Objective:
Graduates will be able to analyze educational problems and present solutions for solving those problems.
Statement:
As reflective scholar-practitioners, teacher candidates develop a Sense of Inquiry that recognizes teaching as a collaborative and continuous inquiry experience — individually, in settings for learning, and in the community and broader society. Engaging in independent and collaborative inquiry through critical questioning and thinking (driven by curiosity and wondering) teacher candidates are consumers of, and contributed to, the ongoing professional dialogue about learning. As stewards of scholarship and learning, challenges and risk-taking are seen as opportunities to learn and go beyond current perspectives, assumptions, and biases.
MEES STANDARDS
01: Content Knowledge Aligned with Appropriate Instruction
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- The teacher understands the central concepts structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
04: Critical Thinking
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- The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem-solving, and performance skills.
Lesson Plan: Click Here
Description:
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- This math lesson plan was designed for whole group instruction and aimed to challenge students to think critically about story problems and what number sentences tell us about story problems. While the instruction was conducted as a group, students were prompted to reflect on their understanding individually before participating in collaborative discussions with their peers.
Goals:
1.) I plan to utilize this lesson again next year with my new group of kindergarten students, making necessary adjustments to accommodate their unique learning needs. As I deliver the lesson, I will be attentive to areas that may require modification to enhance student understanding and engagement.
Reflection:
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- This lesson aligns with my overarching goal as an educator to implement a play-based approach in my classroom. I transformed the required math standards into a game-based learning experience, highlighting the numerous benefits of this approach. My educational philosophy further elaborates on these beliefs and the value of play in learning.
How do my ethics line up with the MEES Standards?
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- 01: I designed this lesson to be engaging by incorporating a game board and game pieces. I encouraged students to exercise their creativity by allowing them to customize the appearance of their game boards and design their own game pieces.
- 04: In this lesson, I focused on story problems and number sentences. Students were tasked with creating a number sentence based on a given story problem to determine the solution.