Reflectionof a Lesson Taught During Practicum
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Reflectionof a Lesson Taught During Practicum
Itis every teachers dream to have an effective and positive impact tohis or her students/learners at all levels. Teacher’s effectivenessis well contributed by the deliverance of the content taught as wellas how he/she relates to the learners both in and outside theclassroom. As a mathematics teacher, I have developed the ‘learning–bydoing approach’ in the classroom environment. This approachhas helped me to enable and empower every learner in the class todevelop the right ability towards mathematics, which is the subjectam responsible for. With the use of different aids such as real lifeobjects such as fruits, cakes among other, the concept of fractionswas well taken by the learners (Van& Lovin, 2006).For the learners I make sure every one of them attempts questions inthe classroom, in order to identify and solve any problems they mayhave.
Duringthe teaching practicum, I was entitled to teaching Maths Grade 3. Thetopic chosen was Conceptsof Fraction (Addition and subtraction of fractions).This paper is a selfanalysis report of a lesson on fractions that Itaught during practicum, in Grade 3 mathematics. The report containsgoals for the activity, the actual activity, why the activity,learners thinking, lesson effectiveness, as well as what needs to bedone to make the teaching more effective, among other numerousactivities.
Interestthe learners will attempt to express the size of a part that issimpler than the given measurement to help revisit the previoustaught ideas
Thinking:the learners will be able to explain what fraction they represent bya whole, as well as being able to identify fractions with the samenumerators to perform additions and subtractions.
Expressionlearners can use fractions to express a fractional part which issmaller than a unit of measurement (whole), as well as learners canbe able to perform addition and subtractions of fractions with thesame or like denominators in simplecases.
Knowledge:learners understand what a written fraction expression means, as wellas understands how to perform addition and subtractions of fractionswith like denominators.
TheActual Activity
Theactivity entailed teaching of the concept of fractions Addition andsubtraction operations to Grade 3 learners. The lesson will entailadding fractions such as

½ + ½, and ¼ + ¼ among other similar fractions

Using models and oranges to understand the idea behind the addition of fractions, as well as templates

Carrying out problems involving addition of fractions, without the use of models or examples

Learners performing the additions, and the teacher actively demonstrating the activity to the learners

Learners performing exercises in class to demonstrate understanding of the topic/lesson
Goalsand objectives of the lesson/activity

The main goal of the activity is to improve maths performance and knowledge in fractions for the learners, as well as helping students construct the ideas of fractional parts of the whole, as well as make operations in both addition and subtraction operations using fractions.

The learner should be able to understand the language of fractions and apply it in performing the operations.

By the end of the lesson, the learners should be able to identify fractions with similar denominator parts of a fraction, and perform addition of the fractions.

By the end of the lesson, the learner should be able to perform addition of fractions, which has the same denominator with ease and little assistance.
Thereasons behind this particular activity/task, and how it isappropriate for Grade 3 learners

After teaching the concept behind the fractions and what they mean as part of a whole, it was the appropriate time to introduce the operations using fractions. The learners were able to identify a fraction from a shaded region of a whole, the meaning of the denominator and the numerator, and hence it is time to work with fractions, through additions and subtraction operations.

The fraction topic is essential to the learners, as it helps them have an idea behind numbers that are less than one such as, a third, half, tenth, eighth and such fraction language.
Highlightsabout learners’ thinking and reasoning during the activity
Oneof the major points to note with the students is that, they addedboth the numerator and denominator at the same time. For example,1/3+1/3=2/6 (1+1/3+3), making it 2/6), which was wrong.However, after the use of examples in class, such as taking equalpieces of a cake, and adding them together, the learners managed tounderstand the idea behind the addition of fractions. The learnersreasoning is that, maths is hard, but once they use real life models,they become easy ideas to apply knowledge learnt
Whatto do in order to be more effective as a teacher
Inorder to be more effective as a teacher in this activity, the use oflife examples and simple models is essential. This would help thelearners to conceptualize the idea being taught. In addition, it isalso essential to attend to each learner at a time to ensure thathe/she is on the right track in the activity. It was also effectiveto give take home assignment to test the learner’s ability tounderstand the concept being taught in class (Hults& Creative Teaching Press, 2002).
Anotherway to be effective as a teacher for grade 3 mathematics is bybecoming learner centered. This enables the learnersto be actively involved in performing the operations and henceincreasing the rate of understanding. Additionally, in order to beeffective, a teacher needs to plan with each student in mind, this isdue to the fact that, each learner is unique, and hence has differentlevels of understanding.
Effectivenessof the lesson in developing understanding of the math content
Thelesson was an effective way of introducing the concept of numbersthat is less than one or expressing part of a whole. Moreover, thelesson is an important one when introducing the decimals hence, theknowledge will be used later in another topic and lesson. Themethodology, used in teaching fractions, has enabled the learnersdevelop a positive attitude towards the subject.
Thelesson also brings along the maths in the real and actual scenariohelping the learners understand and apply the knowledge in their reallife situations. With the use of models, and real life objects suchas cakes, pizzas, among others, the learners develop the relevantidea of the topic and maths at large.
Differentapproach to teaching, that might promote understanding of themathematics content
Inorder to make the understanding of the some additional practices thatmight help to teach the lesson include use of more live examples,probably each student to have his/or her own sample i.e., an orange.In addition to use an example, it would also be effective to usetemplates to perform such operations. The learners are encouraged tostep forward and fill in gaps within questions. This would promotethe understanding of the idea behind the addition of fractions (Hults& Creative Teaching Press, 2002).
Anotherrecommendation to improve the understanding of the topic andmathematics in general is to use manipulative as it helps developlearners’ understanding of fraction ideas. Manipulative the studentto construct mental referents, which are essential when performingfraction problems (Hults& Creative Teaching Press, 2002).
Lessonslearnt from the teaching of this lesson (Beaveret al, 2013)
Asa teacher, there was plenty to learn from the lesson.

One lesson learnt is what are the effective tools, and methods that are good for teaching grade 3 learners

It is not the concept behind fraction that is difficult for the learners, but instead the fraction operations such as addition, subtraction, divisions and multiplication that can be confusing to the learner.

Problems in operations on fractions should be delayed and taught after the concepts and ideas in the equivalence and order of fractions are effectively established.

At this, fractions operations should only involve fractions with denominators which are less 10
Strategiesfor Supporting Classroom Discussions
Withreference to, the Van de Walle book, some of the essential highquality strategies essential for supporting classroom discussioninclude (Vanet al, 2013)

Choosing high level mathematic tasks for the classroom work and for the learners

Drawing conclusions and summarizing discussions

Plan and examine questions

Allow student thinking to shape the classroom discussions

Attend to the classroom culture
Inconclusion, the concept of fractions has remained a complex one amonglearners and especially at lower levels. However, with ample time anddiverse resources as well as the experience and mathematical models,children can develop positive attribute to maths as well as rigorousand deep understanding of the subject. From the practicum attended,it was positive developments as a teacher, helping the learnersunderstand the topic.
References
Beaver,C., Burton, L. J., Fung, M. G. G., Kruczek, K., & MathematicalAssociation of America.
(2013). Resourcesfor preparing middle school mathematics teachers.Washington, DC: Mathematical Association of America.
Hults,A., & Creative Teaching Press. (2002). Thirdgrademath minutes: One hundred minutes
tobetter basic skills.Huntington Beach, CA: Creative Teaching Press.
Van,. W. J. A., & Lovin, L. A. H. (2006). Teachingstudentcentered mathematics.Boston:
Pearson/Allynand Bacon.
Van,. W. J. A., Folk, S., BayWilliams, J. M., McGarvey, L. M., &Karp, K. S.
(2013).Elementaryand middle school mathematics: Teaching developmentally.