Lesson Analysis: Math Lesson

Comments on Lesson Design
Hook:
==> As a hook into math, students are to work on a challenging math problem called the p.o.d. (problem of the day). These problems are usually unrelated to the given math topic being taught that day. However, they are word problems encompassing different mathematic topics and operations. Students must use previous knowledge from various math areas to find the solution.
==> I think this is a great way to get students’ brains running and actually engage their thinking, specifically about mathematic functions. Every time I observe students trying to solve the p.o.d., they are usually very motivated and it sometimes becomes a little competitive as well as students are required to solve individually.
==> What is also great about the p.o.d., is that quite often there is more than one answer, so different students can solve the problem differently. That is, students can make use of operations and functions they are most comfortable with. I believe this helps build confidence in students – especially since this is a subject, which makes most students apprehensive.

Instructional strategies:
==> Order of activities: p.o.d., went over questions from previous day, students note key ideas, go over new examples, work on assigned questions.

Active engagement/practice:
==> The way the math lesson runs is usually quite similar everyday, with just the specific content varying. I think this works well as it allows for predictable structure and a routine that students become accustomed to.

==> After the p.o.d., my S.A. reviews any necessary material from the previous math lesson. This can involve questions students did not fully understand or just content that needs to be repeated for the sake of students’ memory. I think this helps not only the students but also the teacher in that the teacher can get a sense for what areas the students are struggling with. This way the teacher can offer another way of explaining a tough concept that may be better understood by the students.

==> Following this review, the new material is introduced. Students take notes on the key ideas – usually these are found in their textbook. However, if my S.A. feels as though these notes are not sufficient and a concept requires further explanation, she will add her own notes. I see this as an example of fitting curriculum content to fit the needs of your class and more importantly individual students. Sometimes the textbook is not enough and must be suited to the various learning styles and levels present in your own class.

==> My S.A. then goes through a couple of different examples. And I think this is the most important portion of the lesson. This is where students actually learn the process of solving the new content – the formulas, short cuts, and strategies. I have noticed that although my S.A. is solving the examples herself, she always asks for input from students. I think this is a great way to ensure students are actually paying attention and again to keep track of students’ understanding.

Closure:
==> To end off, students are assigned questions from their textbook. Sometimes it is the entire set of questions, or it can be just odd or even numbers.

==> Students are encouraged to get as much done in class so that they can ask for help if needed. Any remaining questions are to be completed for homework.

==> There is usually a fair amount of time leftover for students to work on the assigned questions. This is important I believe because it can be really valuable for students to ask for help while working on the questions in class rather than going home and possibly not having anyone available who can offer assistance. Moreover, in some households, there may not even be someone who can actually understand the material. Therefore, teacher presence can be of benefit to the student.

Other observations:
==> From observing my S.A., I have realized that it is really important to keep checking for understanding throughout the lesson. You never know when a student is going to lose track of what you are trying to explain. Therefore, it is important to keep a close eye on student expressions. For example, in high school I remember one of my math teachers would explain a concept step-by-step and after each step he would ask, “shake your head yes shake your head no” to see how many students were understanding. I thought it could even be more simple by just asking students to stick their thumb up or down according to if they understood or not, respectively.