Uploaded by UDLCenter on 17.03.2010

Transcript:

Today we´re going to be looking at a first grade classroom

and the teacher will be teaching math concepts,

and so we´ll have an opportunity to see her in practice

and we´ll have an opportunity to think about UDL

related to her practice.

So let´s take a look.

Great.

And if you look on your paper and up here at the top,

it says what-- right here, read it with me.

"My guess."

There´s a line there.

So when you look at the bag without counting,

you´re gonna guess how many cubes do you think are in there.

And then our captain is going to sort them out

and put them into, what?

Tens.

And?

Ones.

Ones, and then you´re gonna find the real answer

and see how close you are.

We´re gonna do this three different times,

but the first time we´re gonna do it together, okay?

So I´m gonna use this table right here to help me with this activity, okay?

So I´m gonna pass this bag around, and take a quick look,

pass it to the next person.

Take a quick look, how many do you think are in there?

Alright, Jayden, what do you think?

How many cubes do you think are in here?

Forty.

Forty, okay, come on up.

He´s gonna come.

Can you write--can you reach way up here?

Use your marker here and you´re gonna write your guess right up there.

You think it´s gonna be 40.

Okay, perfect, thank you.

And I´m gonna take all my cubes out of the bag

and I´m gonna start putting 10 of them together so that they´re in 10

so we can count them a little bit easier.

How many do I have there?

Seven.

How many more do I need to make ten?

Let´s count, two, four, six...seven.

How many more do I need to make ten?

Three.

Excellent, will you do that for me?

How many do we actually have?

Let´s all count them together, let´s start by tens.

Ten, twenty, thirty, thirty-one.

Thirty-one.

You were really close, weren´t you?

That was a great guess.

Any questions about wh-- `cause you´re gonna--

you´re gonna have your turn next.

Everyone should have written what we just did on their paper

and you´re going to do the next three

with your captain at your table.

And Ms. McCubrey and I will walk around and help you.

So if you´re having a problem and you have question,

raise your hand and we´ll come over and help your table.

In looking at this film, one of the things

that I noticed is that in introducing the lesson, the activity,

she´s really modeling what she wants the students to do.

And she´s very clear and she models it

with a small group of students, and you know, identifies herself

as taking on a specific role that they will be taking,

and then she sets the whole learning activity up

so that now it will be their turn.

So it seems like she´s moved from modeling

to providing some guided practice,

which is a very nice structure in a classroom.

Well, I was just going to say that´s highlighting the structure

of everything.

She´s doing--

Sometimes in the guidelines when it talks about

highlighting or clarifying syntax, but it´s really the underlying

structure of things.

So making the structure of a lesson explicit,

making the structure of what we´re doing

is something that is very necessary for some students

and is a good sort of meta-skill for even the most advanced of students.

Specifically within the guidelines, she does a gradual release--

that is, when she says, ‟We´re gonna do it three times.

I´m gonna do it with you the first time” and so on.

So she´s, um, both modeling and gradually releasing that

so that they can do it on their own.

And she also elicited feedback from them as a group

after she completed her modeling, which is a good check-in

to make sure that they really have the idea

before they all start doing it in their smaller groups.

Alright, let´s continue and see what else we can see.

Remember, pass the bag around first, let everyone take an idea,

and write your guess down on the top line.

Did everyone take an estimate over here,

take a guess-- how many you think?

Alright, and the caps--okay.

Now the captains should start sorting the blocks out

into tens and ones so we can get an actual number.

These things keep breaking.

Two, three, four...

Ten.

How many do you have?

Seven.

Seven, so you need how many more to make a group of ten?

Seven plus what equals ten?

Three.

Three.

Ms. McCubrey, we have two left.

Okay.

Ah, 31.

Alright, so you have three groups of ten and how many ones left over?

Three.

Three!

Okay, so you´re gonna put three in the tens place

`cause there´s one, two, three groups of ten

and three in the ones place because there´s three...ones.

So what´s your number?

You know what´s interesting, I was just thinking about

the use of the blocks and the nature of the classroom.

In our observation of this classroom, there are 30 students

and there are 11 different languages represented.

So the fact that they're using manipulatives and visual graphics

is not making the language as such a barrier.

So, how do we get to the goal of the lesson

is to understand the tens and ones or that concept.

And yet they were doing it with something

that was very concrete and not bound by language.

So I think she did a nice job of trying to get around

those language areas and those potential barriers that could exist.

Right.

You know, I was also struck by something that I think

might cause people to pause when they look at our guidelines

in terms of illustrating key concepts non-linguistically.

I mean, she was using the words and the language

and then she provided the cubes.

And I think that´s really even more critical in math

than a lot of subjects because it´s not just that you´re providing

an alternate representation, it´s that students need to understand

the relationship between the physical and the symbolic.

And so she was doing a nice job of using

physical manipulatives with the students,

but also then using the language of math so that they can

make the connections between the two.

So it is sort of both, a cross-linguistic

but also a non-linguistic representation,

and multiple representations are what we´re talking about here.

Eight...nine...ten.

There were groups of students who were working in small groups

and there were children working independently on computers.

There were two teachers in the classroom

and one teacher was actually working with a group supporting them.

So many different methods were going on at that point.

There are multiple ways they're acting on numbers

and acting on objects to count and all of those

so that they´re not all the same.

There´s a good deal of variety in the ways in which

a student can engage in the mathematics

that she´s concerned about.

I´m struck by the use of white boards.

They are just everywhere in classrooms today.

She really seems to use that not only as an instructional tool,

but as a tool to help support students' learning

so they´re getting to use it.

So that, again, is a really-- can be a very engaging

new technology that´s in our classrooms.

And she uses the groups with, um,

to provide different levels, like she´s working

with one group of students that, um,

probably need more specific guidance from her again

on understanding this concept of place values

and the tens and ones.

So she´s really structuring the activities and working with them.

This is what we used today in our lesson, right?

This is exactly what we used.

So we´re gonna use it again.

Who remembers which side the tens are on?

Everybody remembers?

Then what happens on the smart board

and the computers is a program where the students

are putting up their groups of tens and ones

and the computer itself is telling them how many they´ve put up there.

So it´s reinforcing them.

So it´s kind of a step away from the teacher guidance.

And then there are more activities that are totally independent,

like the matching game where they´re reading the numbers off

and trying to find matches of two-digit numbers.

Right.

And I think when we go back to the guidelines,

that that´s such a great example

when we think of sustaining effort and persistence.

And one of the check points under there is to vary

the levels of challenge and support, and there you go,

that´s such a great example of showing lots of different levels

of challenge and support within the same classroom.

And also closing with an assessment,

and it´s not a formal assessment.

It really is just kind of touching base with, you know,

what did you learn, one thing that you learned.

Which is, again, a very nice closing point

that it doesn´t have to be the formal paper and pencil task

showing me what you learned, but let´s just get a general sense

of where you are.

Okay, who can tell me one thing they learned today?

Sophia, what did you learn?

We learned about numbers to put them in tens and ones.

Excellent, good, Sophia.

Julia, what did you learn?

Sometimes I think the class will end and then students are off

to the next lesson or into-- you know, going to gym or to art,

and they don´t really get a chance to really reflect on what they learned.

So I think it was just nice that you could tell

she clearly ended the lesson five minutes early

so that they students really did have that time to reflect.

And Grace, like you were saying, it is a great example

of developing those self-assessment and reflection skills

that the teacher really built it into the lesson

to give them time to think about what they´ve learned

in the past hour.

and the teacher will be teaching math concepts,

and so we´ll have an opportunity to see her in practice

and we´ll have an opportunity to think about UDL

related to her practice.

So let´s take a look.

Great.

And if you look on your paper and up here at the top,

it says what-- right here, read it with me.

"My guess."

There´s a line there.

So when you look at the bag without counting,

you´re gonna guess how many cubes do you think are in there.

And then our captain is going to sort them out

and put them into, what?

Tens.

And?

Ones.

Ones, and then you´re gonna find the real answer

and see how close you are.

We´re gonna do this three different times,

but the first time we´re gonna do it together, okay?

So I´m gonna use this table right here to help me with this activity, okay?

So I´m gonna pass this bag around, and take a quick look,

pass it to the next person.

Take a quick look, how many do you think are in there?

Alright, Jayden, what do you think?

How many cubes do you think are in here?

Forty.

Forty, okay, come on up.

He´s gonna come.

Can you write--can you reach way up here?

Use your marker here and you´re gonna write your guess right up there.

You think it´s gonna be 40.

Okay, perfect, thank you.

And I´m gonna take all my cubes out of the bag

and I´m gonna start putting 10 of them together so that they´re in 10

so we can count them a little bit easier.

How many do I have there?

Seven.

How many more do I need to make ten?

Let´s count, two, four, six...seven.

How many more do I need to make ten?

Three.

Excellent, will you do that for me?

How many do we actually have?

Let´s all count them together, let´s start by tens.

Ten, twenty, thirty, thirty-one.

Thirty-one.

You were really close, weren´t you?

That was a great guess.

Any questions about wh-- `cause you´re gonna--

you´re gonna have your turn next.

Everyone should have written what we just did on their paper

and you´re going to do the next three

with your captain at your table.

And Ms. McCubrey and I will walk around and help you.

So if you´re having a problem and you have question,

raise your hand and we´ll come over and help your table.

In looking at this film, one of the things

that I noticed is that in introducing the lesson, the activity,

she´s really modeling what she wants the students to do.

And she´s very clear and she models it

with a small group of students, and you know, identifies herself

as taking on a specific role that they will be taking,

and then she sets the whole learning activity up

so that now it will be their turn.

So it seems like she´s moved from modeling

to providing some guided practice,

which is a very nice structure in a classroom.

Well, I was just going to say that´s highlighting the structure

of everything.

She´s doing--

Sometimes in the guidelines when it talks about

highlighting or clarifying syntax, but it´s really the underlying

structure of things.

So making the structure of a lesson explicit,

making the structure of what we´re doing

is something that is very necessary for some students

and is a good sort of meta-skill for even the most advanced of students.

Specifically within the guidelines, she does a gradual release--

that is, when she says, ‟We´re gonna do it three times.

I´m gonna do it with you the first time” and so on.

So she´s, um, both modeling and gradually releasing that

so that they can do it on their own.

And she also elicited feedback from them as a group

after she completed her modeling, which is a good check-in

to make sure that they really have the idea

before they all start doing it in their smaller groups.

Alright, let´s continue and see what else we can see.

Remember, pass the bag around first, let everyone take an idea,

and write your guess down on the top line.

Did everyone take an estimate over here,

take a guess-- how many you think?

Alright, and the caps--okay.

Now the captains should start sorting the blocks out

into tens and ones so we can get an actual number.

These things keep breaking.

Two, three, four...

Ten.

How many do you have?

Seven.

Seven, so you need how many more to make a group of ten?

Seven plus what equals ten?

Three.

Three.

Ms. McCubrey, we have two left.

Okay.

Ah, 31.

Alright, so you have three groups of ten and how many ones left over?

Three.

Three!

Okay, so you´re gonna put three in the tens place

`cause there´s one, two, three groups of ten

and three in the ones place because there´s three...ones.

So what´s your number?

You know what´s interesting, I was just thinking about

the use of the blocks and the nature of the classroom.

In our observation of this classroom, there are 30 students

and there are 11 different languages represented.

So the fact that they're using manipulatives and visual graphics

is not making the language as such a barrier.

So, how do we get to the goal of the lesson

is to understand the tens and ones or that concept.

And yet they were doing it with something

that was very concrete and not bound by language.

So I think she did a nice job of trying to get around

those language areas and those potential barriers that could exist.

Right.

You know, I was also struck by something that I think

might cause people to pause when they look at our guidelines

in terms of illustrating key concepts non-linguistically.

I mean, she was using the words and the language

and then she provided the cubes.

And I think that´s really even more critical in math

than a lot of subjects because it´s not just that you´re providing

an alternate representation, it´s that students need to understand

the relationship between the physical and the symbolic.

And so she was doing a nice job of using

physical manipulatives with the students,

but also then using the language of math so that they can

make the connections between the two.

So it is sort of both, a cross-linguistic

but also a non-linguistic representation,

and multiple representations are what we´re talking about here.

Eight...nine...ten.

There were groups of students who were working in small groups

and there were children working independently on computers.

There were two teachers in the classroom

and one teacher was actually working with a group supporting them.

So many different methods were going on at that point.

There are multiple ways they're acting on numbers

and acting on objects to count and all of those

so that they´re not all the same.

There´s a good deal of variety in the ways in which

a student can engage in the mathematics

that she´s concerned about.

I´m struck by the use of white boards.

They are just everywhere in classrooms today.

She really seems to use that not only as an instructional tool,

but as a tool to help support students' learning

so they´re getting to use it.

So that, again, is a really-- can be a very engaging

new technology that´s in our classrooms.

And she uses the groups with, um,

to provide different levels, like she´s working

with one group of students that, um,

probably need more specific guidance from her again

on understanding this concept of place values

and the tens and ones.

So she´s really structuring the activities and working with them.

This is what we used today in our lesson, right?

This is exactly what we used.

So we´re gonna use it again.

Who remembers which side the tens are on?

Everybody remembers?

Then what happens on the smart board

and the computers is a program where the students

are putting up their groups of tens and ones

and the computer itself is telling them how many they´ve put up there.

So it´s reinforcing them.

So it´s kind of a step away from the teacher guidance.

And then there are more activities that are totally independent,

like the matching game where they´re reading the numbers off

and trying to find matches of two-digit numbers.

Right.

And I think when we go back to the guidelines,

that that´s such a great example

when we think of sustaining effort and persistence.

And one of the check points under there is to vary

the levels of challenge and support, and there you go,

that´s such a great example of showing lots of different levels

of challenge and support within the same classroom.

And also closing with an assessment,

and it´s not a formal assessment.

It really is just kind of touching base with, you know,

what did you learn, one thing that you learned.

Which is, again, a very nice closing point

that it doesn´t have to be the formal paper and pencil task

showing me what you learned, but let´s just get a general sense

of where you are.

Okay, who can tell me one thing they learned today?

Sophia, what did you learn?

We learned about numbers to put them in tens and ones.

Excellent, good, Sophia.

Julia, what did you learn?

Sometimes I think the class will end and then students are off

to the next lesson or into-- you know, going to gym or to art,

and they don´t really get a chance to really reflect on what they learned.

So I think it was just nice that you could tell

she clearly ended the lesson five minutes early

so that they students really did have that time to reflect.

And Grace, like you were saying, it is a great example

of developing those self-assessment and reflection skills

that the teacher really built it into the lesson

to give them time to think about what they´ve learned

in the past hour.