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I was honestly a bit disappointed within my field experience within this classroom at the lack of student to student discourse. I'm not sure if it was influenced by COVID, or if it was just a situational thing during my time in the classroom, but there was practically no interaction between students. Students were told to be quiet and to stay in their seats all day and were not allowed to talk amongst themselves. For my different method of assessment, I would have chosen to implement a think-pair-share strategy. I would have loved to hear students discuss their thinking and strategy of solving one of the higher level of cognitive demand problems. In a think-pair-share, students think about the problem, pair up with another classmate, and then share their thoughts with the whole class. This would've been a great way for the teacher to circulate the room to overhear students thoughts during the pair portion, but also to be able to discuss things as a whole class in order to make sure students were on the right track and also get feedback about student understanding in a holistic way in order to further their instruction. It also encourages classroom connection when students are able to share their thoughts with a partner and with the whole class and establishes a bond within the classroom community. I feel as though this would have been a great alternative approach to assessing student understanding of their SeeSaw activity on this day of class. This method could be differentiated for students with specific needs, such as ELL's and students with learning disabilities by giving the option to demonstrate how they solved their problem to their partner rather than having to explain it with words. Students can show how they moved objects to count them, and how they counted which group of objects was bigger and smaller. For students who are academically gifted, it is beneficial to explain their thinking to other students and for them to also be exposed to different ways of solving problems. It is good for students of all skill levels to work together to brainstorm strategies and to open their minds to different ways of doing things within the classroom.

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In this framework, lessons work from standards/curriculum to teacher set up to being implemented by students and then finally ending in learning. The lesson began with the teacher displaying the standards on the board and introducing the activity. The teacher then started to set up the lesson by discussing her expectations, and doing a few practice problems with the whole class. During this time, she allowed students to share their thinking and asked them follow up questions as to why they answered the way that they did. After she felt like they had grasped the activity well enough, students began to independently work on their assignments and as they worked, we circulated the room asking students probing questions and answered any questions they might have had. There was no real closure of the lesson discussing the assignment and the students answers and processes. I feel as though that could've made the lesson a bit better and led to more student learning, but the teacher might have just been short on time that day. Overall, I think that this was a fairly significant cognitive demand for the students. It met the standard and allowed students to implement content and learning with teacher scaffolding. I think the second portion of the lesson encouraged higher cognitive demand where the students had to roll the dice 2 times and compare the amounts. This could have been improved if students had to explain their thinking more either through discussion at the end of the lesson in order to ensure their understanding.

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The students participated in a SeeSaw activity which was completed and submitted at the end of the math portion of class. The activity consisted of about 10 slides with differing numbers of objects on one side of the screen. For the other side of the screen, students had to roll a foam dice and look at the dot pattern on the side rolled, drag that many objects to the other side of the screen, and then determine which side had more objects than the other. They had about 7 of these problems. For the last 3 problems, they had to roll the dice 2 times for each side of the screen, drag objects to both, and determine the number comparison between the objects.

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NC.K.CC.6 | Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.