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Running head: Assessment Project 1 Assessment Project Willie Powers EDUC 530 Liberty University
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Assessment Project 2 Assessment Project When I constructed my two IPPR's I had to take into consideration that I would be working in two completely different types of classrooms. This originally made my planning for the class to be a little more difficult than usual as they were two different grade levels. However, due to the fact that I am already a substitute teacher I can generally jump into the swing of things since I rotate grade levels on a regular basis. The only difference is the the actual teacher usually leave the specific lesson plan and material behind for me to work with. The two mathematics courses I taught were sixth grade math and a second grade math course. In each of these courses I was able to plan accordingly and put together two meaningful lessons for the students to understand. My first IPPR lesson was focused on around linear equations and solving for them. I felt my set was not successful enough so it felt out of place and sudden when I administered the pre-test. The student was slightly confused as to what I was asking him to do. I had to explain to the student the concept which I felt confused him even more. I feel if the student had done the lesson or content that is usually taught before place value then he probably wouldn’t have been confused. I immediately saw how important it was to connect the lessons and how to show the correlation between multiple lessons. This will make it easier for a student to find prior knowledge based on the previous lesson taught and its relevance to the current lesson being taught. I feel that when I administered the post-test I had a much better result. I did run into the same issue as far as closing the lesson. As far as closing out the lesson went, I felt that I was able to tie everything together in the end. I was able to allow the students to ask any questions they may have had regarding the content taught. It worked perfectly because the students were able to see how this was applicable to their every day lives. The pre-test was naturally a little more difficult to the students even after a warm up problem
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Assessment Project 3 was given. This was because they needed a refresher on different concepts that had previously been taught that carries over to the lesson of linear equations. After the warm up problem and some sample problems done in front of the class, students were able to pick up on the concepts pretty well enough to catch up to what was being taught and discussed in class. However, results from the post test proved that after the initial lesson, activities, and discussion that the material taught was understood. The
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