Lesson Participation and Observation Field Assignment for Mathematics Instruction

CIED 312: Language and Communication in Multiple Contexts

Southern Illinois University Edwardsville Department of Teaching and Learning

Zachary Hickman

Lesson Title: Subtraction of Two 4-digit Numbers

Cooperating Teacher: Jennifer May

Ellis Elementary School – Third Grade

Harmony-Emge School District #175

1
 Ellis Elementary 3rd Grade 4-digit Subtraction Mathematics Lesson Plan
Component 1: Learning Context
Teacher Candidate Name: Zachary Hickman Section Number: 204
Cooperating Teacher Name: Jennifer May
School: Ellis Elementary School Room: 23
Date: 11/16/21 Grade level: 3rd Time Needed: 30 Minutes
Mathematical Topic/ General Concept: Subtraction of four-digit by four-digit numbers
Teacher Candidate Role: Lesson Duration:

_X__Taught with cooperating teacher observing 11/16/21 – 30 minutes

___Co-taught with cooperating teacher

___Assisted cooperating teacher instruction

Prior Knowledge Prerequisite(s) for Learning:

Students have some knowledge of subtracting with four-digit by four-digit numbers. Their lesson on this is complete, but there is not a
proficient understanding by all students.

Student Misconceptions About the Topic:

Van DeWall (2019) lists some misconceptions that I encountered in our math textbook:
 “When subtracting two multi-digit numbers, student always subtracts the smaller number (digit) from the larger number (digit)
rather than regrouping.” (p. 271)
 “Student makes mistakes when regrouping across zeroes in a subtraction problem.” (p. 271)

Class Demographics:

During the lesson, there were not a lot of opportunities to add personal information. I did however add some conversation during our
drop in the bucket about sports jerseys when we were picking out numbers on the sheet that was on shirts. I did mention the picture of
turtles looking like local box turtles you might see around our home area. I also talked about the money section and how math relates to
money. How buying and saving money can be like adding and subtracting numbers when you are thinking about numbers. Lastly, we
used a problem about fractions, and we talked about a pizza being a “whole” and when you share it, that is a part. Pizza is a good way
to understand fractions because you want every piece to be equal so you can be fair.

Materials Needed for the Students Materials Needed for the Teacher

2
 Pencils Pencil

Blank paper to write on Drop in the Bucket Worksheet

Drop in the Bucket Worksheet

*The student I interviewed had interest assets in the following areas that are different from mine:
_X_interest in school __interest in lesson topic __interest in class colleagues _X_interest in teacher

*The student I interviewed had knowledge assets in the following areas that are different from mine:
_X_skills mastered _X_knowledge of lesson topic _X_interpersonal skills needed to learn with others X_ prior life experience

*The student I interviewed had cultural assets in the following areas that are different from mine:
_X_race _X_social class _X_gender __language _X_culture

*The student I interviewed had community assets in the following areas that are different from mine:
_X_school cultural diversity _X_student knowledge diversity _X_economic class of school neighborhood _X_teacher/administrator experience

Component 2: Learning Objective with Common Core State Standards for Mathematics Identified

Learning Standard Given By Cooperating Teacher:

[Link].A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Learning Objective Given By Cooperating Teacher:

The student can successfully complete the Drop in the bucket worksheet for review and practice of prior concepts. The student will also
demonstrate proficiency with subtraction of four-digit by four-digit numbers.

Cooperating Teacher Interview Question

What do we want students to learn when we teach and learn this lesson with them? How does your response to this question align with
the lesson standard and objective you gave me for this lesson?
Initial and Elaborated Response:

Me (ZH) – What do we want students to learn when we teach and learn this lesson with them?
Ms. May (M) – So, this lesson that you’re doing today is just a review of ten different types of skills that there are in 3 rd grade. So,
3
just… we do these drops in the bucket to keep their skills honed. Then after you finish the drop in the bucket, you’re just going over
more subtraction because if we don’t keep the skills of subtraction across borrowing and just regular subtraction, they will lose it and
they will forget it, and then we will have to reteach the whole entire thing again right before the IAR test.
ZH: OK
M: So that’s why we keep on practicing these skills even though we are done with the subtraction unit. Then we keep on working on it
and going over more and more and making it harder and harder to challenge them.
ZH: OK, I think that you already answered the second portion of this with that question, but if you just want to kind of, re-elaborate
specifically on, how does the response to the first question that I asked to align with the lesson standard and the objective you gave me
of the drop in the bucket and 4-digit by 4-digit subtraction?
M: ok, in the third-grade curriculum we have to do subtraction and some of these skills so that they are with our standards, so that’s the
reason you are going over these skills and that we picked the drop in the bucket worksheets years ago. Because they are third-grade
standards.
ZH: So, we are meeting the standards across the board with the review, and they are secondarily we are going to go further into the
subtraction to bring them up to speed with where they should be for the end of the year standards?
M: Correct, Correct.

Diverse Student Interview Question

What do you want to learn from this math lesson? How do you want me to teach mathematics to you?

Initial and Elaborated Response:

Me (ZH): So, we are going to do four by four subtraction today, What do you want to learn about in this lesson
Student (S): Umm, I don’t know?
ZH: ok, are you really good at this? Do you need some practice?
S: no, I need some practice because I don’t know what like, ten, umm, like, umm…. subtracting like what 21 is or something like that.
ZH: OK, so you don’t understand how to subtract larger numbers from smaller numbers, so you need to learn how to break
down and regroup the tens, or hundreds, or thousands? To carry over and borrow numbers?
S: Yes, because I only know the little numbers, like 2 times 4 or maybe ten if I had a paper.
ZH: Ok, so just for the subtraction portion, you are saying that you need more practice and to see more about how to borrow
and regroup numbers?
S: Yes, head-nod
ZH: How do you want me to teach it to you? What do you think is the easiest and best way to learn it?
S: Umm, I think that it would be with paper and umm with umm so like we would just use a paper. I mostly just do it with my hands
because my mom said that it might be a little bit easier with my hands.
ZH: Ok. So, you like to use… well we call using things to count with, manipulatives. Ok, so you like to use your fingers to help
you with subtraction.
S: Yes
ZH: Do you think it would help you if I had something else, like blocks or crayons for you to count with, other than your fingers?
S: I like using my fingers.
ZH: Because then you can use them anywhere and anytime?
S: Head nod
ZH: ok, is there anything else at all that you think that I could do to help you learn this easier, or do you think that just showing
examples and practicing with you is good?
S: Head nod, yes.

Interviewer Reflection Commentary:

So initially, my first thought is that I felt like the focus from my CT was pretty much on getting the students to a point where they can
perform well on the IAR test at the end of the year. I didn’t get much from the idea that we are teaching or reviewing all of this for
individual needs or because it was something that they were not proficient at. In our textbook it says:

“Too often, testing and accountability drive the educational system so that the main message communicated to students is that they
should provide “the right answer.” Paul (1986) contends that the right answer should not be the end product of education, but rather that
an inquiring mind should show:
4
A passionate drive for clarity, accuracy, and fair-mindedness, a fervor for getting to the bottom of things, to the deepest root issues, for
listening sympathetically to opposite points of view, a compelling drive to seek out evidence, and intense aversion to contradiction,
sloppy thinking, inconsistent application of standards, a devotion to truth as against self-interest – these are essential components of the
rational person. (p. 1)”

I understand that this is something that we need to be aware of, and conscious that is a part of the job, I think it should be less of a
focus when you are lesson planning. I think if we get to know our students, we can help make these plans based on individual needs and
to help build foundations for later learning, not just to meet testing standards. My student was not super talkative, but she was very
kind. She was a pretty good math student but was not challenged very much. I noticed this when we were speaking and thought that
this would give me the opportunity to focus on her during the lesson and keep an eye on her work to ensure that she was following along
and understanding everything that we discussed. She has the base idea of borrowing while subtracting but was not fully grasping that
she was carrying a group of ten over when she borrowed that. So, I emphasized that during my lesson. While researching different
pedagogies, I found an article by Wynne Harlen that said on page 11 “Learning science and mathematics through inquiry can serve the
personal interests of individual learners and be of benefit to society. For learners as individuals, it enables them to develop the
understanding, powers of reasoning and attitudes that help them to lead physically and emotionally healthy and rewarding lives.”
(2013). This is about inquiry-based pedagogy that is student-centered and helps excite the desire to learn in the students. After my pre-
interviews, I am excited about the lesson and moving forward. I do think that I could do a better job trying to pull information from
both parties in these interviews, and I will focus more time on that in the future. I think that sometimes it is difficult to pull info from
someone if they seem apprehensive about speaking, I will look into that part of the Simonds and Cooper chapter to see how I can
contribute to a more inviting type of conversation flow. On the opposite side, I think I will look into ways to strategically limit the
amount that the CT speaks because I felt dominated in that conversation. I needed to engage more, but when she spoke so much, it did
not leave much room to ask for elaboration or to paraphrase and ask for additional ideas or inputs.

Component 3: Academic Vocabulary

Given the language function and learning task identified in the standard and objective for this lesson plan listed in part 2, describe the
academic vocabulary inferred from standards and objectives and the academic vocabulary actually used for this lesson. Differences
between inferred and used academic vocabulary suggest concepts students already know, concepts they may be struggling with, and
concepts that may be new to them.

General Academic Vocabulary That Could Be Used to Build Mathematics Vocabulary Specific to 4-digit by 4-digit
the Mathematics Concepts of 4-digit by 4-digit subtraction. subtraction that Could Be Used to Build the Mathematics
Concept of 4-digit by 4-digit subtraction.
Problem, equation, provide evidence, estimate, show, answer,
demonstrate, regroup, explain, digits, decompose, break apart, Estimation, Place value, ones, tens, hundreds, thousands, borrow,
carry, regroup, break apart
equation.
Addition, Subtraction

5
General Academic Vocabulary That Was Used to Build the Mathematics Vocabulary Specific to the Concept of 4-digit by 4-
Mathematics Concept of 4-digit by 4-digit subtraction. digit subtraction. That Was Used

Demonstrate – used to ask students to show their work to the Equation – this is what we called the problem that we were solving
group or me. for
Regroup – used to show the kids how to “borrow” a ten and Demonstrate – used to ask students to show their work to the group
regroup it into ones with the current ones they have. or me.
Explain – asking them to elaborate on what they did or showed Regroup – used to show the kids how to “borrow” a ten and regroup
me. it into ones with the current ones they have.
Prove – when asking them to show me that what they said was Explain – asking them to elaborate on what they did or showed me.
the solution, was correct. Borrow – Taking a group of ten from the place forward of the
Equation – what we refer to when we are building out what the number you are subtracting and regrouping it to allow you to
word problem is asking for. subtract correctly.
Place Value – This is the part of the number when you break it down
into expanded form.

Component 4: Assessment Plan

Planned Objective: The student can One or Two Assessment Methods(s) Embedded in the Cooperating Teacher’s Chosen
subtract four-digit by four-digit numbers Assessment Instrument(s). Actual assessment Instrument(s) Are Described in the Cell
using the borrowing and regrouping Below:
_X_Worksheet (see example attached)
methods and the standard algorithm.
___Test (see example attached)
Actual Objective: The student can _ _Observation Checklist (see example attached)
subtract four-digit by four-digit numbers _X__Other (see descriptions below)
using the borrowing and regrouping
methods and the standard algorithm.

Description of assessment method #1 and student work.

Students will be given a “Drop in the Bucket” worksheet when they come into class. This will be done as a group in front of the class.
It will gauge the depth of knowledge of each student by having it completed and correct. It will also help by showing us who is willing
to volunteer to come to the board for the different types of problems. This shows comfort or confidence in completing that type of
problem. Taking note of that will show me where I need to focus time and energy toward individuals. Some may need a pat on the
back, others may need my time and help to get up to speed. While others may just not be comfortable in front of the class for other
reasons, and that will allow me some time with them individually to understand that they may or may not need help with math, but with
confidence and comfort in the spotlight.
Results of this method of assessment: What general patterns of learning did you observe as you evaluated assessment products
with your cooperating teacher? What exceptional patterns of learning did you observe?

So, when we started this, I was a little worried that we may have problems getting students to volunteer and come up to the front of the

6
class to participate. We did not! They all were very engaged and excited to show off their skills. About halfway through I was told that
normally Ms. May doesn’t let them come up to write the answers in, she just asks them to answer, and she writes it in. That was kind of
them, to be honest. I kept doing it my way because Ms. May didn’t seem to mind and the kids were engaged and behaving well.
Something that I noticed that was a general pattern was reminding the students to write down their work while they were engaged with
what was being done on the board, students willing to participate with a new teacher, and good attitudes toward learning. What I
noticed that I consider being exceptional, students volunteering without knowing how to do the problem, students supporting their peers
when they were at the board with no idea how to finish the equation, and all students willing to make attempts for the entire 30+ minute
lesson. There were two students who during this time raised their hand to work a problem, got up there, and did not know how to do it.
That took courage and I was more than happy to support and allow other students to help walk them through by asking thought-
provoking questions and allowing the volunteer to pick a “friend” to help them with the next step. This was great to show the class that
struggles and failing is no reason not to participate, in fact, it allows everyone to learn together. Simonds and Cooper make a list to help
you “React to student responses”. (p.113-114) They give an in-depth review of how this can take place and how you can “use a variety
of responses” (p.113-114) to keep the students engaged whether they are correct or incorrect. They even give details for apprehensive
students when they say, “I don’t know”. What I think helped me the most from this list, was the way that you can “Discourage the
students who monopolize the discussion.” (p.113-114) This is a way that you can lose some of the quiet or apprehensive students; when
they think that they won’t be included because that person is always the center of the class.

Description of assessment method #2 and student work.

The second part of this lesson will be done as a large group and at their desks. Each student will have a piece of paper and write down
the equations that I give on the whiteboard. Then I will allow them time to work on the question and choose someone to come to the
front of the class and complete the problem as I label each step with academic and mathematical terminology, so we become more
familiar as a group. I will occasionally ask questions about why they did a step and ask them to label what they are doing and why
using the same types of language to encourage them to use it in conversation and to make that connection from me speaking it, to them
labeling their actions. While we are doing this, I will walk through the room observing and assisting the students at their desks ensuring
that we are covering all the bases for each student. This will ensure that I get 100% coverage, including the students that do not
volunteer to go in front of the class, or did not have the opportunity to do so.

Results of this method of assessment: What general patterns of learning did you observe as you evaluated assessment products
with your cooperating teacher? What exceptional patterns of learning did you observe?

Simonds and Cooper quote J.T. Dillon “Questioning is, perhaps, the single most influential teaching practice because teacher questions
promote student involvement and are central to the analysis and synthesis of ideas” (p. 107). This is what I centered my idea of this
assessment around. When you are questioning you not only can see what the individual student is thinking but you can gauge what the
students know, then choose further questions to push their learning individually. This idea also comes from the same area in our
textbook, “We need them (lower-level questions) to help guide students’ thinking patterns and to help eliminate comprehension
problems.” (p. 109). It also says, “If one of our goals as teachers is to help students develop their cognitive abilities, we need to ask
them questions that require higher-level cognitive processes than mere recall.” (p. 109). With this in mind, I just looked over the tables
that followed and that preceded these quotes to keep in mind how to guide those that are very familiar with this lesson and to help guide
those that are still learning the intricacies of it. What I saw that was normal are things like, redirecting the students as we got more
repetitive, reminding them to keep writing down and working each problem on their own, and reminding them of classroom etiquette.
What I saw that was exceptional to me, the student that I interviewed turned that corner and made the connection with borrowing and
regrouping. I gave her the problem that was the most difficult and she did it without any assistance or questions. When she was
complete, I just asked her to explain what she did, and she walked me through each step, and I only had to correct her when she was
speaking about regrouping. She didn’t use that term, but by the end of her explanation, she was using it herself. I started by asking
lower-level questions about basic comprehension, then ended by asking higher-order questions and allowing her to elaborate on not just
the math, but the steps of the standard algorithm of subtraction and a deeper understanding of why the algorithm applies and works.

Cooperating Teacher Interview Question

What different ways did you see your students demonstrate their learning of your objective today? How do you get to value these
different ways of learning through the grades your school asks you to assign to each student? To what extent do you think your students

7
agree with the way your school values learning differences through its grading system? Why?

Initial and Elaborated Response

ZH: What different ways did you see your students demonstrate their learning of your objective today? So, the objective that we
originally came up with?
M: So, they were able to go up to the board and do hands-on writing the answers down, as well as doing it by themselves writing on
their paper.
ZH: How do you get to value these different ways of learning through the grades your school asks you to assign to each student?
M: So, the activity that you did today was non-graded, because it was during math power hour. We were told that anything that’s done
during math power hour we could not grade because we lose kids who get extra help. So, this is a reinforcement so that when they see
these concepts, like the fractions and the times, it's gonna help them. So, we pre-teach some of these things, so that when we get to
these lessons, actually, in our workbook, it’s a lot faster and easier to do.
ZH: So, it helps keep the grades…
M: It helps keep the grades accurate because then they have had more experience with it. It’s not just a “one time on a workbook page”
and that’s it. Now, yes, we did have some kids out of the room because of, umm IEP’s. But when we get to that part, like the fractions
and the times, they will have done something right beforehand, like the week beforehand during math power hour. Because some of
them have short-term memory skills, or long-term memory as well, and they can’t remember what we do three weeks ahead of time
versus 30 minutes ahead for some of them. So, this, kind of just helps them because the first time they see it, some of them have no
clue. This gives them repetition, repetition, repetition, to get them ready for our one page on fractions, or our two pages on fractions.
ZH: Ok. The last question that I have is, to what extent do you think your students agree with the way your school values learning
differences through its grading system and why?
M: At this age, I don’t think that they understand the grades because they are used to O,S, and U’s, and just because of the grading
system last year, so many of them were not here at school, they were at home learning. The grading system to them, they never saw
grades on a paper. They had parents who did the work for them. Some of them are shocked this year because of the low grades and
they started having outbursts, like you see, because “I can’t do this, I need to be perfect.” Well, because, last year they were perfect at
home because they were working one on one with an adult and now, they have to do it themselves. So, grades to these groups are not a
factor because they don’t get it. Parents have a meltdown when they see the grades. We have one student making D’s and Fs on
spelling tests and they think “That’s fine”. They have no concept of what a “D” and an “F” are even though, explaining that, this is a
failing grade. They don’t understand what failing is, because for the last year and a half these kiddos have never failed papers or
subjects because they have been pushed off.
Both- ...
M: Does that make sense?
ZH: It does I’m just trying to think…. Umm, I guess the students' lack of understanding about it is just kind of an inability to
agree or disagree, so…
M: Right, but I mean this is, this is, third grade is hard because this is the first year that they are doing grades and some of these kids
were not here in 2nd grade and neither in 1st grade, they left early. So, they have no concept of what a grade is and that’s the reason on a
lot of things we don’t put a letter grade because that letter grade goes right over their head. Minus 4 or 4 out of 12 they get right. So,
we do it both ways, for some kids, we will have to do 10 out of 13, and for some kids, we have to do a -3. 10 out of 13, that looks like a
good grade for them, if I put -3 or -10 on them, they have a meltdown, but if I put +3, these kids don’t have a concept of how many
points were on the page. Because otherwise, if I did -10, -5, -whatever for (student name), do you want to hear a screaming meltdown?
It’s the same thing with (student name), it’s like “What do you mean I missed 2?”. So, +12 sometimes.
ZH: ok
M: So, then he doesn’t have as big of a meltdown because he sees how many he got right, as opposed to how many he got wrong
because he looks at the negative part.
ZH: Hmm, ok.
M: I mean, sometimes you know, it means the same thing, but you just have to twist it with these kids for them not to understand what
is really going on sometimes.

Diverse Student Interview Question

What did I say or do during the lesson that made the most sense to you? Why?

Initial and Elaborated Response:

ZH: What did I say or do during the lesson that made sense to you?
S: about the multiplication and stuff, to multiply.
ZH: Oh, I’m sorry. I wasn’t talking about the other homework that I helped you with. I am asking you about the lesson that I taught to
the class, the drop in the bucket, and the 4-digit by 4-digit subtraction.
8
 S: It was really easy, and it made sense.
ZH: Before, you told me that the big numbers were what you needed help with, did the lesson help fix that for you, because you
just said that not it was easy and made sense. Did it help make it more clear when I was talking about the borrowing numbers
from one spot and then regrouping them as groups often? So, that way you had big enough numbers to subtract from the next
column?
S: Yeah, Ms. May taught us that, and I knew that for a while, but it was getting a little bit hard.
ZH: Yeah? You said it was getting hard when I made the terms “regrouping” more clear and explained that we were moving
groups often from one place value to the next to make it easier to understand and help you clear up what did not make sense to
you?
S: Yes.
ZH: Great, thank you for all of your help.

Interviewer Reflection Commentary:

Component #5: Teaching and Learning Sequence
In our textbook, Simonds and Cooper (2011) say “Verbal communication takes into account the effect that words have on your students
Why was this event included? What questions were asked? What
Lesson
and will affect your ability Events
to teach competently. Thus, effective teachers will work to assure that their communication is clear,
explanations and examples were given?
appropriate, and interesting.” (p. 61). This is what I reflected on when I was looking at how I did. My focus was really to use academic
Introduction – As I handed out papers, I let them know This was included so that I could pass the time as I handed out
language, and good math language, so that my communication was clear and concise. I believe that I met that when I was teaching my
that, like normal, we would be working on a “Drop in the papers while letting the students know what to expect and what I
lesson. I am thinking that because the student (who I worked with before, during, and after my lesson) did gain a lot of clarity about
bucket” paper. Today we would do it at the board, then was going to be doing. I explained that we would work the sheet
subtraction and the steps when borrowing and regrouping. She also learned to slow down just a bit to make sure she didn’t miss any
afterward we will be working on subtraction of 4-digit together on the board, and the subtraction would be done
steps when doing her work. Where I was not clear and concise in my interview with Ms. May. She enjoys talking, and she has no
numbers as a group at the board. individually, then transferred to the whiteboard in front of the
issues just steamrolling someone in conversation when she thinks she knows what is being asked. This takes a toll if you are trying to
class as a review. No examples are given.
gain a better
Worked understanding
through the “dropof
in what they are saying by paraphrasing
the bucket” I wasand slowing
asked the conversation
to include this becausedown. I think
it was part that ifroutine
of their I had to do this
and
over again, I would stop her and paraphrase more clearly. Thenthe slow the whole
purpose of it conversation
was to get thedown
kid's and keep
minds it fully
ready on track.
for math and to
review things, they have already done to keep them fresh and
review. I didn’t stay at my desk and write in the answers, that
allowed me to scan and walk the room to get familiar with the
student’s abilities and assess how well they understood the
Cooperating Teacher Interview
worksheet. HereQuestion
is where I worked on some of the “class
demographics” information. I spoke about
hereturtles in ourallow
localthe
What would be a better way or different way to teach the students outside of the current system in place that could
area, Iinto
students the ability to be more successful? How can this be translated spoke aboutand
grades money and howon
performance learning
testingmath
used can help you
to prove lessons
were learned? save and know how much you have left if you spend it. We
worked through explaining what odd numbers were, skip
counting, working
Initial and Elaborated Response: with base ten blocks, how to tell time on an
analog clock, money, and fractions and how they have to be equal
ZH: This is a two-parter, what would be a better way or different way to teach the students outside of the current system in place here,
parts of a whole. I asked questions like “Can you cut the pizza
that could allow the students the ability to be more successful?
M: Doing hands-on activities and projects. Which we can’t do becauseany way ofyou
[Link], or do they
I mean if weneed
wantto be theasame
to do project,sizewe pieces?”
have to keep
“If you are spending money, what math operation
the same kids with the project and do contact tracing, which that’s why one student, a couple of students had to go home because would you use they
were working on a project, one of the kids in here. We were doing to know howone
a project much
dayyou andhave
he hadleft?”
to go“Do you agree
home. withthe
So, that’s (students)
way a lot of
these kids would be better suited for learning if we could do projects. That’s one thing
answer here, (second student)?”I am going to bite the bullet and do for
Jamestown because we
4-digit subtraction onuse
the awhiteboard.
system called “[Link]”, it’sThis
a website, that they
was included can look
because thisup different
was things,
the actual buttopic
lesson it's nicer
that to
I do it
with projects, so the kids can talk to each other. But it’s going towas
be “Who is working with who” and wherein the room
asked to instruct. This is a state standard that is tested at the are they
working, either on the desks or on the floor. But that’s how we usedend ofto the
do aschool
lot of year.
teaching andthis
I used a lotasofanworking
opportunitybecause
to seekidshowdo better.
ZH: So, working together in groups is the best way to get students to learn the content, then how would you create grades for
well my assessment skills worked. I chose (from the raised
that? Obviously, a final grade for that project, but how would it be translated into grades and then finally into performance into
testing to prove that the lessons were… hands) particular students according to the difficulty of the
M: Like, are you talking about the drops in the bucket? Well, each, problem
each to challenging them accordingly. Here I took the chance
ZH: No, I am sorry. I am talking about the idea of working outside to explainor each problem
differently thoroughly.
than what the Icurrent
had the system
time because
is askingthe you to
do. So, I am looking at your idea of the students working together worksheet I made for example problems was not long. So, ashave
in groups on the Ducksters website. So, like if you we that
project and it goes on for two weeks, how would you make a grade other than the final grade throughout
worked through, I would ask questions when the students came to it? And then two,
using that information, how would you translate that into a state test, or
the board likelike
“Canumm, proof
we take of, you
7 from 2?”know,
“Ok,umm
then what concept?
should we
M: Ok, so, for the Ducksters project when we do it for Jamestown, we will spend about 20 minutes a day for three days getting on to
Ducksters. The kids come up with their rubric, they will say, wedo?”, “What are we borrowing”
what do or we“Can
need,youhowbeare more
will talk to them about we specific?”
going to grade
Are we borrowing one, or one group
this? They may say “We need 5 facts, to draw a picture of something, maybe two pictures” The kids will come up with of ten?” “What do the
we rubric
call and
that when we put that group of ten with the number
we will put it on the board. They help us grade it. Ok, double-check that you have all this stuff, and if they have it, that’s what their we already
have?”
9 These questions were my way of seeing what knowledge
they had, assessing their ability to explain it, and helping the other
students become more familiar with the terms I was using, such as
regrouping. I used Simonds and Coopers guides on page 113 to
prepare ideas and phrasing for my questions.
score will be. One is participation, so they have to grade each other. How did your partner work? And they give each other grades.
Then for the state test, the good part is that we don’t have social studies for the state test, but if it was something on the state test,
hopefully, they would apply that knowledge to the state test.

Diverse Student Interview Question

Is there anything that I could have done better or differently that would have helped you learn better? What do you think is the best way
to learn math and become more skilled? You said that you liked to use your fingers as manipulatives, after my lesson, is that still what
you prefer?

Initial and Elaborated Response:

ZH: Is that anything that I could have done better or differently that would have helped you learn better?
S: maybe, but for now this was good, and it made it easy.
ZH: Now you think that the subtraction is really easy?
S: Yes
ZH: Ok, do you think that the best way to learn math and become better at it, is to do it more, like do it a lot? Like, do the
problems over and over in different ways so that you can keep learning, or do you think that the best way for you is to have
someone help you and show you want you are doing wrong or right?
S: The student nodded that she thinks that both are effective ways for her to learn.
ZH: In our last conversation, I explained manipulatives when you talked about how you learned and remembered how to do
subtraction without any help, do you still think that your fingers are the easiest way for you to learn and do subtraction? Is that
still what your go-to helper is?
S: Yes.

Interviewer Reflection Commentary:

After speaking to Ms. May and hearing her adamant response about group work, and knowing the focus of it in this class, I went to the
textbook again. I looked at the section on collaborative learning and the teacher roles for that. Simonds and Cooper (2011) quote
Bruffee (1997) “The basic idea of collaborative learning is that we gain certain kinds of knowledge best through a process of
communication with our peers.” (p. 130). I took time and read that part a few times and applied that theory to my learning, and it
resonated with me. It was one of those ideas that kind of made me think, “How did I now understand that before?” I think, had I known

10
that before this class maybe I would have pushed a little more or questioned a little more, or played devil’s advocate a little more when I
was doing projects in high school. I was not an active student in high school, I was more of a class clown. With my student interview
question, again it just made me feel like I had made a difference in her comfort with this type of math. It was the end of the day, and
most students are rushing to get out of class, and she was very happy to just sit with me and talk about the lesson. She all smiled. She
didn’t have much to elaborate with, being that she is only a third-grade student, but I think that she was happy with her progress. I was
very happy with her progress and mine as well. I felt that I met the goals I was working towards for this lesson. Moving forward, I
think that I will continue to focus on speaking clearly and using academic language, but I will look into ways to diversify how I do that.
More time spent reviewing the material and looking into possible questions, along with time and experience should help me feel like I
am being more complete in my instruction and assessments.

References: Chapters and page numbers in course texts are needed for this field assignment. APA format required.

A., V. de W. J., Karp, K. S., Bay-Williams, J. M., Wray, J. A., & Brown, E. T. (2019). Chapter 12. In elementary and middle school
mathematics: Teaching developmentally (pp. 273–298). essay, Pearson. 

HARLEN, W. (2013). Inquiry-based learning in science and mathematics. Review of Science, Mathematics and ICT Education, 7(2), 9-
33. doi:[Link]

Simonds, C., & Cooper, P. J. (2011). Communication for the classroom teacher. Allyn & Bacon. 

11
 Lesson Participation and Observation Self Evaluation
Assignment meets preconditional writing convention requirements (10 points) * 10 8 6 4 2

The assignment is formatted as a complete American Psychological Association (APA) document [see APA format at Purdue X
OWL website] with a title page, electronic templates provided by CIED 312 instructors, a reference section, and an appendix
(as needed) that includes: 1) required demographic information, including four types of student learning assets, specified by
templates; 2) required content specified by templates; 3) meaningful font and spacing; 4) meaningful references and appendices;
5) concise and precise writing with complex sentences. AND... Two patterns of convention errors or less.
Templated Academic Vocabulary Chart and Lesson Plan includes the following elements: 1) academic 10 8 6 4 2 0
vocabulary; 2) cooperating teacher lesson objective and observations (written in bold print) of candidate
instruction; 3) teaching learning sequence description with contextual observations; 4) assessment product
descriptions with reflections on student work and appended artifacts. (30 points)
Academic vocabulary defines the lesson’s conceptual content: 1) CCSS and/or other content area standards that generated the X
academic vocabulary for the lesson are copied in a meaningful way; 2) a comprehensive list of general academic vocabulary
that could be used in the lesson is aligned with CCSS and/or other content area standards; 3) a comprehensive list of subject
specific vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards; 4) general
academic vocabulary that was actually used in the lesson is listed and defined, including one example of how this vocabulary
helped students learn the lesson objective; 5) subject specific vocabulary that was actually used in the lesson is listed and
defined, including one example of how this vocabulary helped students learn the lesson objective.
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key X
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312 textbook;
3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper (2011, pp. 80-157)
textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, & Bay-Williams (2010, pp.
142-581) CIED 441 textbook; 5) includes lists of materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and aligned X
with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning behavior; 4)
describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2 0
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200 words X
and includes all required criteria: 1) one relevant concept from a CIED 312 text that is explained, related to the interview, and
cited in APA format; 2) one relevant concept from another text that is explained, related to the interview, and cited in APA
format; 3) other observations of instruction that are explained and related to the interview; 4) vivid, precise sentences; 5) a main
idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by one X
additional piece of evidence from experience or textbooks for a total of at least two pieces of textbook evidence, and no more
than two pieces of evidence from experience, per commentary.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction. X

Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple X
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple X
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4) engages
the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations that were part
of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways that are accurate,
distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2 0
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate X
and peer evaluator fill out form together at a supervised class session. A self-evaluation must be electronically attached.
*Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are reduced by 20% of total
points for each missed submission opportunity. A zero grade will be assigned at the third missed opportunity.
Rubric Points Possible: 100 Comments
Rubric Points Received: __98___
Rubric Points Reduced: __ 2___
Rubric Points Earned: ___98__

Lesson Participation and Observation Peer Review (Kim Morris)

12
 Assignment meets preconditional writing convention requirements (10 points)* 10 8 6 4 2

Assignment is formatted as a complete American Psychological Association (APA) document [see APA format at Purdue x
OWL website] with a title page, electronic templates provided by CIED 312 instructors, a reference section, and an
appendix (as needed) that includes: 1) required demographic information, including four types of student learning assets,
specified by templates; 2) required content specified by templates; 3) meaningful font and spacing; 4) meaningful references
and appendices; 5) concise and precise writing with complex sentences. AND...Two patterns of convention errors or less.
Templated Academic Vocabulary Chart and Lesson Plan includes the following elements: 1) academic 10 8 6 4 2 0
vocabulary; 2) cooperating teacher lesson objective and observations (written in bold print) of candidate
instruction; 3) teaching learning sequence description with contextual observations; 4) assessment
product descriptions with reflections on student work and appended artifacts. (30 points)
Academic vocabulary defines the lesson’s conceptual content: 1) CCSS and/or other content area standards that generated x
the academic vocabulary for the lesson are copied in a meaningful way; 2) a comprehensive list of general academic
vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards; 3) a comprehensive
list of subject specific vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards;
4) general academic vocabulary that was actually used in the lesson is listed and defined, including one example of how this
vocabulary helped students learn the lesson objective; 5) subject specific vocabulary that was actually used in the lesson is
listed and defined, including one example of how this vocabulary helped students learn the lesson objective.
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key x
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312
textbook; 3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper
(2011, pp. 80-157) textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, &
Bay-Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes list sof materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and x
aligned with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning
behavior; 4) describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2 0
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200 x
words and includes all required criteria: 1) one relevant concept from a CIED 312 text that is explained, related to the
interview, and cited in APA format; 2) one relevant concept from another text that is explained, related to the interview, and
cited in APA format; 3) other observations of instruction that are explained and related to the interview; 4) vivid, precise
sentences; 5) a main idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by x
one additional piece of evidence from experience or textbooks for a total of at least two pieces of textbook evidence, and no
more than two pieces of evidence from experience, per commentary.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction. x

Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple x
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple x
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4)
engages the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations
that were part of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways
that are accurate, distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2 0
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate x
and peer evaluator fill out form together at a supervised class session. A self-evaluation must be electronically attached.
*Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are reduced by 20% of total
points for each missed submission opportunity. A zero grade will be assigned at the third missed opportunity.
Rubric Points Possible: 100 Comments
Rubric Points Received: _____
Rubric Points Reduced: _____ My only comments would be that I believe the professor is looking for more information in
Rubric Points Earned: 100_____ the lesson plan part of component #5. You might go back and add more information.
Otherwise this plan looks great! Nice work Zack.

13