Diverse Learners
All students are unique and each of their learning styles differs. As a teacher it is important to create lessons that address the many different ways that your students learn. Lessons should be created to “catch” every student and not just a certain group. Lessons that are adaptable to each student’s unique learning style are the most effective in classrooms because they will be meaningful and allow learning to take place for all students.
During my student teaching I created Math centers that addressed the different learning styles of my students. The students worked independently or in pairs at each center after the centers were introduced. Each student found stations that they enjoyed more than another, but they all worked at each one with few problems. While students were at the centers a small group, between 5 and 7, of students worked with me on a mini lesson. At each center students were able to work independently (and occasionally in pairs or threes) using different skills and a variety of manipulatives. In the small groups students worked cooperatively to discuss and identify the defining features of calendars and its purpose. With the small group formations I was able to work with the group, but also have one or two students that needed more individual attention sitting next to me so I could get to their level and assist them while the rest of the group worked. Occasionally they would also sit next to one of the more knowledge students and I would have that student help the other student. This was extremely empowering for both students and is something I encouraged to occur in the pairs at the different centers. Having flexibility in groups and in the centers allowed the students to practice skills in ways that they connected with most and allowed me as the teacher to observe their differences. This opportunity was helpful in planning for other lessons and adjusting mid-lesson to accommodate their differences. I will continue using this formatting for centers because of the ease of adjustments that can be made and because it allows for a greater amount of learning in multiple ways that can create meaningful learning for all students.
Math Centers
Measurement: Using Lakeshore Kits students will work independently and in pairs to review measurement by measuring with connecting inch blocks.
Area: Students will practice finding area of shapes using laminated cards with outlines introduced previously in small group instruction. Students will find the area of one or more shapes and compare their own with a partner.
Computers: Students have free choice of the math programs installed on the computers. The programs review all TEKS covered in Kindergarten.
Marker Boards: Students will practice writing their numbers through 20 using the marker boards.
Social Studies: Just Like Abe Students will create themselves in the likeness of Abraham Lincoln using a paper plate and black construction paper. On the back of their likeness the students will write how they can be like Abraham Lincoln. (Book read and mini lesson completed previously in the week.)
Small Group:
Day 1: Identify all parts and functions of the calendar. Students will find and label the month “February” and then label the days of the week in the correct order using preprinted days of the week.
Day 2: Review the parts and functions of the calendar. “What’s Missing?” Number calendar from 1-28
Day 3: “Who would like to tell us about the different parts of the calendar?” “What does the calendar tell us?” Identify specific dates by listening to Month, Day, and Date then the students will draw a symbol to represent that day. Color the days of the week in different colors.
*Watch for B, K, J, and KT
The lesson I taught my 4th grade students addressed their final Math TEKS of the year before they started review for the TAKS. In order to address their different styles of learning without a firm knowledge of them I chose to do a demonstration using NLVM, give definitions and illustrations for their math notebooks, play transformation memory, and then create their own transformation using geo tiles. Incorporating all of these learning activities allowed me to note students’ reactions and at what point they grasped the concept of transformation. A couple students asked to do the demonstration because they knew what transformations were, but they were the only ones that grasped the concept from the demonstration. The demonstration would have been more powerful if all of the students had a computer to use the NLVM while I was, unfortunately, there was not a computer lab for classrooms to use for instruction and there were only four computers in the classroom. Writing the definition and illustrating the transformation made the concept concrete for more students, but it wasn’t until they got to play memory and then make their own transformations that all of the students were able to explain through actions and illustrations of each of the transformations.
It would have been helpful going into a lesson of this magnitude to know the students different approaches to learning. Since it was only my second day with the class this was not possible and that is what influenced my decision to use multiple approaches to teach and to assess the different styles in the class. It is better to know this before hand and build in flexibility in lessons for all of the different learners represented in the class. All students learn and process differently and it is important to know this when planning all activities.
Transformations
Objective: TEKS 4.9 A & B- The student is expected to demonstrate translations, reflections, and rotations using concrete models and use translations, reflections, and rotations to verify that two shapes are congruent.
The learner will identify and describe the 3 different transformations while matching them to the congruent transformation. The learner will create the 3 different transformations using pattern blocks and block letters.
Materials: Transformation Memory cards, Projector, NLVM, Math Journal, Pattern Blocks, Block Letters, Manila Paper, Pencils
Vocabulary: Slide (Translation), Flip (Reflection), Turn (Rotations), Transformation, Congruent, Symmetry
Introduction: Show students a flip (reflection) in NLVM. “What do you think is shown in the picture?” SR: Symmetry/Reflection. The image shows a reflection/flip which does create symmetry. Flip/Reflection- The change in the position of a figure that gives the mirror image of a figure. A flip is a type of transformation. Based on what you already know what can we say about transformations? Transformation- a move that does not change the size or shape of a figure.
Transition: What other ways can a figure be transformed? (Brainstorming)
Body: There are two other ways to make a transformation; Translation and Rotation. Slide/Translation- the change in the position of a figure that moves it up, down, or sideways. Turn/Rotation- the change in position of a figure that moves it around a point. Draw examples of each to illustrate the definition. The transformations do not change the shape just the position of the shape they are still congruent figures. Review the definitions of congruent and symmetry. Introduce the Memory Game- just like regular memory only you are matching the transformations and in order to get the matching pair you must explain why it is the specific transformation. If you are incorrect your opponent can give the right explanation and then the pair goes to him/her. (15 minutes to play)
Closing Activity: Students will be given a manila paper to fold in 4th. In each of the first 3 squares they will create one of the 3 different transformations learned using pattern blocks. Each must be labeled and have the definition of the transformation illustrated. The fourth square is to be a combination of two of the different transformations. It must be labeled with both transformations used and how they were used i.e. first the figure was flipped then it was slid.
Assessment: Manila papers will be collected and checked for:
*illustration of each individual transformation
*labels and definitions of each transformation with the correct illustration
*fourth square containing 2 transformations illustrated and the explanation
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