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What could I have said differently that would have helped this student?
I could have gone over more on why we use graphs before letting them
work in groups. This type of modeling would have helped them on a
few questions.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
She wants to answer the question before really thinking about it. I can
help by telling everyone to think for five seconds first before
answering.
Day 3
Student B: (ELA test- Head Downhill and Follow the Water) 2/3/16
What could I have said differently that would have helped this student?
For question 7 I could have gone over what some of the terms meant.
At the fourth grade level the only way that they would know the
meanings for some of these words would have been from outside
sources other than school.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
From this work it shows that her vocabulary background is low. In
order to improve this I will pause throughout readings to have students
comprehend what that word means.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
One learning barrier that this work showed me is that she needs to
slow down. When she tries to move to quickly she makes mistakes
that could have been prevented. I have noticed that she is also very
active and energetic after she comes back from either P.E. or recess.
What I could do is make sure all the students come in and have them
take a deep breath and refocus them on what we are learning.
Component C:
What could I have said differently that would have helped this student?
For the spelling list there is not much that I could have done for her
today but what I could have done the day before is played a game of
sparkle just so that she would have the idea in her head on how to
spell these words.
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
The one major thing that I noticed was her mistake of substituting
letters that have the same phoneme. A way that I can help her with
this like stated in the last question is to make sure she sees more
visuals of that word throughout each lesson. This can extend on from
not only ELA but math, social studies and science.
Component C:
Student B: 2/11/16 (Exit ticket)
What could I have said differently that would have helped this student?
I could have had a more difficult problem after this one to see how
much students understood past the basic level. I could of challenged
her by making another question a little more difficult to where she
would need more steps or have a word problem instead of just stating
what 24x 2/3?
What learning barriers are there for this student? How can I help
him/her to get around those barriers?
The only barrier that this work showed me is that I put up a learning
barrier for her. She was limited on her ability to show me just how
much she understands. If I would have given her a harder problem I
could have pushed her to work harder and think deeper, not just think
on the surface level.