What Comes Next? Shirley MacKinnon January 14, 2010.

What Comes Next?

Shirley MacKinnon

January 14, 2010

Focus Questions

• Do patterns repeat ideas?• How can patterns be extended?• How can patterns be produced using

different attributes? (ie. manipulatives, colors, numbers, words)

Buffalo Public Schools

Dr. George E. Blackman

School of Excellence

#54

Grade level/Ability of Students

• Kindergarten Inclusion Class

• 18 students: 11 boys and 7 girls

• 5 students receive special education services of more than speech (ie. Consultant services)

• 2 students only receive speech and language services

Grade level/Ability of Students

• 6 students identified :at risk” based on their DIEBELS score

• Age range: 4-6 years

• Students retained: 3

Time Frame

• Planning: 4-5 hours due to pre-cutting of shapes

• Implementation: three 30 minute lessons

• Assessment (per student)– 3 minutes (pre-test)– 5 minutes (post-test)

Objectives

• The student will recognize , copy and produce an ABAB and AABB pattern independently.

• The student will extend an ABAB and AABB pattern at least 5 times independently.

Essential Questions

• What is a pattern?

• How are patterns a part of our lives?

• (How does the action of building a sequence help to understand a repeating pattern?

Enduring Understanding

Patterns help predict what comes next.

Student’s Tasks

• Follow a one step direction.

• Manipulate a glue stick independently.

• Focus and remain on task.

• Ask for assistance if needed?

Developing Student Work

Developing Student Work

It is evident that this student is unclear as to what an ABAB or AABB is. This student was unable to recognize, copy, produce or extend an ABAB or an AABB pattern independently.This student received a score of: 4/12

Proficient Student Work

or

This student was able to independently complete an ABAB pattern snake only. This student was able to extend the ABAB pattern 3 times independently.This student received a score of: 4/6 (Proficient)

This student has a clear understanding of an ABAB pattern. This student is able to recognize, copy, produce and extend an ABAB pattern independently. This student however is unclear of what an AABB pattern is and is unable to recognize, copy, produce and extend an AABB pattern.This student receives a score of: 8/12

Distinguished Student Work

Excellence

Advanced Knowledge

or

This student clearly has an understanding of an ABAB and an AABB pattern. They are able to recognize, copy, produce and extend an ABAB and an AABB pattern independently.This student received a score of: 12/12

This student was able to independently complete an AABB pattern snake. The student was able to extend the pattern at least 5 times independently.This student received a score of: 6/6 (Distinguished)

New York State Core Curriculum or Standards

MST Science Process Skills Based on Standard 3

Grade Level: Kindergarten

Content Strand: Algebra

Band: Students will recognize, use and represent algebraically patterns, relations, and functions

Assessments

• Diagnostic Assessment: Pre-Post test taken 1:1 with the instructor and evaluated using the patterning Rubric.

• Summative Assessment: Final product- Pattern Snakes

• Formative Assessment: Two pattern trains (ABAB/AABB) produced.

Modification Table

Modification Task

Specific Modification

Rationale Benefits

Environmental Management

Make frequent checks for assignment progress/completions.

Students are able to get immediate feedback from the instructor and make corrections as needed.

Allows for less mistakes and a better concentration on the mastery of the skill.

Instructional Reduce the number of concepts presented a one time.

Students will be presented with only one pattern to master at a time.

Allows for mastery of a specific skill before another one is introduced.

Reflections

This learning experience was created to introduce students to different types of patterns.

Most of the students did well with the ABAB patterns. Many accelerated students produced both patterns independently.

Reflections

• It was clear that the more practice, modeling and visual cues given the students were more successful, especially the students with developmental disabilities.

• Many more activities involving patterns can be developed to extend throughout the school day.