​Project Objective:


Collaborate with group members to gather information, utilize math skills (addition, subtraction, multiplication), and create a final project board.


Common Core Standards: California


Writing Standard- Research to Build and Present Knowledge: Recall information from experiences or gather information from provided sources to answer a question. Conduct short research projects that build knowledge about a topic.


Speaking and Listening Standard- Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


Speaking and Listening Standard- Presentation of Knowledge and Ideas: Report on a topic with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Language Standards- Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when speaking.


Math Standards- Operations and Algebraic Thinking: Represent and solve problems involving addition, subtraction and multiplication.


Math Standards- Measurement and Data: Work with time and money. Represent and interpret data.


Math Standards- Number and Operations in Base Ten: Understand place value. ​

​Project Description:


This project follows a section on purchasing items and calculating costs. Tax has not been yet presented, so it is not included in this project. Students work in groups to collect pricing info, make buying decisions, add up costs, and present a finished project board. The project will take about 4 hours to complete. One hour each Monday-Thursday and Friday will be project presentation day. While students all have their specific jobs, all group mates may help with each section of the project.


Day 1: Research
The groups search for prices of different items on the computer, through newspaper and magazine clippings, and through grocery receipts. The researcher role takes notes, saves pictures and ensures the group has collected enough data to be over 1 million dollars.


Day 2: Buying
The group works together to make purchasing decisions based on the data they collected the day before. The accountant role comes up with a total purchase price that must be as close to 1 million dollars as possible, but not over.


Day 3: Compiling Receipt
The accountant, with the help of the group, creates a list of every purchased item making sure that each item is accounted for. Addition, Subtraction, and Multiplication will be used. Once the list is complete, the accountant will print the list for presentation.


Day 4: Project Board Creation
The artist, with the help of the group, will take a look at the list of items purchased and find pictures to post on the project board. The project board will end up looking like a collage with all items and prices included.


Day 5: Presentation Day
The groups will present both the project board and their receipt to the class. After presentation they will answer questions from classmates and the teacher. ​

Evaluation:


Participation Grade - 30%: ​

The above video is an example of an exit ticket formative assessment.  This is an assessment that I can use for an elementary english classroom. With the multiple choice options I gain basic information about student understanding.  If I wanted to get more detailed information, I would want to host a discussion with more specific questions about the story of the three bears. I might also want to test understanding of definitions by providing multiple choice options of definitions and having students select one. 

​A quick test for general understanding will give me limited information, but if I trust that students are answering honestly I can still utilize the data to adjust my lesson for the following day. For example, if everyone responds that they understand, I can move on to other vocabulary words or even give a summative assessment the following day. If students are responding that they do not understand or do not remember then the following day I would continue with the same subject. I could create  an exercise that allows students to act out the story of the three bears. I could have the class play a vocabulary game to better understand key words. Check out my blog post on game based learning to see an example activity for learning vocab! (click below)

(SmartAtMath, 2011). 

How to share assessment Data with students:
Once the data is collected from the above formative assessments, teachers can then decide how to provide feedback to the students. If students submitted an exit ticket at the end of the last class, at the beginning of the next class the teacher can return the tickets and discuss overall classroom data. For example, "Based on the answers you all turned in it looks like most of us have a good understanding of the grammar lesson, but there might be a question about how to best eliminate run on sentences. To start today, please look at the run on sentence written on the board and consider how you may shorten it or separate it into multiple sentences.". 
If the teacher finds that a specific student or group of students is continuing to struggle, she can set up a private meeting to discuss misunderstandings and find extra help for those students. 

Summary of my previous experience giving formative assessments in Private Voice Lessons:

In my private classroom, I am consistently giving formative assessments throughout the lesson. After I have completed my basic overview of a topic, I then typically give a formative assessment that includes verbal confirmation of understanding. If the student agrees that he or she understands the topic, I follow up with a secondary question to ensure that they in fact do understand. If the student does not understand I start a short discussion on the topic and give a few different examples for the student to try. 

The most common misunderstanding in my music lessons is on how to correctly breathe to support singing. Once the explanation has been given, I then model an example of how to inhale the breath down into the bottom of my lungs, expanding my rib cage and allowing my abdominal muscles to relax. Then I have the students try it with me. This visual check is my first formative assessment. If I see the body moving correctly, I then discuss with the student different ways to trigger this motion without having to think step by step. For example, imagining a wave come crashing down through your mouth and into the bottom of your belly can really help students understand the motion of the low breath. The final step to assessing student understanding is then to ask if the student has any questions. Usually there is at least one clarification that can be given. For example, "Is the diaphragm contracting or releasing during the inhale?" is a typical question. 

If the student is still not understanding the concept after explanation,  then I describe it another way or give other exercises to help students become more familiar with the movement of their bodies. Laying down on the floor with a book on your stomach is an example of how to help train the body to take a correct singers breath. Each time the student tries a new example, I gain more information about their understanding and can help adjust my future lessons based on this understanding. If I know a student is struggling with understanding the singers breath, I incorporate breathing more into warm up exercises. I also spend more time with stretching, deep breathing, and muscle flexing so that students can better get to know their bodies and how to utilize them for singing. 

One way I have modified my assessments in the past is by asking for student recommendations. When a student has successfully understood a concept, I ask them what exercise finally made the information "click". While each student is different, the answers to these questions give me more confidence in trying certain exercises with students who are struggling to understand similar concepts. 

Bibliography:SmartAtMath. (2011). Checking For Understanding [Video]. Retrieved from https://www.youtube.com/watch?v=vd7TO9alAss&feature=youtu.be

2. Positive Narration


When a student is doing a positive behavior in class the teacher should recognize it and verbalize it to the class.


Example: The class is working in 4 groups and the teacher realizes that one group is working very well. The teacher would say…


“I see that Group 1 is quietly working-Good Job.”


When a student is misbehaving the teacher could use positive narration to redirect the students attention to what is good behavior without calling the student out.


Example: The teacher notices group 2 is chatting about sports instead of working on their assignment. The teacher would say the same sentence!

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3. Nonverbal Que


When a teacher notices a misbehavior happening or about to happen she can use a hand signal to signal to a single student or group of students to stop whatever they are doing and refocus on the class. 

Plans to Avoid Misbehavior

In my classroom, I plan to set up a positive classroom environment. I can accomplish this by learning student’s names, taking an interest in their activities, and understanding student’s family backgrounds. Physical behaviors can also help to develop positive interactions. A hug, high five, or even a smile can go a long way when greeting students by creating a meaningful caring relationship between student and teacher.  Classroom setup can also aid in developing a positive classroom environment. I plan to group children together in cooperative grouping in order to create teamwork in the classroom. ​ Click the button below to learn more about creating a positive climate in the classroom. 

With the help of my students, I also plan to create a set of rules, norms, and procedures to avoid many behavioral issues in the classroom. Effective teachers not only plan for classroom management before the beginning of the school year but also spend time at the beginning of the school year making sure that students understand the rules and procedures, that students generally accept the rules and procedures, and that students practice procedures enough to execute them in a routine fashion (Marzano, 2007). The utility of rules and procedures is enhanced if students have input into their design. Once I have presented the rules, my students can come up with specific behaviors and routines to make sure the rules are followed (Marzano, 2007). This should happen at first in the beginning of the school year during a presentation/discussion class on rules and expectations. Later in the year the rules can be considered again by the class and perhaps changed. Check out the powtoon video below to hear more about creating rules, norms, and procedures!

I also will have high expectations of myself as a teacher and of my students to accomplish their learning goals!  This will help cut down on behavioral issues because having high expectations directly effects the student’s ability to achieve in the classroom. “A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement” (Marzano, 2007). Students who are low-performing need to have high expectations in order to boost their confidence and self image. Without this, they will be more likely to act out in class. The students need to know that I believe in them so they can achieve greatness in the classroom.

Because behavioral issues are bound to arise despite my plans and expectations,  I plan to use a behavior chart to help manage classroom behavior. This behavior chart and point system could be used class wide, or for specific students who are having behavioral issues. It is a rewards based system that is used on a weekly basis so both the students and the teacher can see progress throughout the week. In order to avoid star students always being “on top” and struggling students never being able to reach point goals, the points will be reset every week. This shows students that each week is a fresh new start for them to meet their goals! This behavior chart will help students be reminded of the teachers behavioral and academic expectations. In addition, at the end of the week the teacher will send home the behavioral chart to be signed by the parents. For students who are not achieving expectations, the teacher will fill out the back of the behavioral chart. The back includes a place to write a note for the parents to read and 3 simple categories: Improving, Staying the Same, and Worsening. ​

Plans to Manage Misbehavior

Even with this behavioral chart motivating students to do their best in class, there will still be situations that I need to address misbehavior. First, I need to be very clear about my expectations. I need to give specific, concrete, sequential, and observable directions (W.T.D). This makes it very clear to the student what it is I want them to do.


Second, I need to give praise to students who are following instructions well. This is called positive narration. When I see a student doing something positive such as working quietly, listening intently, or sharing well I need to comment on the behavior. If I do this in front of classmates, the student will feel happy and proud and the classmates will desire to have that same attention drawn to them. Therefore, they will listen better to rules and directions.


If all of these attempts to manage the classroom do not work for a specific student, the next step would be for me and the student to have a private conversation. This conversation could refocus the student gently by supporting her emotions and recognizing her needs. In my classroom I plan to figure out each student’s needs by asking them questions about what works for them. Just spending this time to get to know students needs will create a bond between me and my students.
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Finally, if the behavior continues it is necessary for the parents, and principal to be brought in for a meeting with me and the students for a final attempt to dispel the misbehavior.  This is not a punishment, but an aid for both me and the student to develop a positive relationship based on communication. We can all work together to find an appropriate consequence that will help the student get back on track in the classroom.