Math Project

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by gaby castro0 views·Updated Apr 23, 2024
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  1. Hello,
  2. my name is Gabriella Castro and this will
  3. be my multimedia presentation for my math project.
  4. The first thing to go through was the goals that I had in mind.
  5. My main goal was to improve self advocacy
  6. and motivation for my students with learning disabilities.
  7. I wanted to increase their self motivation and
  8. advocacy by involving them in the assessment process.
  9. Give them the ability to help shape their goals to motivate them
  10. to work through their adversities and help with what they need.
  11. I also wanted to create strategies for students through a 10
  12. scaffold math lesson that is designed to help the student.
  13. I worked with three students for this project.
  14. My first one student m is an eighth grade male.
  15. He was quiet, reserved, no real negative behaviors and was not disruptive.
  16. He lived with his grandmother and had a low attendance rate.
  17. But I noticed that he loved to draw in his free time and was constantly doodling
  18. when comfortable with the material.
  19. He stayed on task and completed assignments in a timely manner.
  20. The areas of growth was I wanted to replace it,
  21. adverse behavior of doodling and not focusing to
  22. challenging material to be a more productive one.
  23. And I also wanted to improve his collaboration with peers.
  24. My second student student h is an eighth grade female.
  25. She is eccentric and a bubbly personality.
  26. Someone that'll run up to you across the hall to give you a hug.
  27. She lives with her father who works night shifts and with her stepmother,
  28. she lacks certain social cues which causes issues with her teachers and peers.
  29. And sometimes she is bullied and sometimes she speaks out
  30. when she's not supposed to and runs around the classroom.
  31. If she gets distracted,
  32. her strength, she is able to help when confused
  33. and ask for help,
  34. when needed and she does work good when assigned to collaborate with others.
  35. I want to improve the patience that she has ne she needs
  36. to attempt her tasks and to the issues of fidgeting and walking around
  37. when she has difficulties.
  38. My third student is student a she is an eighth grade female.
  39. She's very soft spoken and quiet.
  40. She does have a good job of staying on tasks though she does get easily distracted.
  41. She loves to read and sometimes while that is good in some instances,
  42. she does have the tendency to read at inappropriate times such
  43. as note taking and when we're supposed to do assignments,
  44. I want to improve her self advocacy skills and help her work with her
  45. teacher and peer and peers more often and to help with note taking.
  46. My reasoning for the assessment,
  47. I put the assessment into three parts.
  48. The first thing I wanted to focus on was the students self assessment.
  49. I wanted their viewpoint and opinions on both how they see
  50. education and the support system is already currently in place.
  51. I also wanted to track their behaviors.
  52. I tracked their behaviors during lessons and independent work
  53. because I felt like
  54. the way they saw what was going on in class would also affect their behavior.
  55. And I wanted to assess their knowledge on the material at hand.
  56. The reason I wanted to do this was I wanted to build
  57. a mentality of self advocacy by involving them in the assessment process.
  58. Behavior
  59. I believe is a non verbal reflection of their opinion of academia
  60. and understand their current knowledge.
  61. This was the first of three pre assessments that I did with the students.
  62. The first one was their self assessment where I asked them questions.
  63. Like, what do you think of math? Do you like to have difficult problems?
  64. Do you like word problems?
  65. And how do you feel you're meeting your current goals and
  66. how you feel your teachers and peers are helping you?
  67. The second one I would track was their behavior.
  68. I track these during lessons and when the teacher was presenting and
  69. when we were working on assignments in a tutoring setting as well,
  70. I used an average to get these results.
  71. This was the relation I had between the two
  72. I noticed that they scored a little bit lower on their self reflection.
  73. But the the ones that scored lower had a higher behavior issues.
  74. This was the assessment on their knowledge of the
  75. material and was the foundation of how I can
  76. see how the, what we implement affects them in the future.
  77. The lesson plan that I did was I did,
  78. I started first with the scaffolding of modeling starting with I DOS
  79. I explicitly modeled what the students were expected to do.
  80. And I conducted think alongs while they were modeling
  81. the steps to complete and perform the activity.
  82. I modeled the use of organizing content and
  83. showcasing the steps to complete a problem.
  84. And I used questioning techniques such as prompting,
  85. giving a pause to allow students to answer
  86. and redirecting incorrect answers toward correct answers.
  87. I then moved on to the we do or the guided practice.
  88. I directed them towards indirect,
  89. which was the segue towards independent practice.
  90. My goal was to bring the class into small groups to collaborate.
  91. I promoted collaborative thinking and
  92. communication and encouraged students to delegate
  93. roles in the group that are tailored to each student's strength.
  94. And then I while they did that, I performed checks for understanding.
  95. I then went on for independent practice where
  96. I signed them independent work for them to do
  97. one on one
  98. and use the materials that we had learned prior to class to implement now.
  99. And I use this to, to provide one on one individual support
  100. materials that I used to help with.
  101. Scaffolding was visual aids such as charts and graphs that provided key
  102. information to solve the problem assistive
  103. technology such as calculators and manipulatives.
  104. And by modeling,
  105. another goal I wanted was to incorporate a diverse culture
  106. and language.
  107. I incorporated students in the planning process to increase involvement.
  108. I created groups to build relationships between students
  109. and I became more involved on one on one work with the students
  110. and I worked on having a sense of community and teamwork with our goal
  111. and also incorporating real world connections to materials
  112. for Ells. How I would incorporate this teaching ways to simplify word problems.
  113. So highlighting and focusing on what's important in
  114. the word problem itself to answer the question.
  115. Uh Focus on teaching math vocabulary
  116. promote working alongside peers that are both ell and
  117. non ell create study material that provides more visuals
  118. to show the full breakdown of each step and
  119. offer fill in the blank options with word banks.
  120. Um
  121. Through my reflection, I had the realization
  122. of the students were missing core strategies such as note,
  123. taking ways to focus and using the tools that they had
  124. a lot of the times I would have to remind them
  125. to use their calculator and remind them to use the manipulatives.
  126. It's it wasn't intuitive to use the materials they already had.
  127. Um
  128. I realized the value of input
  129. the students had
  130. and able to challenge them
  131. by modeling
  132. the transition to guided practice and interpretive practice.
  133. It boosted the student's confidence and
  134. allowed control over the speed of transition
  135. to each student.
  136. So working in these groups and starting off as a guided practice to independent,
  137. I liked the ability to
  138. judge more from the students input than what just had to be done in a certain time.
  139. And I feel everything improved collaboration
  140. and communication skills to the students,
  141. both with me as a, as an educator and them as peers.
  142. This was the post assessment from the student.
  143. I noticed there was a large increase in how they viewed math in a more positive light.
  144. And this is the post assessment of their behavior.
  145. There was a decrease in negative behaviors
  146. and this is how it relates
  147. on the chart
  148. I noticed
  149. and this is the assessment on their knowledge for student.
  150. M there was an increase of three extra masteries along with student H who had
  151. an increase of three masteries and student a had an increase of two masteries.
  152. With this analysis. Student M I view was viewed self and support increase
  153. the negative behaviors increase instead of being replaced with more peer
  154. interaction and altogether higher rate of participation in the class.
  155. Student h had a more moderate decrease in negative behaviors,
  156. increasing in ability to focus and direct energy in more effective ways.
  157. And student a hobbies and likes outside the classroom were used to
  158. motivate current task and there is an increase in interacting with peers
  159. altogether. My final thoughts,
  160. engaging students in goal settings,
  161. involving their opinions and feedback and learning process.
  162. There was shown to be an increase in positive
  163. relationship with math and an increase in involvement,
  164. focusing on improving the ways kids learn and apply their information,
  165. increases their mastery of the subject.
  166. And I also learned that scaffolding is a valuable
  167. tool that helps students who may have negative impressions
  168. or fears of a certain subject while giving them
  169. the tools they can use outside the classroom.
  170. That was my presentation. Thank you for watching.