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ELM 210 GCU Reflection on Observation Essay

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Psychology

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Grand Canyon University

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Laura Iappini-Case
ELM-210
February 18, 2020
Professor Piper Loftman
Reflection on Observation
On February 7, 2020, I did my Clinical Field Experience Observation with Mrs. Walker
who is a Fourth-grade teacher at Smith Elementary School. This was the first year that Mrs.
Walker partnered up with another fourth-grade teacher Dr. Buckles. The classroom divided by a
portable wall, which they opened into one huge classroom. The classroom was set up into
learning stations or tables which were numbered, and the students sat according to learning
abilities. This way it was easier for the teachers to do proper assessments, assist and monitor the
progress of the students understanding of the lesson being taught.
During my observation, I first noticed the “I Do’s, We Do’s and You Do’s” on the board
followed by the CCSS. Math. Content. 4.NF.A.1 "Explain why a fraction a/b is equivalent to a
fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and
size of the parts differ even though the two fractions themselves are the same size. Use this
principle to recognize and generate equivalent fractions." CCSS. Math. Content. 4.NF.A.2
“Compare two fractions with different numerators and different denominators, e.g., by creating
denominators and numerators, or by comparing to a benchmark fraction such as ½. Recognize
that comparisons are valid only when the two fractions refer to the same whole. Record the
results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a
visual fraction model. Next to the statements were times. “I Do’s” were designated for ten
minutes, “We Do’s” were designated for seventy minutes and the “You Do’s” were designated

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for ten minutes. The students worked with Fractions. After the first initial instruction given for
the fraction assignment, the students were told to do D.E.A.R. (stop everything and read). The
students after reading the instructions about fractions Mrs. Walker and Dr. Buckles instructed the
students collaborate with their station mates on the problems written on the board and what they
problems demonstrated. The students had to discuss how to demonstrate and circle the
numerator and draw a triangle around the denominator. Then, the students had to draw the first
image that came to them in remembering a fraction. Of course, the students drew a picture of a
pizza or a pie.
When it was time to do the cross-curricular connection and further assessments, Mrs.
Walker took the students that were one year below grade level to help bridge the gap in their
learning abilities and prepare them for TELPAS. Dr. Buckles took the students that were at
grade level and one year above. Mrs. Walker and Dr. Buckles closed the wall divider and then
started their lesson. Mrs. Walker had more hands-on manipulatives and fraction equivalency
worksheets. She got each student a plastic colored pizza that was broken up into different sizes.
One was red and broken in half, another blue and broken into fourths and so on. She
demonstrated the first example on how to make the pizza divided into half and went further into
eights. The students then had to demonstrate how to work with the different colored plastic
pieces on how to make a whole pizza using different colors.
It was nice and refreshing observing the students engaging in the fraction lesson. All you
heard was from the students were “Mrs. Walker look at how I made my pizza into a whole.” The
students looked like they all got the differentiation of pieces of pizza down. Mrs. Walker had the
students collaborate with each other and explain what size piece of pizza they used and why.
Some students said they used one-fourth piece, a half and two one-eighths pieces to make a

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1 Laura Iappini-Case ELM-210 February 18, 2020 Professor Piper Loftman Reflection on Observation On February 7, 2020, I did my Clinical Field Experience Observation with Mrs. Walker who is a Fourth-grade teacher at Smith Elementary School. This was the first year that Mrs. Walker partnered up with another fourth-grade teacher Dr. Buckles. The classroom divided by a portable wall, which they opened into one huge classroom. The classroom was set up into learning stations or tables which were numbered, and the students sat according to learning abilities. This way it was easier for the teachers to do proper assessments, assist and monitor the progress of the students understanding of the lesson being taught. During my observation, I first noticed the “I Do’s, We Do’s and You Do’s” on the board followed by the CCSS. Math. Content. 4.NF.A.1 "Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions." CCSS. Math. Content. 4.NF.A.2 “Compare two fractions with different numerators and different denominators, e.g., by creating denominators and numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols ...
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