5. Describe Their Implementation

Concept Mastery Routine-Teacher reflection- Page Middle School Gloucester County- March 26, 2017 Civics 6th grade Dana Cooper Brian Teucke  " We used the concept mastery routine this week.  We felt it was beneficial for student engagement because all student responses were recorded even if they gave an incorrect answer as never present and for non-examples. It also allowed for deeper discussion when the items were sometimes present and it cleared up confusion for some when they gave a never present idea or non-example .  "

After the Teachers reflected (written above) we talked and decided that it went well and they will the routine again.  They did not feel like they would need to make any changes to how they used it.  They would like to have more practice using it and have their students have additional practice as well.   

Concept Mastery Routine-Teacher reflection- Page Middle School Gloucester County- March 26, 2017 Civics 6th grade
Dana Cooper and Brian Teucke  
We used the concept mastery routine this week.  We felt it was beneficial for student engagement because all student responses were recorded even if they gave an incorrect answer as never present and for non-examples. It also allowed for deeper discussion when the items were sometimes present and it cleared up confusion for some when they gave a never present idea or non-example  

The co-teachers successfully completed the Concept Mastery Routine for Graphing Linear Inequalities with their Algebra I students on Wednesday, March 8, 2017.  The teachers felt good about their first run through and felt like the students followed along well.  The only challenge mentioned was the amount of time it took to get through the routine.  Carrie and I also experienced this during our first couple of times but it became much smoother as we all (our students, as well as us) got more comfortable with the routine.  The adjustment these teachers will make is to use this earlier in the term and then frequently throughout the term to ensure ease of implementation.

The students have not yet tested on graphing linear inequalities.  However, there were graphing linear inequalities problems on their midterm (Monday, March 13) and the students did well on these types of problems.

https://drive.google.com/drive/folders/0ByuRSmdpETYKa2FHZ0hBNl9aWlU?usp=sharing

The co-teachers successfully completed the Concept Mastery Routine for Graphing Linear Inequalities with their Algebra 1 student on Wednesday, March 8, 2017.  The teachers felt good about their run run-through and felt like the students followed along well.  The only challenges mentioned was the amount of time it took to get through the routine.  The adjustment these teachers will make is to use this earlier in the term and then frequently throughout the term to ensure ease of implementation.  

The 7th grade Science teacher planned to use the diagram during her Living Things unit. The day she presented to the class, I was able to be in class with her.  Work on the diagram began after the Bell Ringer activity. The teacher first gave the students a blank diagram and discussed with them how the diagram would be filled out and how it would be a benefit to them. Several of the students had previously used the diagram in the 7th grade Language Arts class and told other students that they liked to use it.  The teacher gave the students the Overall topic and the targeted concept area.  The students began calling out ideas and words in a haphazard manner and she and I worked together to get them settled down and on track.  After listing numerous vocabulary words, she discussed helped guide them to sorting the Always, Sometimes, and Never characteristics.  Guidance was needed to get the correct items in the Always list.  The definition was easily created. The class was told the diagram would be used at various times throughout the unit and during an upcoming quiz on Friday.