred to learn in a variety of ways, the most popular results being kinesthetic, logical, and visual. Therefore, I made it a point to incorporate a variety of content-based activities throughout the lesson that targeted these specific learning styles. Among my observations, I also found that several students are highly motivated and enjoy math and exploring various problem-solving strategies, whereas there were also several students who perform well in math, but are very meticulous and regimented in the way they learn. Thus, I considered this when designing the activities and planning my small group lessons with students by intentionally providing real-world applications. Furthermore, I also considered students’ exposure to the content in regards to the specific problem types and content. I analyzed various aspects such as the students who excelled on the previous 5 units excels, students who pick up on concepts very quickly, and students who assist in explaining concepts and helping other students. These findings were also taken into consideration when formulating the tiered lessons and provided insight into the extent to which to incorporate depth and rigor.

Differentiation components - In light of this analysis, I incorporated several differentiation strategies into the lesson in

order to target the social emotional needs of students as well as provide an academically rigorous environment for students. First of all, I chose to incorporate flexible grouping, which, according to Valentino (2000) is when “Students are grouped and regrouped according to specific goals, activities, and individual needs.” Due to the fact that children do not always learn at the same rate, or even in the same manner, flexible grouping provides a means for students to be grouped in a myriad of ways that is not static, but constantly changing based on the individual needs or interests of students. Moreover, as Johnson (2012) cited in regards to flexible grouping, “The achievement effects are positive for high-ability students, as well as average and low-achieving students.” For this specific lesson, I chose to use flexible grouping in regards to students learning styles based on inventories I collected prior to the lesson. Through this flexible grouping, students will not be confined to one type of content delivery, but rather have the opportunity to engage content-based activities that adhere to their individual learning preference.

In accordance with the concept of flexible grouping, I also included tiered instruction in the lesson. This strategy proves to be effective due to the fact that it aligns the complexity of the content to the readiness levels and learning needs of students. To this point, Bertie Kingore (2006) asserts that, “Tiered instruction allows all students to focus on essential concepts and skills yet still be challenged at the different levels on which they are individually capable of working.” By designing tiered lessons, it allows me to “push the ceiling” in a sense. Students will still all be focusing on the same overall essential ideas and concepts, yet have the chance to explore and work at their own pace/ability. Based on the previous data collected, and knowing that some students have already mastered certain content areas/skills, tiered lessons will allow me to challenge students learning and address their specific needs based on their level of readiness. Students will also have the opportunity to interact with students who are on the same level and therefore be engaged in rich discussion pertaining to their level of ability.

In using both of these strategies, the main objective is that they are flexible, constantly changing, based on a myriad of factors that are geared towards students needs and learning styles in order to provide optimal learning opportunities for ALL students.

Cite research for strategies (also located in References):- Flexible grouping

o http://www.eduplace.com/science/profdev/articles/valentino.html o http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

- Tieringo http://www.bertiekingore.com/tieredinstruct.htm o http://addressingtheneedsofgtstudents.wikispaces.com/

Increase+complexity+and+rigor+in+tiered+assignments

Elements of Differentiation and Student Characteristics- As I made the progression from data collection to designing my lesson, I made a

conscious effort to consider the various elements of differentiation as well as student characteristics. These areas served at the forefront of my decision-making in regards to designing

the lesson. Although some of these elements have been previously discussed, the chart below describes in further detail the extent to which these areas were considered and thus intertwined in the lesson:

Elements of differentiation Student characteristics

Content The content presented to students was presented in tiered lessons (based on student readiness as well as flexible grouping based on student learning styles/preferences.

Process The process of the lesson was based on student interest (for instance, some students are highly motivated, whereas others prefer structure and direct instruction).

Product The product of the lesson will vary depending on students learning style (visual, kinesthetic, logical, verbal, social, and solitary) as well as readiness level (tiered assessment worksheets)

Environment The environment was structured in a way that addressed the learning preferences and needs of all students. For instance, their chances for students to engage in whole group to promote social interactions, small group to promote discussion and collaboration, independent work to promote self-directedness and creativity, and teacher-led groups in order to provide needed support and structure.

Section 2, Lesson Plan:

Content area(s), standards, performance standards/skills or other critical learning targets:

Content Area: Math

Standard: MCC.1.MD.3 Tell and write time in hours and half-hours using analog and digital

clocks.

Performance Standards for Mathematical Practice: Students are expected to:

1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. 6. Attend to precision.

Critical Learning targets: Real world situations (elapsed time, creating personal schedule, application of am pm) Increasing rigor, depth, and complexity (multi-faceted skills, content extends beyond the

standard)

Process skillso Verbal communication skills (group discussion)o Critical thinking and reasoning skillso Independent study skills

Environment: Students will complete a portion of the lesson (opening and mini lesson) in a whole group

setting in which they will have the opportunity to share thoughts, make connections, and ask questions with the teacher and their fellow classmates. Students will also be working in small groups that are based on student learning styles as well as ability/readiness levels. In order to promote classroom management, students will discuss and review the norms of classroom and working expectations. Students will be well aware of what their duties and responsibilities, as well as their consequences, are pertaining to the lesson. To facilitate diverse learning styles/needs, students will be exposed to a myriad of content-based activities that incorporate kinesthetic, logical, visual, verbal, and social opportunities. Students will be motivated throughout the lesson because it is specifically targeted and designed to fit their individual needs and learning styles, thus allowing them to feel more comfortable and engaged in the content.

Resources/Materials: In order to execute the lesson plan, the following materials will be needed:

- Judy clocks- Mini clocks with moveable hands- Tiered worksheets (differentiation)

o Adapted based on rigor and complexity- Books:

o It’s about Time! By Stuart Murpheyo Me counting time: From Seconds to Centuries By Joan Sweeneyo Rodeo Time By Stuart Murphey

- Leveled readers about time (differentiation)

Lesson plan Sequence: Below is a step-by-step design for completing this lesson over the course of 3 days.

Time frame: -3 daysStandard(s),Process skills, initiatives

MCC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.Standards for Mathematical Practice: Students are expected to: 1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. 6. Attend to precision.

Process Skills: o Verbal communication skills (group discussion)o Critical thinking and reasoning skillso Independent study skills

Opening EQ: How can we tell time to the hour and half hour? Why is telling time important?

Mini Lesson

DAY 1: As a whole group, read It’s about Time! By Stuart MurpheyHave a discussion about the pattern of students’ daily lives/activities. Students will have the opportunity to make text-to-self connections. Watch brainpop junior video about the parts of a clock https://jr.brainpop.com/math/time/partsofaclock/preview.weml

DAY 2:As a whole group, read Me counting time: From Seconds to Centuries by Joan Sweeney. Engage in class discussion about the various times throughout the day in which students do certain activities. Students can make text-to-self connections as well as text-to-text connections from the book they read the day before. Watch brainpop junior video about time to the hour https://jr.brainpop.com/math/time/timetothehour/preview.weml

DAY 3: As a whole group, read Rodeo Time By Stuart MurpheyEngage in whole group discussion about the importance of having a schedule and sticking to it. Students can discuss and share their daily schedules with a partner. Watch brainpop video about time to the quarter and half hour https://jr.brainpop.com/math/time/timetothequarterandhalfhour/preview.weml

Work Time(student engagement)

After the whole group mini-lesson the class will break off into math centers that are focusing on the addressed standard. Students will be engaged in different standard-based centers based on preferred learning styles during this time. In addition, groups will also meet with teacher based on tiered readiness levels:(The lesson will last for 3 days and therefore, students will rotate over the 3-day time span to one center each day. During this time, teacher will also meet with one tiered group a day so that each group gets a sufficient amount of time with the teacher in order to engage in a lesson based on their ability/readiness level)

Learning Centers based on student interests/learning styles:Center 1 - reading (leveled) books about time (addresses solitary and visual learning styles)

Students will read leveled books about time. Students will then be required to fill out a 3-2-1 sheet that will be used as a form of assessment.

Center 2 – using manipulatives (clocks) (addresses kinesthetic and logical learning styles)

Students will draw various cards with times written in digital form. Then, students will be required to manipulate the hands on their own personal mini-clock to show that time. Students can check/discuss with their group members.

Center 3 – time memory game (addresses kinesthetic and interpersonal/social learning styles)

Students will engage in a memory game in which they match the digital to analog time on a clock

In order to incorporate further differentiation/tiered instruction, students can choose various levels of the matching game. The cards will be placed in different plastic bags depending on the level of difficulty Bag 1: matching half hour and hour Bag 2: matching time in 5 minute increments Bag 3: matching time to the exact minute

Tiered lessons based on students ability/readiness:(Teacher will pull small groups based on tiered/readiness level while remaining students are working in centers—therefore, teacher will meet with I tiered group a day over the course of the 3 day lesson)Tier 1 – Lesson focus: hour and half hour, am and pm, match time to daily events

Students will review/focus on telling time to the hour and half hour; long hand points to the minute, short hand points to the hour. Teacher will also relate to fractions (halves) in that when the minute hand is half way around (at the 6) it is half of 60 or 30 minutes. Teacher will use Judy clock as a visual representation. Teacher will also discuss am vs. pm and students will be required to match various daily events to the corresponding times that they would happen (real-world applications). Students will be required to match analog and digital times of the hour and half house as well as to match times to daily events. Differentiation: number of events

Tier 2 – Lesson focus: hour in 5 minute increments, make up a daily schedule Students will review/focus telling time in 5 minute increments. Teacher will

demonstrate using a Judy clock for visual reinforcement that when the minute hand points to the numbers, you can skip count by 5’s. Teacher will also relate to fractions (quarters) and money in order to make the connection. Teacher will introduce terms such as quarter past and quarter till. Students will be required to match the time to quarters as well as make up their own daily schedule. Differentiation: number of events

Tier 3 – Lesson focus: hour to the minute, elapsed time (applying skill to analyze a schedule) Students will focus on telling time to the exact minute, which will extend beyond

counting by 5s if the minute hand falls between two numbers. Teacher will demonstrate using a Judy clock for visual reinforcement. Teacher will model and explain when to skip count by 5’s or count by 1’s. Students will be required to apply the skill in relation to elapsed time. At this time, teacher will relate the concept to place value (tens and ones) in that when hours pass, the hour changes, and when minutes pass, the minutes change (just like 10 more/less the tens place changes and 1 more/less the ones place changes). Students will be required to complete an elapsed time worksheet.

Differentiation: number of problems

Provisions for diverse learners

In order to meet the needs of diverse learners, the following elements will be incorporated into the lesson:

Various types of content related activities based on individual students learning styles/preferences

Visual reinforcement (pictures in books, brainpop videos, teacher modeling with

Judy Clock) for English Language learners Tiered lessons Flexible grouping Higher Order thinking skills Hands-on learning (during teacher led tiered lessons, each student will have their own

individual clock in which they can practice manipulating the time. Teacher scaffolding during small group lessons

Process modifications for gifted learners: Pacing (tiered lessons) Higher levels of thinking Group interaction

Closing Day 1: Think/pair/share: Students will come together and think about something new they learned, something they found interesting, or something they are still wondering about. Students will pair together with a partner. Students will share their thoughts regarding the lesson/activities they engaged in. Take brainpop junior quiz from Day 1 video (can be used as assessment)

Day 2: Think/pair/share: Students will come together and think about something new they learned, something they found interesting, or something they are still wondering about. Students will pair together with a partner. Students will share their thoughts regarding the lesson/activities they engaged in. Take brainpop junior quiz from Day 3 video (can be used as assessment)

Day 3: Think/pair/share: Students will come together and think about something new they learned, something they found interesting, or something they are still wondering about. Students will pair together with a partner. Students will share their thoughts regarding the lesson/activities they engaged in. Take brainpop junior quiz from Day 3 video (can be used as assessment)

** teacher can strategically pair students in order to provide further differentiation, if desired. Suggestions for Extensio

n/Enrichm

entAnd re-teaching

Below are several interactive websites that students can practice telling time. The websites offer various levels for students to work at in order to provide enrichment or re-teaching opportunities:http://www.abcya.com/telling_time.htmhttp://resources.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://www.maths-games.org/time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.html

Assessment: It is my personal belief that relying on solely one form of assessment is not always

reliable as it may not always adhere to individual learning styles. Therefore, throughout the lessons, several forms of assessment will be used in order to gauge students understanding of the content. For starters, I will use higher order thinking questioning consistently throughout the lessons in order to check for students understanding and push them to think analytically. Furthermore, I will also use observational notes from the students’ participation/interactions in centers. In addition, during the closing of each day’s lesson, I will use the interactive Brainpop quizzes in order to better gage student understanding of the content. Lastly, I will use the students 3-2-1 recording sheets as well as the differentiated worksheets that the students will complete based on their tiered lessons as a more formal assessment.

Resources and Differentiated Assessments required for lesson:

TIER 1

TIER 2 TIER 3

3-2-1 chart

3 things I learned in the book:1.) __________________________________________________2.) _________________________________________________3.) _________________________________________________

2 things I found interesting:1.) _________________________________________________2.) _________________________________________________

1 question I still have:1.) _________________________________________________

References

Cox, J. (2015). Flexible Grouping as a Differentiated Instruction Strategy. Retrieved February 18, 2015 from http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

Johnsen, S. K. (2012). Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services. Waco, Texas: Prufrock Press, Inc.

Kingore, B. (2006). Tiered instruction: Beginning the process. Retrieved February 19, 2015 from http://www.bertiekingore.com/tieredinstruct.htm

Nantz, K. (2015). Increase complexity and rigor in tiered assignments. Retrieved February 19, 2015, from http://addressingtheneedsofgtstudents.wikispaces.com/Increase complexity and rigor in tiered assignments

Valentino, C. (2000). Flexible Grouping. Retrieved February 23, 2015, from http://www.eduplace.com/science/profdev/articles/valentino.html