Personal Learning Path - Keith (Fall 2023 Fordham University - CTGE-5227)

  Hello everyone,  On this week's readings, I really like the reading on the Three Meanings of Fractions from the  Calaveras Unified School District.  I think, in relation to my math goals for this semester, It shows how engagement looks in various ways. While some students may interpret fractions easier as a model, others may see it more clearly as a symbol. As a kid, I liked to see fractions as symbols because I didn't want to do the extra work or creating or drawing with more effort. However, I think that with that being said, a future student of mine may be into drawing a fraction as opposed to writing it out, and I think that needs to be considered to develop a more inclusive classroom.  Link to reading: https://calaveras.k12.ca.us/08%20Departments/Education/Math/Downloads/Fractions/Fractions%20and%20decimals/Three%20Meanings%20of%20Fractions.doc

  For this week, I wanted to focus back on students with special needs. This is more promising work from another student; the student wasn't really engaged in the work, but he was able to finish the work independently. He was able to replicate strategies given by the teacher and the workbook. I think this is an example of how students with different needs have different paces of learning and applying, and it is something that I worry about when I am developing lesson plans and supporting kids. I often think about how large the spectrum may be, and just how inclusive must my work be in order to be relatable and engaging to my class. 

 This week, I wanted to share some work that I helped a student with during afterschool. My primary job is a Program Director for a Community Based Organization at the school that I also substitute teach. During homework time at the program, I was helping the student with their homework and I felt proud because I was able to apply what I learned from the class and from speaking with the lead teacher. I used to tell kids the answers for their homework or just flip it back at them by saying things like " You learned this today in class, you don't need my help". However, I feel that I was able to guide the student with completing their homework. The student and I was able to apply the strategies that were taught in class together, and it showed me that the work that I didn't know what to do is changing for the better. 

  I wanted to share this work today because I was having a conversation about this student's work with the teacher of this class. I felt a bit upset that this was the work that the student wanted to submit. However, this child has an IEP and is usually supported by a special education teacher. However, this teacher was out this day and the student refused to do the work. At first, I considered that he was refusing. However, I thought that maybe he felt like he was not going to be supported.  It helped give some insight on how I engage students is important on how I will teach math, especially with students with special needs. I will consider this when creating my end of semester project and how I can differentiate learning for all students in my lesson teaching and instruction.