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Sarah Sadegian EDEL 415 Reflections November 1st, 2013 Phelps (2012) discussed using CGI problem structures.

She knew that the concept could be taught using a quick trick or this way that was more time involved for her part and on the students (Phelps, 2012). Fractions are taught in these lessons through inquiry and exploration. The lessons were structured and were spread out over three different days. Phelps (2012) discussed initial concerns about time and at the end she reflected that she had to set her concerns about time aside. Obviously, the time was well used as she stated what came out of the lessons was a far deeper understanding than could have ever been gained from a quick trick lesson (Phelps, 2012, p. 157). How do we set our own concerns about time aside; both our planning time outside the classroom, and student time in the classroom? Are there any tips or tricks that you have used or seen in the classroom that were effective for time managing? This is a question that I still struggle with myself. Math should be viewed as important and a priority in the classroom. However, it seems that math often gets put aside for other subjects such as literacy. The one trick that I used and I will continue to use is to incorporate mathematics into other subject areas. Cross-curricular activities can be used to not only maximize time in the classroom but are helpful for developing student learning. An example of this is using math books for a read-aloud. Students may not have positive feelings about math, but if they have positive feelings for a read-aloud this could prove to be a positive experience for them and they may begin to correlate math with positive feelings. Cross-curricular activities are beneficial for

time managing because you essentially combine two subjects and spend time in one lesson on both of those subjects. Since time will always be an issue, this is one helpful tip that I have found works well. Cady, Hodges, & Brown (2010) discussed many strategies to teach ELL learners in the classroom. I personally found the strategies to be helpful to teach not just ELL learners but all learners in the classroom. The authors also suggested the importance of holding high expectations for ELL students because it can play a profound role in the success of students who are learning English (Cady, Hodges, & Brown, 2010, p. 482). I found that I was modifying worksheets, textbook work, or assignments for the ELL students in my class. Would these modifications portray that you do not have high expectations for these students? Do you think other students notice that modifications are being made? I think of the terms equity versus equality! It is extremely important to keep your students in mind when planning and teaching, and that group of students will look different every year. When I was teaching in my APT I was teaching the fractions unit. I found that the abilities were extremely broad and I was differentiating based on three groups. Each group received different material, and I offered extra support session for the students who needed it. I sometimes felt that students knew who was getting treated a little differently and sometimes they would view this as unfair. Is it unfair? Or are you just doing your best to provide all students with what they need. I personally felt that the students didnt feel that my expectations were low; they were just different for every student. It is unfortunate that this idea of equality is implemented in children at a very young age. They cannot focus on equity, they just want the same as everyone else.

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