https://padlet.com/hgrohsjr/b853u3gci92jqidj en-us 2021-04-25 18:45:16 UTC 2026-01-23 00:30:06 UTC hello@padlet.com hgrohsjr https://padlet.com/hgrohsjr/b853u3gci92jqidj/wish/1457051236 After reading the case study on Veronica Evans, one thing that stood out to me was her effective use of small groups to further student understanding and dialogue about angles & measuring angles. However, the first piece of advice that I would give her is to develop and implement a unique cooperative learning experience for all students. Per Estes, teachers can prepare for an accurate cooperative learning experience by providing opportunities that touch on all cooperative skills including but not limited to: (1) foundational skills for groups to work in a classroom setting, (2) managing group efforts to complete the task and maintain productive relationships, (3) formulating skills needed for deep understanding, and (4) fermenting skills that center on social skills (Estes 183). Tools such as four corners and/or find the rule are unique cooperative learning activities that touch on all the aforementioned skills that would've enhanced student understanding. In the four corners activity, students rotate the room to discuss four different essential questions. In the find the rule activity, students work backwards to find a rule related to angles. In conclusion, unique cooperative learning experiences such as four corners and/or find the rule would've made the class more engaging and interactive for fourth graders.]]> 2021-04-25 21:36:40 UTC https://padlet.com/hgrohsjr/b853u3gci92jqidj/wish/1457051236 hgrohsjr https://padlet.com/hgrohsjr/b853u3gci92jqidj/wish/1457073671 Another piece of advice that I would give Veronica Evans is to incorporate pre-assessments into her lessons. Pre-assessments help fulfill two goals: (1) they allow for gathering data to improve instructional fit for students and (2) they give an opportunity for teachers to reflect (Tomlinson 61). More importantly, they help teachers guide instruction depending on what students do and do not understand at any given point. In her particular case, I would've given students a pre-assessment centered on prior student understanding of key vocabulary that was in previous concepts including words like points, lines, line segments, among others. Results gathered from the pre-assessment would've helped Mrs. Evans make the decision between recapping the previous concept or continued on with her planned lesson. ]]> 2021-04-25 21:55:15 UTC https://padlet.com/hgrohsjr/b853u3gci92jqidj/wish/1457073671 hgrohsjr https://padlet.com/hgrohsjr/b853u3gci92jqidj/wish/1457104629 The last piece of advice that I would give Veronica Evans is to consider delivering a concept development lesson. Per Estes, the concept development lesson and model would "move beyond the definition to inferences that are not observable" (Estes 82). In constructing and delivering a concept development lesson, Mrs. Evans should look to incorporate the following five steps: (1) list items related to the subject matter at hand, (2) group said items based on similarities, (3) label the defined groups based on common characteristics, (4) regroup the items based on whether or not some might belong in multiple groups, and (5) synthesize or summarize the information to reach a generalization (Estes 82). Mrs. Evans could incorporate the concept development model into the opening piece of a new concept. This way, students can make connections from previously covered concepts and find commonalities and/or differences with the new concepts. As it relates to angles, Mrs. Evans could have students group angles based on similarities and differences. In doing so, she could then facilitate a conversation on the common characteristics of angles that would lead straight into her lesson on measuring angles.]]> 2021-04-25 22:23:50 UTC https://padlet.com/hgrohsjr/b853u3gci92jqidj/wish/1457104629