Denyse Fiero Reflective Narrative: Cycle of Learning- Math: Measurement INTASC Principle 7: Planning for Instruction The teacher

plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. NAEYC Standards: 3. Observing, documents, and assessing to support young children and families This artifact is a five day math Cycle of Learning assignment that was implemented in my Primary semester in a First Grade Classroom. For this assignment, I met with my mentor teacher to plan the objectives of each day. I then wrote five successive math lessons concentrated on measurement. Each lesson provided instruction and formative and summative assessments to guide the instruction for the following day. This artifact represents INTASC principle 7 since my Cycle of Learning involved thoughtful planning for instruction for continuous instruction. I reassessed my plan for instruction daily as a result of assessment scores of the prior lesson. My Cycle of Learning is aligned with INTASC principle 7 because the instruction supports the curriculum goals. The Cycle of Learning was allowed me to understand the process of consecutive teaching and assessment to drive instruction. I was able to constantly assess students and change my instruction to accommodate different styles and levels of learning. I was also able to determine amount of growth by comparing the pre-assessment to the post-assessment. Through the Cycle of Learning, I was able to see what strategies and multiple intelligences work the best for the students. The impact that this artifact have on the students was evident by evaluating their preassessment and post-assessment results. The results of the pre-assessment and post assessment data indicates growth that ranged from a +13 to +25%. That amount of growth shows that the lessons implemented were successful. Sixteen out of seventeen students fell above the 75% percentile passing mark. One student fell in the Needs Improvement range however he showed an improvement of his learning by 12%. In addition, out of the seventeen students fourteen students received an 87% or better. I feel these results show successful teaching. The data from my cycle of Learning showed the student's level of prior knowledge, new learning and future instruction.

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Denyse Fiero Cycle of Learning Spring 2012

Unit Topic:
My Cycle of Learning was implemented at Dundalk Elementary in a first grade class from 12:30 - 1:30, Monday, March 31, 2012 - Friday May 4, 2012. The content area I selected to teach was the measurement unit in math. The unit consisted of measurement of non-standard unit of measure, logical reasoning, estimating, standard unit of measure, and capacity. The goal of this unit was to understand the reasoning for the use of standard units of measurement and the comprehension of logical reasoning. Another key concept is to understand the meaning of capacity and fill to capacity. Day 1: Estimating, Measuring, and comparing length

Pre-assessment:
I administered the pre-assessment on Monday, March 31, 2012 at 12:30pm. The assessment was 12 multiple choice questions about nonstandard and standard units of measurement, estimating, measuring and comparing length and capacity. I read each question and possible answer to the entire class. The class completed each question independently. Each question was worth 8 points.

Pre-assessment Analysis:
Name 1. Milan 2. Janiya Correct on Pre-test 8/8 5/8 Percentage 100% Proficient 62% Needs Improvement Weakness Proficient (give enrichment) Measurement, use of measurement Logical reasoning Use of measurement Proficient (give enrichment) Logical reasoning

3. Eric 4. Sean 5. Danny

7/8 8/8 7/8

87% Developing 100% Proficient 87% Developing

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6. Joseph 7. Morgan 8. Metzi 9. Anabelle 10. Alexis 11. Skyler 12. Nicholas 13. Shanay 14. Jaelyn 15. Andrew 16. Soloman

7/8 7/8 7/8 7/8 7/8 AB 6/8 Went home early 7/8 4/8 5/8

87% Developing 87% Developing 87% Developing 87% Developing 87% Developing

Logical reasoning Use of measurement Use of measurement Use of measurement Logical reasoning

75% Developing

Logical reasoning

87% Developing 50% Needs Improvement 62% Needs Improvement

Logical reasoning Logical reasoning Measurement Logical reasoning Use of measurement

17. Nyarra 18. Janessa 19. Diamond 20. Mia 21. Jenna Rating scale:

AB 5/8 5/8 AB AB 0%-62%=Need Improvement 75%-87% = Developing 100% = Proficient 62% Needs Improvement 62% Needs Improvement Measurement Logical reasoning Logical reasoning Use of measurement

Of the twenty-one students in the class four students were absent to take the pre-assessment. Overall, the students scored in the developing to proficient stage. There were five students that ended in the Needs Improvement stage. Ten students achieved in the Developing range and two students scored in the proficient range. All students scored a 100% for the questions pertaining to using hands as a non-standard unit of measurement. I needed to enhance this lesson with new learning. I taught alignment and estimating of the measuring devices.

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Measuring Hands
Materials: 2 hands book recording chart tape or glue

Background: This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are nineteen students in the class. There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services. Students have not been exposed to non-standard or standard unit of measurement. The students have been measured at home by either their height or weight.

Responsiveness for All Children This lesson will have strategies in place to support visual and tactile learners. The manipulatives are very colorful and engaging. The tactile learners will learn by the handson activity of making a non-standard measurement tool. All students have experience with graphing data.

Engage: (Ask the students to make an action to answer the questions, ie. Put your hands on your head for yes and hands behind your back for no) (3 minutes) Has anyone ever measured you before? Maybe, a parent or guardian measures your size on a wall. How about when you go to the doctors and they measure you? Has anyone ever been weighed before? What are they measuring? (how heavy) Have you ever wondered how they do that? We are starting an exciting new unit learning all about different ways to measure.

Opening Question: How can we measure length?

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Explore: Can explore be after recording measurement? Selecting objects and measuring them. Activity: Objective: Today we will learn how to measure objects by creating a non-standard measurement tool. Model: 1. I will talk about how we want to find out the measurements are for some objects in the room so I need to make a measurement tool. To make my measurement tool; I will trace my hands and then cut them out. Next, I will tape my hands together. Since my measurement tool is not very long I will measure smaller objects. I will look at my chart to see what I need to measure. 2. I will measure this book with my hand measurement tool. Sometimes the measurement aren't perfect so I have to estimate the results to the closest hand or half-hand. One-half means that your hand is "cut" into 2 equal parts and only 1 of the parts is needed more measuring the objects not the whole hand. 3. When I get my answer, I will graph my results on the chart so we can compare all of our answers.

Assembling the hand tool: (Construction paper, markers, scissors and tape will be in a basket for each table & each student will trace their hand or foot, cut and tape the hands or feet together) 1. students will trace their 2 hands or 2 feet (two tables will make a hand ruler and the other two tables will make a foot ruler) 2. Cut straight line for the top and bottom of each hand or foot 3. Students arrange 2 hands or 2 feet per student in a line made out of tape

Measuring and Graphing Objects 1. Students will be given a recording chart with objects listed to be recorded 2. Students will measure the objects with their ruler and record the measurement in the chart 3. students take turns being the recorder, estimator, measurers for each object until everyone has had a chance to do each job 4. The group then estimates, measures and then records for all objects 5. When the group is done they will mark it on the measurement graph which will be taped on the front wall. Once each group has measured and graphed their results we will discuss measurements. 6. Groups that have completed the measurement chart and graphing can continue to measure objects of their choice in the room. Explanation: Group Discussion: 5|Page

1. All groups will sit on the carpet 2. Compare measuring tool sizes; also discuss similarities and differences of our graph 3. Closure: How did we measure and find out the objects size? Using our measuring hand or
foot tool helped us come up with a way to figure out size. Why did we all get different results? How can we make a better measuring tool? (Use the same size measuring tool.)

Assessment:
Students took turns measuring objects with their non-standard measurement tools. I took anecdotal notes to ensure that each student was able to measure with their device and understood how to line up the objects with the ruler.

Evaluation:
Able to use measurement tool Yes Needed support lining up Needed support lining up Yes Needed support lining up Needed support lining up Yes Yes Yes Yes AB Yes Went home early Yes Proficient Proficient Re-taught alignment Yes Proficient Proficient Proficient Proficient Proficient Proficient Proficient Proficient Proficient

1. Milan 2. Janiya 3. Eric 4. Sean 5. Danny 6. Joseph 7. Morgan 8. Metzi 9. Anabelle 10. Alexis 11. Skyler 12. Nicholas 13. Shanay 14. Jaelyn

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15. Andrew 16. Soloman 17. Nyarra 18. Janessa 19. Diamond 20. Mia 21. Jenna

Needed support lining up Needed support lining up AB Needed support lining up 5/8 AB AB

Proficient Needs support Proficient Proficient Proficient Proficient Proficient

The results of this assessment determined that students were showing signs of not lining up the nonstandard unit of measurement with the object. The results showed that twenty out of twenty-one students are proficient in measuring.

Reflection:
The hands and feet measuring tools are very colorful and engaging. The tactile learners learned by the hands-on activity of making a non-standard measurement tool. This lesson provides learning for visual and linguistic students The lesson strengthens students social skills by working in groups to create one end product. The modeling demonstrated eliminated confusion during the self-guided portion of the lesson. The students observed how to align the measurement tool with the object. This activity lends itself to the discovery that non-standard units of measurement are perfectly accurate. This lesson supports the concept that there should be only one common unit of measurement. In the future, I will adjust the assemble of the hand measurement tool to have the student trace their hand with their finger closed to save time.

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Denyse Fiero Math_ Day 2 Logical Reasoning April 23, 2012

Mathematics Process Standards: Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic Objective: We will solve problems by using logical reasoning. Materials: 21 engagement movie problem sheet Tally Sheets paper clips cubes pencil & Pen Eraser book

Background: This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are twenty-one students in the class. There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services. 8|Page

Key Concept: The longer the unit of measure, the fewer units it takes to measure the length of an object, Planning and Teaching: Participants/Grouping: Engagement: (Whole group; seatwork) The problem will be given out to each student at their desk. It will show a movie theatre and the show time of 3:00. The word problem will say, "The movie is 2 hours long. What time does the movie end?" Exploration: (Students will at their seats and will work with partners; whole group) Objective: We will solve problems by using logical reasoning. 1. I will ask the students to flip over their movie engagement paper to find a pencil, paper clip and a cube image on the paper. There is also a prediction area on the paper. Students will predict what measuring device will take more objects to measure. 2. I will ask the class what they think will take more to measure the pencil; the paper clips or cubes? 3. I will tell them to circle their prediction; either paper clips or cubes. I will ask the class what does it mean to make a prediction? 4. They will draw or write their reasoning Explanation: (Students will on the carpet; whole group) 1. I will select two examples of student's thinking and ideas. I will have a different student explaining their peers work. Modeling 2. Next, we will measure the pencil. I will show how to measure the pencil with paper clips on the overhead. (I will just touch the paper clips together) I will select a student to measure the pencil with cubes right underneath the paper clip measurement to help compare. (I will help the student to connect the cubes to help measure) 3. We will then count how many paper clips by tallies. Then we will count the cubes by tallies and then we will compare the number to see what measuring device needed more objects. I will ask which one needed more. 9|Page

4. We will record our results on the sheet to determine which measuring device needed more. 5. We will discuss results. Why did the cubes need more cubes to measure the pencil? (shorter, so they need more to measure)

Extension-Differentiate Practice: (15 minutes) Guided Practice: We will look at our prediction and result sheet on the overhead. I will explain the we will first predict which will use more paper clips or cubes to measure the object. The class will vote on the choice. I will have the class put their hands on their head if they think paperclip or finger on their nose if they think cube. I will circle the prediction. 1. 2. 3. 4. 5. 6. We will measure a book and a toy. We will follow the same process as the model. We will predict and circle prediction on sheet We will measure with the paper clips and then the cubes We will tally the amount of paper clips and then cubes We will compare the results to see which measuring device needed more to measure. We will circle our results.

Students will go back to seats and work in partners. Each table will have a basket with all materials in a bag for each partner. Each bag will contain a base-10 rod and a popsicle stick for measuring. There will also be 7 cubes and 7 paper clips for measuring in the bag. Partners will measure the base-10 rod and popsicle using our measuring process. 1. 2. 3. 4. 5. 6. Partners will measure a base-10 rod and popsicle stick. Partners will predict and circle prediction on sheet Partners will measure with the paper clips and then the cubes Partners will tally the amount of paper clips and then cubes Partners will compare the results to see which measuring device needed more to measure. Partners will circle results.

Assessment:

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We will take our assessment. All partners will put the popsicle stick and base-10 rod in the basket. Each student will be provided their own supply of materials needed. I will say that the partner on the left side will keep existing materials ie. paper clips and cubes. I will hand out a marker to all partners on the left a pen to measure. The partner on the right will be given a bag with a marker to measure and 7 paper clips and cubes for their measuring device. I alternated the object to measure to ensure the validity of the results. We will discuss rules and behavior of the completing a secret problem. Formative: I will take anecdotal notes during instruction to determine student development for the skill of using logical thinking to predict measurement. Summative: (5 minutes) The students will either measure a marker or a pen using our measuring process of logical thinking to predict. Then the students will record their results.

Analysis/Evaluation: The students measured a marker or a pen using our measuring process of logical thinking to predict. Then the students will record their results.

1. Milan 2. Janiya 3. Eric 4. Sean 5. Danny 6. Joseph 7. Morgan 8. Metzi 9. Anabelle

Estimate Yes Yes Needed support Yes Yes Needed support Yes Yes Yes

Measurement Yes Yes Yes Yes Yes Yes Yes Yes Yes

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10. Alexis 11. Skyler 12. Nicholas 13. Shanay 14. Jaelyn 15. Andrew 16. Soloman 17. Nyarra 18. Janessa 19. Diamond 20. Mia 21. Jenna

Yes Yes Yes Yes Yes Needed support AB Yes Needed support Yes Yes Yes

Yes Yes Yes Yes Yes Yes AB Yes Yes Yes Yes Yes

According to the results of the chart, all student were able to measure correctly with the nonstandard unit of measurement. Four students out of twenty-one had difficulty with estimating with paper clips and cubes. Reflection: In the future, I will adjust the engagement piece of this lesson from using a movie theatre to another recreational activity that all the class can relate to in their life. Another adjustment I will make is the engagement portion of the lesson. It focused on logical reasoning of time which didn't align perfectly with the objective. I will gear the engagement to a logical reasoning question centered on measurement. Next time I implement this lesson, I will complete more modeling prior to the release of responsibility. The student's could have benefited from more modeling to help with the measurement of cubes and paper clips. I will also have visuals when I go over the vocabulary less and more. Some students were confused on the meaning of each term. 12 | P a g e

I found that using positive reinforcement to helped with classroom management issues. I used students who were paying attention and ready to learn as a role model.

Denyse Fiero Math_ Day 3 Standard Unit of Measure April 23, 2012

Objective: Today we will estimate and measure the length of objects to the nearest inch using a ruler. Key Concept: 1. The longer the unit of measure, the fewer units it takes to measure the length of an object. 2. An inch is a standard unit used to measure length. Materials: 21 (12 1" squares) 21 Sentence Strips Large inch worm Hand and Feet measurement devices 4 Pipecleaners 20 Cubes Inch by Inch, by Leo Lionni

Background: This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The

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Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are nineteen students in the class. There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services.

Planning and Teaching: Participants/Grouping: Engagement: (Whole group; carpet) We will read Inch by Inch, by Leo Lionni. This classic book tells the story of an inchworm who uses his ability to measure to outsmart a hungry bird. This will establish the purpose of using standard measurement.

Exploration: (Students will sit on the perimeter of the carpet; whole group) I will put a large inch worm cut out and a graphing chart in the center of the carpet. (It will be approx. 3 feet) I will have different ways to measure the inch worm; like a foot, hand, pencil and pipe cleaner. I will have four students measure with each measurement device and then record the results on the graph.

Explanation: (Students will on the carpet; whole group) Objective: Today we will estimate and measure the length of objects to the nearest inch using a ruler. 14 | P a g e

We will compare the answers and discuss why we received varying results. (different sized measuring devices) What can we do for all of us to get the same answer when we measure? (use a standard unit of measurement) Once we arrive at the answer of using the same type of measurement; like everyone uses this one pipe cleaner or hand cut-out. How can we come up with a way to have everyone in the world measure and get the same results? A ruler Now that we know that know that the most accurate way to measure is for all of us to measure with the same device; we are going to make our own rulers to take and use at home.

Extension-Differentiate Practice: Model

I will demonstrate how we will assemble our rulers. I will have a 12" x1" foam rectangle and 121" squares. I will show how I line up each square with each other so there won't be any gaps. I will tell them that it is helpful to alternate colors to help measure.

Guided Practice: I will do the first three 1" squares on the ruler and I will select 9 students to help assemble the ruler The students will be dismissed to their seats where the foam, glue and (12) 1" squares will be together in bags per student. All materials will reside in baskets. Students will assemble their rulers. Next, the students will all use their rulers to measure a pen. I will bring out the chart from yesterday with the results from measuring with a paper clip. We will discuss the reason why the chart results vary and our responses with the ruler are all the same.

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Formative: I took anecdotal notes during instruction to determine student development for the skill measuring the length of objects. Summative: (5 minutes) Each student will use their ruler to measure a pen or pipe cleaner. The object to be measured will be alternated to help with the validity of the assessment. Analysis/Evaluation: Looking at the Formative and Summative assessment data from this lesson shows that the students understand how to measure with non-standard unit of measurements and were quick to arrive at the conclusion that using a standard unit of measurement is more reliable. All the students were able to use a standard ruler to measure a pencil. They used their prior knowledge from measuring with the hands, paper clip and cubes and applied it to measurement with a ruler.

Reflection: Integrating the book, Inch by Inch, by Leo Lionni into the lesson helped introduce the concept of standard measurement to the class. The students loved that I pulled the inch worm out of the book and integrated it into an activity. The story talked about the inch worm and how he measured birds. This time the students we able to measure the inch worm with various non-standard measuring units. This was a fun interactive way to reflect upon non-standard units of measure. For future lessons, I will model more than the three squares from this lesson. I would also have the students do each one together until I see that all students understand the steps of making a ruler. Many students had difficulty with putting their number directly under their line and making sure there isn't any spaces between numbers.

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Denyse Fiero Math_ Day 4 Estimating, Measuring, and comparing capacity April 23, 2012

Mathematics Process Standards: Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic Background This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are nineteen students in the class. There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services.

Objective: We will estimate, measure and compare capacities of container. Materials: 3 different containers 21 Estimate/Measurement sheets Chart paper 6 Round containers 6 Tall containers 6 Cups 6 Trays Beans

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Engagement: (5 minutes) students will sit on the carpet in a whole group setting. I will show the students three different shapes and sized containers. I will have them guess which container will hold the most. The students will mark their guesses on the worksheet. Which container has the greatest capacity and smallest capacity) How many cups will it hold?

Exploration: Have the students work in groups of three to explore how many cups each container uses. We will make predictions to see which one holds the most. Each group will get a container, ladle, and a worksheet to tally each ladle. When all the containers are full, we will compare how many cups it took for each container to fill up. Explanation: We will discuss the results and the reasoning. We will explain that a student first estimates how many cups of rice the bowl can hold. Then she fills the bowl, tallying each cup of beans that it added. We will talk about a good estimate is close to the answer.

Extension-Differentiate Practice: Model: I will demonstrate how to estimate and check my prediction. First I will predict how many cups of beans with fill my bowl. I will circle my prediction on the worksheet. I will check my estimation by filling the bowl with beans and tallying each time on the chart. I will circle if it was a good estimate or not on the worksheet. Finally, I will decide if my estimate was good or not. They will circle if it was a good estimate or not on the worksheet.

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Guided Practice: 1. 2. 3. 4. Students will work with partners at their tables to estimate and compare results. First They will predict how many cups of beans with fill my bowl. They will circle my prediction on the worksheet. They will check my estimation by filling the bowl with beans and tallying each time on the chart. 5. Finally, they will decide if my estimate was good or not. They will circle if it was a good estimate or not on the worksheet.

Assessment: Clear all materials to prepare for the secret problem. Discuss rules and behavior of the completing a secret problem. Each student will have their own container Formative: I will that anecdotal notes on each student's progress throughout the lesson. Summative: (10 minutes) Each student will demonstrate how to estimate and check my prediction. Each student will predict how many cups of beans with fill my bowl. Each student will circle my prediction on the worksheet. Each student will check my estimation by filling the bowl with beans and tallying each time on the chart. Finally, Each student will decide if my estimate was good or not. Each student will circle if it was a good estimate or not on the worksheet.

Analysis/Evaluation: Estimate/Measurement 1. Milan 2. Janiya 3. Eric 4. Sean 5. Danny Yes Yes Yes Yes No

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6. Joseph 7. Morgan 8. Metzi 9. Anabelle 10. Alexis 11. Skyler 12. Nicholas 13. Shanay 14. Jaelyn 15. Andrew 16. Soloman 17. Nyarra 18. Janessa 19. Diamond 20. Mia 21. Jenna

No Yes Yes Yes No Yes No Yes Yes No No Yes Yes Yes Yes Yes

Looking at the data from this lesson indicates that this lesson was successful. There were five out of twenty-one students that had their estimates vary from their measurements. Overall, the class scored a 76% on estimating and comparing capacity.

Reflection: I felt this lesson was developmentally appropriate for all the students in this class. Using studentcentered estimating and comparing capacity was engaging and hands-on. The students were able to see the objective of the lesson quickly.

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Next time, I will ease up on my classroom management. I was so worried about integrating such a hands on lesson with a large number of students. I took some of the fun away by being too strict. I will need to find the right amount of order while allowing the students to explore in a more relaxed environment. I will spend more time discussing the meaning of capacity. I briefly went over it and only modeled filling the cup to capacity meant to fill it to the very top. I had a few students that didn't fill the cup to capacity which gave invalid measurements.

Denyse Fiero Math_ Day 5 Estimating, Measuring, and comparing capacity May 4, 2012

Mathematics Process Standards: Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic Objective: We will measure and compare capacities of measurements. Background: This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are nineteen students in the class. There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services. Materials:

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Play dough Recipe 1/4 cup salt 1 cup flour 1/4 cup water Kool Aid -different colors 6 Bowls Sandwich bags with their names on it. 6 Working mats 6 Containers for flour 6 Containers for salt 6 Plastic spoons 6 Small cups of water just larger than 1/4 of a cup Paper towels Have your child mix the flour and salt in a bowl then add water. Knead and squeeze the dough to make a clay consistency. You may need to add more water Ideas Divide into sections, then knead in food coloring (liquid or paste). Kids love making the white play dough change colors. Use unsweetened Kool-Aid for color and scent.

Engagement: (5 minutes) students will sit on the carpet in a whole group setting. We will discuss different types of measurements that we have used throughout the week. I will ask if they know any other tools to measure? I will introduce a ruler and let everyone explore it. We will talk about how to measure with it. Like lining the ruler up with the object. We will also go over a measuring cup and I will ask what it measures? (capacity- the most it can contain) We can use a measuring cup to make food.

Exploration:

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The students will all measure an object to decide its length. They will all have the same object to measure. Explanation: Now that we have explored a measuring cup; we will make play dough by using exact measurements and filling it to its capacity.

Extension-Differentiate Practice: Model: Students will be grouped to make the recipe I will demonstrate how to make play dough. I will introduce all the ingredients and containers needed for this activity. I will model each step prior to the student's turn.

Guided Practice: Students will work in groups of three at their tables. They will be sorted in their group by color code to ensure that everyone is able to participate. (red- flour, blue-water, greensalt

Partners:

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Sean (red) Danny (blue) Joseph (green) Morgan (red) Metzi (blue) Alexis (green) Eric (red) Milan (blue) Skyler (green) Nicholas (red) Jaelyn (blue) Shanay (green) Mia (red) Jenna (blue) Janaiya (green)

Andrew (red) Diamond (blue) Anabelle (green)

Janessa (red) Nyarra (blue) Soloman(green)

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Procedure: Red will scoop 1/4 cup salt filled to the maximum capacity into the bowl Blue will scoop 1 cup flour filled to the maximum capacity into the bowl Green will pour 1/4 cup water filled to the maximum capacity. (I will provide a medium size cup to pour in the 1/4 cup-I will have paper towel for each group) Red-Will add the Kool Aid color Blue will stir the mixture Play dough is made (I will instruct the students that they aren't to play with the play dough until I come around to divide the play dough. I will give the expectations of the play dough. I will say that the play dough has to stay on their mat. If a student doesn't follow the instructions; I will take the play dough) Green will get the play dough out of the mixing bowl and onto the mat. Red- will put the measuring cups in the bowl and put it on the writing desk Self-Guided: I will go to each group and divide the play dough in to 3 equal pieces per student. Students will be able to play with their play dough.

Reflection: This lesson was an extension of our capacity lesson for the prior day. The students were really engaged and the hands-on interaction kept their attention. Letting each student measure to capacity helped bring an authentic experience to the concept. I actually heard students reminding each other to fill the measuring cup to capacity. I know the key concept of the lesson was met when I heard each person talk about capacity in their measurement and seeing their results of filling to capacity which was the play dough.

In the next lesson, I will need to contain the student's excitement. They were so amazed and excited to pour and mix that I often had to stop and wait for the students to settle down. I went over my expectations for this lesson but I didn't go into detail about the consequences of talking to loud at their station. 25 | P a g e

Cycle of Learning Assessment Data

9 8 7 6 5 4 3 2 1 0 Milan Janiya Eric Sean Danny Joseph Morgan Metzi Pre-test Post-Test

9 8 7 6 5 4 3 2 1 0 Pre-Test Post-Test

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Name 1. Milan 2. Janiya 3. Eric 4. Sean 5. Danny 6. Joseph 7. Morgan 8. Metzi 9. Anabelle 10. Alexis 11. Skyler 12. Nicholas 13. Shanay 14. Jaelyn 15. Andrew 16. Soloman 17. Nyarra 18. Janessa 19. Diamond 20. Mia 21. Jenna Rating scale:

% on Pre-test 100% 62% 87% 100% 87% 87% 87% 87% 87% 87% AB 75%

% on Post-test 100% 87% 100% 87% 87% 100% 100% 87% 87% 100%

% +/- Pre-test to Post-Test change +/- 0% +/- 25% + 23% - 23% +/- 0% + 23% + 23% +/- 0% +/- 0% + 23%

Ability Level Proficient Developing Proficient Developing Developing Proficient Proficient Developing Developing Proficient

100%

+/- 25% + 100% + 23% + 12% + 13%

Proficient Proficient Proficient Needs Improvement Developing Developing

Went home early 100% 87% 50% 62% AB 62% 62% AB AB 0%-62%=Need 75%-87% = 87% 75% 100% 62% 75%

+ 25% + 13%

Developing Developing

100% = 27 | P a g e

Improvement

Developing

Proficient

According to the results of the pre-assessment and post assessment data it indicates growth that ranged from a +13 to +25%. That amount of growth shows that the lessons implemented were successful. Sixteen out of seventeen students fell above the 75% percentile passing mark. One student fell in the Needs Improvement range however he showed an improvement of his learning by 12%. Looking at the results of both assessments this student will need to be re-taught the logical thinking and use of measurement lessons. Out of the seventeen students fourteen students received an 87% or better. After reviewing the pre/post assessment I noted that one specific question seemed to confuse six out of the sixteen students who took the assessment. The question provided a visual for different types of measurement. The image that I selected was an older type of scale which I am not sure the students had exposure to. I will use a modern scale image on the assessment next time this is implemented. Also, after reviewing all the elements of this unit, the weakest concept overall for the class was the logical reasoning lesson. I will use more visuals when explaining the concepts and I will integrate the ideas of the lesson into other lessons to provide more exposure to this idea.

Concluding Reflection and Self Evaluation: My first Cycle of Learning provided me with the experience to actually teach consecutive lessons and see how they build off of each other. I was able to see and chart the growth of my students throughout this unit. The use of different ways to assess assured me that I was able to measure each student's growth throughout the entire week. This allowed me to differentiate my lessons to enrich the students that needed an extension of learning and change my approach for other students.

The strategies that were most effective was the lessons where I used good modeling and student-guided learning appropriately went more smoothly. Two lessons could have benefited by the use of more modeling and teacher and student modeling. The students needed an ongoing visual to complete lessons accurately. A strategy that would work well would be to use the overhead projector to display an ongoing sample of the process.

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The hands-on strategy worked to provide an authentic learning environment in which the students were able to grasp the learning more quickly and provided more meaning.

Teaching this Learning Cycle was a time of reflection of the teacher that I am and the type of teacher I want to become. I will work on my classroom management in future teaching experiences and also research new ideas to help extend my lessons to enrich my students further.

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