Math Classroom Observation

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Pages: 7

: The students, I work with, are in a self-contained classroom, which serves as homeroom/resource classroom, and provides a safe learning environment. I work with a total of nine students, eight of which are in third-grade, and one is a fourth-grade student. I am with the students during their math block, and during math intervention, two more students enter the classroom for math intervention. Eight of the nine students have the disability eligibility of specific learning disabilities, two of the students have other health impairment (ADHD) with their primary eligibility, and one student with developmental delay. All the students receive assistance during math by using visual aids and manipulatives. Mrs. Corcoran not only provides academic support, but incorporates cooperation and social-emotional learning into the classroom.

Step 1C: On Monday, February 8, or site visit two, I observed the technology Mrs. Corcoran uses to differentiate instruction and enhance student learning. While Mrs. Corcoran teaches, she uses the Elmo, her Chromebook, and the SMARTBOARD to project to students what she will be teaching, to serve as a visual aid. On this day, Mrs. Corcoran went on GoNoodle for the students to get up to sing and dance before teaching the math
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Corcoran with technology. Mrs. Corcoran had a busy morning, and came straight from an IEP meeting to math class. I helped her connect her Chromebook to the Elmo, which projects to the SMARTBOARD. At the time, the students were not interacting with technology, but visualized what was the SMARTBOARD. Mrs. Corcoran did a short practice money change counting example with the class. I interacted with the students, by hearing the students of their guess of how much the change amount was. The objective was a practice and review to formatively assess what students know, and the outcome was the majority of students could count the correct amount of