The lesson I created will review turtlehead multiplication for fifth grade students. I made several decisions regarding 21st century strategies, schema for learners, and the use of technology.
Specifically, I decided to incorporate problem-solving aspects to this lesson that go beyond the intended topic of the lesson. The students will be invited to, at first, solve large multiplication questions using any method they would like. They can then collaborate creatively with their classmates and share their own problem-solving methods.
Furthermore, I have individualized their education in this topic as needed. Specifically, those learners who can demonstrate mastery of the concept will be asked to move on an begin mastery of the next topic rather than waiting for their classmates to catch up.
I have also prioritized communication in this lesson, as I will ask students to explain their methodology to their classmates after collaborating with them.
In terms of the schema I used in this lesson, it is intended for a subset of the class: those who have not understood the concept despite several lessons focused on this technique. I am reviewing this concept with them, as they cannot yet demonstrate mastery. For this reason, I believe it is important to shift this subset's thinking. Many of them have told me, "I'm not good at math" and "I just don't get this." I will be asking them to reframe these statement with a "yet," for example.
Although I relish the use of technology in the classroom in general, I will not be using technology in the main part of this lesson. We will be using the "old fashioned" whiteboards, and returning to work on the computers once they have demonstrated mastery of the concept.
As this is the first lesson plan I am attempting with this class, I am not yet certain what I may have overlooked. I'm certain that I will discover this shortly, as the students will likely be happy to help me figure it out! Sometimes I do try to pack in too many activities, but I don't want to have any "dead space" in my lessons, so I overplan as a rule. Problems could arise with this technique, though, if I don't allow enough time for the formative and summative assessments that will help me gauge the effectiveness of the lesson.
I also look forward to learning what works for classroom management with this particular group of students. They use Class Dojo, and I look forward to working with the points as deftly as my mentors do with this system.
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