i Where did studentsyou have difficulty with the content iiWhere did

I where did studentsyou have difficulty with the

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i. Where did students/you have difficulty with the content? ii.Where did students/you have success with the content? iii. What would you do differently? iv. What are you proud of? b. What did you learn about teaching in general (preparation, management, etc) from this unit? i. What would you do differently? ii.What are you proud of? c. How have your used/applied what you learned in class and readings in this unit? Whenever possible, quote your students to support your reflection. a) From teaching this unit, I learned a lot about the specific content in general, along with how to teach it as well. When it came to the vocabulary, I realized that if I were to explain these words to someone my own age, it would be a different definition then what I would say to a third grader. I first had to learn the vocabulary that went along with teaching the content. I figured out how to put it in an age-appropriate manner that the students would be able to understand if I had to explain the word. For example, if I were explain- ing what the word strategy meant, I would say a method or system of steps used to solve problems. But third graders would not know what a method is either, so I would have to explain that a strategy is different steps you take to find the answer to the problem. This is exactly what I did in the lesson as well, which my supervisor said she was impressed with. I knew my vocabulary and how to word it to the students so they would understand it when the time came. Also when it came to teaching this specific content, I had to learn how to present the information in an engaging way to students so their focus and attention is on track. I wanted to find ways to cover all of my standards and objectives as well. So I came up with an opening game, and then my problem that I had the students help me solve, which involved covering the standards as well. All together I had to learn how to see and make the content age appropriate to teach third graders, not college students. i. When it came to understanding the content, I had difficulty figuring out how to play the game and what the ob- jective for the students would be. I stepped back into a third graders mind and said to myself, “If I were playing a skip counting game and someone said 900, and I had to say 1,000, the next person would have to say 1,100. But would that student know how to say that number? Would they pronounce it wrong and know that it can be said as 1 thousand 1 hundred or eleven hundred?” This is where it took me a little while to figure out how to explain this content to the students. I prepared rows with a place value and the name of each place value above the rows, where I would separate Causton-Theoharis & Theoharis, 2007, p.14
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each number into the row and review place value and how to pronounce the numbers. When it came to the students difficulty understanding the content, it was mainly when I had them explore. Mostly all of the students were able to develop different strategies that showed four ways to figure out my problem with paper clips. Only about two or three students needed guidance on how to get started. I re-read the problem to them, and told them to always look for peer
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