It was the Beatles who sang, "We all get by with a little help from our friends." For my mini-action research study, I wanted to see if my sixth grade mathematics students would also do better with a little help from their friends. There are twenty-three students in my class. Three students have tested in the 95-99th percentile in math on the Measure for Academic Progress (MAP) Test, one student tested in the 10th percentile and one student who is in the cognitively disabled program does not participate in my math class. One student is African-American, one is Hispanic, three are Native American and the remaining students are Caucasian. Sixty percent of the 312 students in our school receive free and reduced hot lunch.
I have twenty-five years of experience as a teacher and seven years of experience as a sixth grade teacher, but this is the first year I have taught at Rusch Elementary School in Portage, WI, a city of almost 10,000 residents. Previously, I taught a multi-age class of 2nd, 3rd, and 4th grade students. Often students had to work together while I taught a separate lesson to the other grades. This year, I missed having time to work with small groups of students, and I do not have an aide to assist me with students working independently. Therefore, I was intrigued by a high school geometry teacher's use of groups. She described how she used cooperative groups to review and recorrect math tests.
For my research, I read an article in The Chronicle of Higher Learning (2009) entitled "Demonstrating the Power of Group Math." The Illinois Professor of the Year and winner of other awards, M. Vali Siadat uses a technique he terms the Keystone Method. Students work in cooperative groups and then take a quick assessment after each lesson. Students “view the classroom as a learning community,” and “the group work also gets students deeply engaged in the subject matter.” I also read an article “Gen Y: Who They are and How They Learn" (Black, 2010) describing key characteristics of students born between the years 1981 and 2001. In addition, to being savvy with technology, Gen Y students lack basic skills and learn better in groups and teams.
For my study, I formed teams of three and four students. I asked for volunteers who would be willing to serve as group leaders. After the first lesson, students worked on math journal pages in cooperative groups. Afterwards, students answered two questions. First, “Why was it more helpful or less helpful working in a group yesterday?" Sixteen students said it was more helpful, one student said it was both more and less helpful, one student said she was absent but she thought it would be more helpful, and two students said it was less helpful. After some modifications and more practice working in their groups, I then asked students to rate cooperative group work on a scale of 1-5. Eleven students gave the work a 5 (the highest rating), seven students gave it a 4, one student gave it a 3, one gave it a 2, and there were also two 1’s (the lowest rating).
The two students who rated rated the cooperative groups less helpful after the first day were the same students who gave it a 1 rating after the second round. The third student who was moved into their group also gave it a low rating of 2.
Student test scores on the unit test were more varied than the previous unit test. While there were 5 students who scored 100% on the second unit test and no students who scored 100% on the previous test, there were also six students who scored below 80% on the second unit test after cooperative group work and only 2 students who scored lower than 80% on the previous test.
In analyzing my data, I would like to review my reflections after each day of the study (see second attachment). The cooperative group method gave me more time to observe the students as they worked because I was not asked for problem solving help very often. After the second day of lessons, the students and I also realized we had to be more viligent about referring to the objectives of each lesson and preparing for a short independent quiz the morning after each lesson. Students asked for and received an extra five minutes at the end of the lesson to review their work.
While most students rated working in cooperative groups highly, three students consistently gave it lower scores. This may have been my fault because the group leader was the only student chosen as a leader who had a mathematics MAP score below 229. I thought it was a positive statement that this student felt she could be a leader and help others in mathematics, and she did score 15% higher on the unit test than she did on the previous unit test. In addition, I switched a student who was having difficulties in another group with a student who did not like working in this group after the first day. The student who had difficulties in another group may just have difficulty working with others.
Part of the reason more students (6 vs. 2) scored below 80% may be the material covered (statistics vs. algebra), but I also found that 4 of the students were absent at least two days during the two week period before the test. In addition, after discussing the matter with the students, I feel I should have worked with the students who performed poorly on a review before the test instead of allowing them to remain in a cooperative group.
Overall, I learned how my students and I benefitted from working in cooperative groups. I also learned to make the groups more flexible, and also have some students work with me when they are having extreme difficulty or have missed some days of school. Students who helped others as leaders also helped themselves learn more. All the group leaders scored higher on the second unit test than they did on the first. Since I have conducted this action research study, I sometimes allow students to choose partners and groups, sometimes I choose groups without leaders and sometimes I choose student leaders. I will continue to experiment with cooperative math groups in the future.
Sunday, December 12, 2010
Saturday, December 11, 2010
Feedback Preferences
How do I like to get feedback? What do I need to work on or remember to receive feedback in a healthy, productive manner?
I like to get feedback in a formative form rather than a summative form. I need to remember to evaluate myself before I receive feedback from others. That way, I can listen dispassionately and know that what someone is saying makes sense to me.
How do I give feedback? How is it received by others? What do I need to work on to be good at giving feedback?
When I give feedback to students I usually do it on their rough draft. For instance, when my students write a story, research paper or poem book, I edit EVERYTHING and give all types of suggestions. Then, on the final draft I only write positive comments.
Also, when students do math journal pages, I write notes and make check marks. However, after they redo pages, they simply write "REDONE" on the top, and I record the FINAL SCORE.
This year I have had the students do some self-assessment before they turn in work, but not as much as I will have them do during the second half of the year. It is sort of my way of them taking responsibility for their work. I also am good at providing examples so they can tell what the standard is for their work.
I like to get feedback in a formative form rather than a summative form. I need to remember to evaluate myself before I receive feedback from others. That way, I can listen dispassionately and know that what someone is saying makes sense to me.
How do I give feedback? How is it received by others? What do I need to work on to be good at giving feedback?
When I give feedback to students I usually do it on their rough draft. For instance, when my students write a story, research paper or poem book, I edit EVERYTHING and give all types of suggestions. Then, on the final draft I only write positive comments.
Also, when students do math journal pages, I write notes and make check marks. However, after they redo pages, they simply write "REDONE" on the top, and I record the FINAL SCORE.
This year I have had the students do some self-assessment before they turn in work, but not as much as I will have them do during the second half of the year. It is sort of my way of them taking responsibility for their work. I also am good at providing examples so they can tell what the standard is for their work.
Sunday, December 5, 2010
Teacher Reflection (MARS) for December 1, 2010
I put my test grades in my gradebook based on skills rather than a whole test grade. Also, today I worked with one group of six who did poorly on the test, and the rest of the students corrected both the A and B sections of the test in groups. I like the B section because it is a formative assessment. Students who excel can keep working, and students who are struggling can just work on part A. Finally, some students chose to take a pretest for the fractions' unit.
Based on student preferences and my observations, I will definitely continue to use cooperative groups for teaching math. I don't think the groups have to be permanent, I think I will usually work with a group and I do not think I will assign leaders. Although the grades on this test were not higher than our previous unit, I think it is a case of comparing apples and oranges. The algebra unit was more difficult than statistics. Also, every student now understands the importance of making sure he or she understands the material before the test. Finally, I am making two changes when I begin groups for our next unit. First, students will need to pass an independent "quick" check of the previous day's lesson before moving on, and the cooperative groups will change on a daily basis.
I put my test grades in my gradebook based on skills rather than a whole test grade. Also, today I worked with one group of six who did poorly on the test, and the rest of the students corrected both the A and B sections of the test in groups. I like the B section because it is a formative assessment. Students who excel can keep working, and students who are struggling can just work on part A. Finally, some students chose to take a pretest for the fractions' unit.
Based on student preferences and my observations, I will definitely continue to use cooperative groups for teaching math. I don't think the groups have to be permanent, I think I will usually work with a group and I do not think I will assign leaders. Although the grades on this test were not higher than our previous unit, I think it is a case of comparing apples and oranges. The algebra unit was more difficult than statistics. Also, every student now understands the importance of making sure he or she understands the material before the test. Finally, I am making two changes when I begin groups for our next unit. First, students will need to pass an independent "quick" check of the previous day's lesson before moving on, and the cooperative groups will change on a daily basis.
Teacher Reflection (MARS) for November 30, 2010
Today, I formed groups based on what students had to practice after independently completing a review. One group of students also did not finish a section because they did not understand that "Evaluate" means to solve the problem. I worked with two students who had quite a few problems to redo. As other students finished up a section or completed the entire review, they usually joined my group. This is really working well because I find many students do not start thinking about how to solve problems until they are asked to complete a task. Even when I have students hold up white boards with their answers, a few students always lag behind. Working in small groups has kept them more focused. Also, they don't have to listen to a whole class discussion of problems they already know how to do.
Today, I formed groups based on what students had to practice after independently completing a review. One group of students also did not finish a section because they did not understand that "Evaluate" means to solve the problem. I worked with two students who had quite a few problems to redo. As other students finished up a section or completed the entire review, they usually joined my group. This is really working well because I find many students do not start thinking about how to solve problems until they are asked to complete a task. Even when I have students hold up white boards with their answers, a few students always lag behind. Working in small groups has kept them more focused. Also, they don't have to listen to a whole class discussion of problems they already know how to do.
Teacher Reflection (MARS) for November 29, 2010
Today students completed a review for our test on Wednesday. I had them work independently so they could see what they needed to practice before the test. The only problem is I had three students absent so it will be difficult for them to get the review done AND review it before the test.
Today students completed a review for our test on Wednesday. I had them work independently so they could see what they needed to practice before the test. The only problem is I had three students absent so it will be difficult for them to get the review done AND review it before the test.
Sunday, November 28, 2010
Constructivist Assignment - Part II
A Plan for a Creating My Dream
Written by Tamara Radtke
“My dream this year is to have my students working together in small groups on a variety of projects at the same time. Right now, students work well (most of the time) in small flexible science groups when we are doing labs. This week, they are beginning cooperative math groups and book clubs. At some point, I would like all the students to be able to pursue different activities at the same time and at their own pace.”
My plan is to have my students working together in small groups on a variety of projects at the same time and at their own pace.
Step-By-Step Plan
1. Students will take a pretest for Unit 4 – Fractions in our mathematics class.
2. Each student will get a list of assignments they need to complete for the week based on the results of the pretest.
3. Three students will be working independently using the computer program Aleks on the days they test out of lessons.
4. Other students who test out of the lesson can work in small groups on independent algebra lessons, math fact practice, or they can work ahead on the week’s other assignments.
5. Students who do not test out of the day’s lesson will meet in a small group with me or a peer tutor.
Obstacles and Methods to Overcome Them
1. Some students will not be able to stay on task in small groups while I am teaching the lesson.
• I will schedule the math group time during the time there is an aide or parent volunteer in the class.
• Initially, students will work independently while I am teaching the main lesson. Then, I will be free to monitor groups.
• Students will receive a life skills grade based on a rubric we develop to use in their small groups. If they do not receive a proficient rating, they will need to return to independent work. If they earn a
proficient or exemplary rating, they will earn class cash.
• When I eventually begin teaching the main lesson while groups are working, students who are not on task will rejoin the main group.
2. Students will complete all the tasks on their list and have nothing to work on.
• Most students will have individual projects based on their MAP (Measure of Academic Progress) Math Test Scores listed on their weekly assignment list.
• Students who complete all their work can play their favorite math games from Everyday Math Online and teacherweb.com.
• Students can propose projects they would like to work on.
• Students can volunteer to be peer math tutors.
3. All the students working independently in a group are stuck on a problem.
• Students can skip the problem and come back to it later.
• Students can go to their SRB (Student Reference Book) for help.
• The aide, parent volunteer, teacher or peer tutor can assist them.
4. Group work develops into “copying” the answers from one of the members.
• Each lesson will have the “Objective for the Day” written next to the assignment. Students will have to independently complete a warm up the next morning based on the previous day’s objective. So far students like “going over the day’s objective” during the last part of the math period so they are ready for the next day’s warm up.
• Assignments only count 10% of a student’s grade. If they cannot pass the tests, they will have to do the lessons again.
5. The Unforeseen Obstacles.
• Explain to students that we are trying something new (again)! That means we have to reflect and refine our methods on a regular basis.
• Don’t quit if things don’t work. Ask for input from students and others for ways to improve the process.
Written by Tamara Radtke
“My dream this year is to have my students working together in small groups on a variety of projects at the same time. Right now, students work well (most of the time) in small flexible science groups when we are doing labs. This week, they are beginning cooperative math groups and book clubs. At some point, I would like all the students to be able to pursue different activities at the same time and at their own pace.”
My plan is to have my students working together in small groups on a variety of projects at the same time and at their own pace.
Step-By-Step Plan
1. Students will take a pretest for Unit 4 – Fractions in our mathematics class.
2. Each student will get a list of assignments they need to complete for the week based on the results of the pretest.
3. Three students will be working independently using the computer program Aleks on the days they test out of lessons.
4. Other students who test out of the lesson can work in small groups on independent algebra lessons, math fact practice, or they can work ahead on the week’s other assignments.
5. Students who do not test out of the day’s lesson will meet in a small group with me or a peer tutor.
Obstacles and Methods to Overcome Them
1. Some students will not be able to stay on task in small groups while I am teaching the lesson.
• I will schedule the math group time during the time there is an aide or parent volunteer in the class.
• Initially, students will work independently while I am teaching the main lesson. Then, I will be free to monitor groups.
• Students will receive a life skills grade based on a rubric we develop to use in their small groups. If they do not receive a proficient rating, they will need to return to independent work. If they earn a
proficient or exemplary rating, they will earn class cash.
• When I eventually begin teaching the main lesson while groups are working, students who are not on task will rejoin the main group.
2. Students will complete all the tasks on their list and have nothing to work on.
• Most students will have individual projects based on their MAP (Measure of Academic Progress) Math Test Scores listed on their weekly assignment list.
• Students who complete all their work can play their favorite math games from Everyday Math Online and teacherweb.com.
• Students can propose projects they would like to work on.
• Students can volunteer to be peer math tutors.
3. All the students working independently in a group are stuck on a problem.
• Students can skip the problem and come back to it later.
• Students can go to their SRB (Student Reference Book) for help.
• The aide, parent volunteer, teacher or peer tutor can assist them.
4. Group work develops into “copying” the answers from one of the members.
• Each lesson will have the “Objective for the Day” written next to the assignment. Students will have to independently complete a warm up the next morning based on the previous day’s objective. So far students like “going over the day’s objective” during the last part of the math period so they are ready for the next day’s warm up.
• Assignments only count 10% of a student’s grade. If they cannot pass the tests, they will have to do the lessons again.
5. The Unforeseen Obstacles.
• Explain to students that we are trying something new (again)! That means we have to reflect and refine our methods on a regular basis.
• Don’t quit if things don’t work. Ask for input from students and others for ways to improve the process.
Teacher Reflection (MARS) for November 24, 2010
Today was the day before Thanksgiving Break. I wanted to finish up the lessons for this unit. I presented a short lesson and students worked together in groups. After recess and phy. ed., we did a little more instruction on using the calculator to find square roots. I was a little (okay, more than a little) embarrassed that one of my math cooperative groups was still having problems working together! A parent volunteer was helping in my class, and I just think I have talked with my drama group enough times that they should KNOW how to behave with each other! Then, during recess, I had students in from both sixth grade classes because they had not finished their science work. For some reason I was having trouble hooking up a speaker for my movies that reviewed the material, and of course the kids were loud and restless. By the time I had it all working and the group on task, the parent volunteer had left. However, I don't know why he would ever want to come back. I know I didn't!
Luckily, the rest of the day went very well, so we left for break on a good note! I guess it is a good idea to back off on the instruction on the afternoon before Thanksgiving. On the spur of the moment, the other sixth grade teacher and I decided to show an inspirational movie instead of teaching science and social studies. It ended right before school ended. Everybody was hugging and saying "Have a Happy Thanksgiving." In fact, the students were taking so long to leave and say good-bye that I finally went down to the second floor so they would clear out! One of the second grade teachers and I had a good laugh after she told me she couldn't get her students to go home, and I explained what I was doing on the second floor!
Today was the day before Thanksgiving Break. I wanted to finish up the lessons for this unit. I presented a short lesson and students worked together in groups. After recess and phy. ed., we did a little more instruction on using the calculator to find square roots. I was a little (okay, more than a little) embarrassed that one of my math cooperative groups was still having problems working together! A parent volunteer was helping in my class, and I just think I have talked with my drama group enough times that they should KNOW how to behave with each other! Then, during recess, I had students in from both sixth grade classes because they had not finished their science work. For some reason I was having trouble hooking up a speaker for my movies that reviewed the material, and of course the kids were loud and restless. By the time I had it all working and the group on task, the parent volunteer had left. However, I don't know why he would ever want to come back. I know I didn't!
Luckily, the rest of the day went very well, so we left for break on a good note! I guess it is a good idea to back off on the instruction on the afternoon before Thanksgiving. On the spur of the moment, the other sixth grade teacher and I decided to show an inspirational movie instead of teaching science and social studies. It ended right before school ended. Everybody was hugging and saying "Have a Happy Thanksgiving." In fact, the students were taking so long to leave and say good-bye that I finally went down to the second floor so they would clear out! One of the second grade teachers and I had a good laugh after she told me she couldn't get her students to go home, and I explained what I was doing on the second floor!
Teacher Reflection (MARS) for November 23, 2010
Today was very different because we had an assembly. Students were leaving for color guard practice, then band, and finally, choir. During the remaining fifteen minutes before the show began, I gave up trying to teach math to six students, and they played Hangman. The good thing is students who were gone after the first five minutes of school could later help other students catch up.
Sixth grade in an elementary school is interrupted at least two times a week. Band students are pulled out on Monday afternoons and Thursday mornings for individual and group lessons. Choir students leave for the last fifty minutes of the day on Tuesdays. Safety patrol members are leaving for posts or working as office helpers at different times. There are fundraisers, assemblies, after school events, guidance classes, discipline issues and pull outs for speech, reading help and testing. All of these things and more happen during our academic time. For instance, I like that the sixth graders are in charge of the Harvest Festival, but they often miss hours of instructional time preparing for a two hour evening event. The worst part is that the only reasons I mind at all are personal; I get behind in my math pacing guide and my science schedule of labs has to be arranged again and again.
Today was very different because we had an assembly. Students were leaving for color guard practice, then band, and finally, choir. During the remaining fifteen minutes before the show began, I gave up trying to teach math to six students, and they played Hangman. The good thing is students who were gone after the first five minutes of school could later help other students catch up.
Sixth grade in an elementary school is interrupted at least two times a week. Band students are pulled out on Monday afternoons and Thursday mornings for individual and group lessons. Choir students leave for the last fifty minutes of the day on Tuesdays. Safety patrol members are leaving for posts or working as office helpers at different times. There are fundraisers, assemblies, after school events, guidance classes, discipline issues and pull outs for speech, reading help and testing. All of these things and more happen during our academic time. For instance, I like that the sixth graders are in charge of the Harvest Festival, but they often miss hours of instructional time preparing for a two hour evening event. The worst part is that the only reasons I mind at all are personal; I get behind in my math pacing guide and my science schedule of labs has to be arranged again and again.
Teacher Reflection (MARS) for November 22, 2010
It turns out that only three students want to work in pairs. The rest want groups of three or four. All of them are interested in choosing their own groups. I'm not sure how that will work, but I might put students into pools and one student could be selected from each pool. Today we also had students attempting to work individually and then checking their work as a group. In addition, students had a little time to work on corrections in their math journals. Using this method kept the class members on task and working quietly.
I want students to try to solve the problems on their own. Some students follow along during the lesson, complete practice problems and then immediately say, "I don't get it," when independent practice is assigned. I don't even think they read the directions or look at examples. It seems to me that students should have learned to "figure out" how to complete work independently by sixth grade. I know my 2nd, 3rd, and 4th graders definitely learned how to figure out pages on their own. Perhaps, they had no choice because I could only work with two groups at a time, but I believe it might be the most important math skill of all.
It turns out that only three students want to work in pairs. The rest want groups of three or four. All of them are interested in choosing their own groups. I'm not sure how that will work, but I might put students into pools and one student could be selected from each pool. Today we also had students attempting to work individually and then checking their work as a group. In addition, students had a little time to work on corrections in their math journals. Using this method kept the class members on task and working quietly.
I want students to try to solve the problems on their own. Some students follow along during the lesson, complete practice problems and then immediately say, "I don't get it," when independent practice is assigned. I don't even think they read the directions or look at examples. It seems to me that students should have learned to "figure out" how to complete work independently by sixth grade. I know my 2nd, 3rd, and 4th graders definitely learned how to figure out pages on their own. Perhaps, they had no choice because I could only work with two groups at a time, but I believe it might be the most important math skill of all.
Sunday, November 21, 2010
Teacher Reflection (MARS) for November 19th
Today students worked on their own to complete a review of algebraic statements, fractions and integers. Material we covered yesterday on fractions was the easiest part for the students. Overall, the results were better than average. After reading the student reflections from the past week, I will ask students to work on their own first. Then, ask questions and check work together. Also, I will designate the last five minutes of the period to a group review so students remember the main objectives of the lesson that were written on the board.
Three students wrote that they would like to pick their own groups and/or work in teams of two. I may try creating two pools of students and allow students to pick a partner from the other pool. However, a few students (including one who suggested this method) may have limited choices. I would add this onto the end of my initial action research beginning on December 1st.
Thursday, November 18, 2010
Teacher Reflection (MARS) 11/18/10
Even my drama group worked well together today. We were a little bit short on time because students wanted to share their poems from writer's workshop. So, towards the end of class students had to finish up quickly, and I saw a couple of students simply show their answers to other group members. I'm not sure this is a problem if I see it happening and can intervene. Also, if a lot of people are not done before read aloud, I can always tell them to finish up the next day rather than have them finish during recess.
Even my drama group worked well together today. We were a little bit short on time because students wanted to share their poems from writer's workshop. So, towards the end of class students had to finish up quickly, and I saw a couple of students simply show their answers to other group members. I'm not sure this is a problem if I see it happening and can intervene. Also, if a lot of people are not done before read aloud, I can always tell them to finish up the next day rather than have them finish during recess.
Teacher Reflection (MARS) for 11/17/2010
Today I discovered that the cooperative math groups are even better when a substitute comes to your class! I stayed home with my ill daughter yesterday, but the students were still able to have a wonderful math class. The substitute teacher was impressed with how well the students worked together. Today, they proved it by individually finishing the review without problems.
I asked the students to rate how the group work went. The scores were great except for my drama group that wanted to replace their leader. I explained that some people need a chance to learn how to be the leader AND some people need to learn how to be a follower!
Today I discovered that the cooperative math groups are even better when a substitute comes to your class! I stayed home with my ill daughter yesterday, but the students were still able to have a wonderful math class. The substitute teacher was impressed with how well the students worked together. Today, they proved it by individually finishing the review without problems.
I asked the students to rate how the group work went. The scores were great except for my drama group that wanted to replace their leader. I explained that some people need a chance to learn how to be the leader AND some people need to learn how to be a follower!
Tuesday, November 16, 2010
Teacher Reflection (MARS) 11/16/2010
I started the day with students completing a page that contained the same type of skill problems they worked on the previous day. Many of them acted as though they had no idea what to do. I explained that working in cooperative groups was different, and so we would go over the page together. However, today I would write the most important objective on the board, we would do practice problems, they would finish the work in groups AND then they needed to make sure everyone in the group knew how to do a similar problem on his or her own tomorrow.
I'm not sure what to do about my "drama group" that is performing during our cooperative group math time. Last week, I moved one of the members out and replaced him with someone who was unhappy in another group. Unfortunately, there is still a lot of "She did this...," and "she did that" going on. All the other groups have done a good job although I have had three students out with illness this week.
One thing I notice is that students do not come to me for help very often. It's nice to just observe or visit groups.
I started the day with students completing a page that contained the same type of skill problems they worked on the previous day. Many of them acted as though they had no idea what to do. I explained that working in cooperative groups was different, and so we would go over the page together. However, today I would write the most important objective on the board, we would do practice problems, they would finish the work in groups AND then they needed to make sure everyone in the group knew how to do a similar problem on his or her own tomorrow.
I'm not sure what to do about my "drama group" that is performing during our cooperative group math time. Last week, I moved one of the members out and replaced him with someone who was unhappy in another group. Unfortunately, there is still a lot of "She did this...," and "she did that" going on. All the other groups have done a good job although I have had three students out with illness this week.
One thing I notice is that students do not come to me for help very often. It's nice to just observe or visit groups.
Monday, November 15, 2010
Teacher Reflection (MARS) 11/15/2010
After our wonderful conference in LaCrosse, I felt upbeat and positive about returning to my classroom and beginning my action research data collection. During the previous week we had experimented with cooperative groups. This morning I posted an updated list of groups and had students rearrange their desks into pods. The set up the students designed was better than I could have made. Some groups are in pods and two groups are in horizontal rows. In the future, I will still form the groups, but the students can always take care of the desk arrangements.
Today, I presented a lesson on distance, rate and time. After a discussion and sample problem was completed, students worked on using the formula and similar rate formulas. Then, they graphed the results of their work. During the time I observed the groups, all the groups worked well together. One group was missing their leader, and the two remaining group members waited until I visited their desks before they completed any problems. On the first page, they had to be prompted several times. Eventually, they were able to work on their own, but they needed additional time to finish the assigned three pages in their math journals.
Today, I presented a lesson on distance, rate and time. After a discussion and sample problem was completed, students worked on using the formula and similar rate formulas. Then, they graphed the results of their work. During the time I observed the groups, all the groups worked well together. One group was missing their leader, and the two remaining group members waited until I visited their desks before they completed any problems. On the first page, they had to be prompted several times. Eventually, they were able to work on their own, but they needed additional time to finish the assigned three pages in their math journals.
Friday, November 12, 2010
The Case for the Constructivist Classroom - Part III
I agree with the authors, Brooks and Brooks when they state in their book, The Case for the Constructivist Classroom that, “… becoming a constructivist teacher is not as overwhelming as many teachers think.” One of the reasons I agree with the authors is because my initial teacher education and some of my graduate school education was structured around constructivist ideas. This is one of their suggestions for creating constructivist classrooms, and I agree it makes an enormous difference. The difficulty is remaining a constructivist teacher in a high stakes testing environment. When student scores are used to evaluate individual teachers, a teacher must be very confident in his or her methods to remain a constructivist teacher. Even then, if the constructivist teacher’s students test scores do not match or exceed the scores of traditionally taught students, the test scores will speak more loudly than best practice.
My constructivist teacher training started almost at birth. I can still remember my language arts teaching father showing me the huge model city his classes built. The theme was “The Greatness of the City.” His students from the exurbs of Milwaukee would pair up with students in the inner city even when there was rioting and curfews. They would ride buses to observe classrooms, courtrooms and government in downtown Milwaukee and use their research to plan a city of the future. That was just one of the many experiences he gave his students every year, and each year was different and new. Imagine my happiness when I went to college, and my first lesson plans were large webs that grew based on my students’ interests. I loved Herbert Kohl, the teacher and author and his books, 36 Children and On Teaching. When I did my final student teaching, all the constructivist ideas worked! We set up centers for students to explore everything from crystals and manipulative math items to Atari computer programs. Concepts and applications were introduced later. Letter grades were eliminated completely and number grades were only used on report cards. It was fun and exciting.
Of course, when I taught a self-contained class of 8th grade students at-risk in a
non-university city, some of my teaching became more structured and traditional, but it was still more constructivist than it is today. I think I first felt the pressure to change in the fall of 1996 when I returned from maternity leave and was teaching sixth grade. By 2004, we were being told what to teach, when to teach it and how to teach it. Common assessments and work examples had to be turned into the office along with graphs showing student progress. It was not fun and exciting.
Imagine my astonishment when my husband and I took sabbaticals and our children went to a little country school where the teachers never talked about test scores and thought a second grader’s homework should be play! When I was offered a job, we permanently moved to Portage, and I had the opportunity to be a constructivist teacher again. Unfortunately, the superintendent retired at the mid-point of my first year, and the new superintendent was charged with raising the district’s test scores. Now, the only things that keep me trying constructivist ideas are my classmates and course readings that remind me of how valuable constructivism is for students and the fact that my students’ test scores have been “above average.”
This is my first year at an “in town” school that is not known for high test scores. It also frightens me when a fellow teacher I admire is not allowed to use anything but a basal reader because her test scores were 25% lower than other teachers at her grade level. Even more disturbing is the fact that the decision was based on one year’s test scores and an intern taught the second half of the year in her classroom. I would like to remain a constructivist teacher, but it might be a race to see what happens first: I retire, the pendulum moves away from test scores, I give up or I become a subversive instructor secretly teaching in a fun and exciting way.
Despite the pressure, I have had a “meaningful victory” this year. My students can share ideas, listen to each other, form a plan and carry out a plan with everyone working together. They can do it without yelling or bashing each other’s ideas, and they can do it with only a minimal amount of adult guidance. We have built on the learning we gained at a ropes and challenge course even though it cut into our reading time for thirty minutes once a week. An additional benefit has been the way my students have worked on each week’s challenges in an adaptive physical education class with students who have special needs.
My dream this year is to have my students working together in small groups on a variety of projects at the same time. Right now, students work well (most of the time) in small flexible science groups when we are doing labs. This week, they are beginning cooperative math groups and book clubs. At some point, I would like all the students to be able to pursue different activities at the same time and at their own pace. However, I would consider it a meaningful victory if I could just get all my math and reading groups working effectively at the same time.
Revised Vision Statement
I want to be part of a just learning community that creates successful lifelong learners.
Wednesday, October 20, 2010
Tamara L. Radtke
N6102 Fox Glen Road • Portage, WI 53901 • 608-745-4329 • radtket@portage.k12.wi.us
_____________________________________________________
Educational Highlights
Master's Degree • University of Wisconsin-Madison • 2006
- Curriculum and Instruction in Literacy Studies
- 316 Reading Teacher License
- Content Area Literacy Focus
- Curriculum Supervision
- Administrative Leadership
- Named "Outstanding Graduating Senior in the School of Education"
- Pi Lamba Theta Award for highest grade point average
- Wisconsin Community Historians in Residence Project
- Elementary Education Certification Grades 1-8 Social Studies Concentration
_____________________________________________________
Relevant Teaching Experience
Portage Community Schools • 2006-Present
- Currently 3rd grade classroom teacher
- Completed 13 credits in UW-LaCrosse master's degree program researching differentiation in mathematics instruction
- Taught multi-age class of 2nd, 3rd and 4th graders
- Coordinated School-Wide Family Math and Reading Evenings
- Provided reading testing for K-4th grades
- Taught reading and math summer school classes
- Teacher for 6th, 7th and 8th grades
- Experience teaching 8th grade self-contained class for students at-risk
- Mentor teacher
- Cooperating teacher with area universities
- Crystal Apple Award Winner
- Student Assistance Facilitator
- Member of Curriculum Steering, Reading, and Guidance Committees
Other Experiences
River Haven Homeless Shelter • Volunteer • 2006-2012
Casa Maria and Guest House • Volunteer • 1993-2005
Habitat for Humanity • Volunteer • 1992-1995
United States Army Reserve • Captain • 84th Division • 1981-1991
- Commander, 1st Brigade, Headquarters Detachment
- Administration Staff Officer
- Full Scholarship University of Wisconsin-Madison
References Available Upon Request
Vision Statement
My professional vision statement is to be a part of a just learning community that expands and equalizes opportunity and awakens a lifelong love of learning in students. I want to provide a learning environment that consistently supports the individual needs of all learners and helps all of us find success.
The Power of Questions - Exercise 2
Journal of Classroom Wonderings, Puzzlements and Queries
.I am so busy each day that I don't think of the "how," the "what" and the "why" questions unless I am taking a class such as this.
.I examined my students' math and reading MAP scores before conferences. In addition, having students write goal paragraphs (including two school and one non-school goal), I also conferenced with each student to create an individual plan for reaching MAP Score Goals. It was decided that some students needed an algebra club so I could provide a higher level of instruction than students receive in my regular classroom.
.Some students also need to work on skills in math such as measurement conversions that are not really covered in our curriculum. Some students decided to make posters to remind us how we can do that.
.The poster idea caught on and students who are finished with their work have made posters for different types of notation (standard, expanded, scientific, etc.).
.As I read further in the book, I could see how MAP Scores, test scores and a skills checklist could provide me with triangulated data for a action research study.
.Students working as mathematicians, assistant teachers and tutors has worked extremely well in my classroom and has become somewhat of a routine.
.At the beginning of the semester, I was wondering about developmental math tests I could give my students, but during the last month, my questions have changed because I realize I already have a lot of data about what my students know and what they need to know. Now, I think about the following:
-How can I differentiate math instruction?
-How can I involve students in developing plans, data and ideas?
-What resources should I use to teach algebra and other specific topics?
-How can adults support students?
-What are other people doing?
.I am so busy each day that I don't think of the "how," the "what" and the "why" questions unless I am taking a class such as this.
.I examined my students' math and reading MAP scores before conferences. In addition, having students write goal paragraphs (including two school and one non-school goal), I also conferenced with each student to create an individual plan for reaching MAP Score Goals. It was decided that some students needed an algebra club so I could provide a higher level of instruction than students receive in my regular classroom.
.Some students also need to work on skills in math such as measurement conversions that are not really covered in our curriculum. Some students decided to make posters to remind us how we can do that.
.The poster idea caught on and students who are finished with their work have made posters for different types of notation (standard, expanded, scientific, etc.).
.As I read further in the book, I could see how MAP Scores, test scores and a skills checklist could provide me with triangulated data for a action research study.
.Students working as mathematicians, assistant teachers and tutors has worked extremely well in my classroom and has become somewhat of a routine.
.At the beginning of the semester, I was wondering about developmental math tests I could give my students, but during the last month, my questions have changed because I realize I already have a lot of data about what my students know and what they need to know. Now, I think about the following:
-How can I differentiate math instruction?
-How can I involve students in developing plans, data and ideas?
-What resources should I use to teach algebra and other specific topics?
-How can adults support students?
-What are other people doing?
Sunday, October 17, 2010
Six Hats Reflection
After reading the book, Six Thinking Hats by Edward De Bono, and using the techniques the author describes, I find a number of positive results. For instance, using the white (facts) hat and the red (emotions) hat to evaluate a situation helps me to separate my emotions from the facts. In the past, I think I often used facts to justify my emotions. Another benefit of using the hats is that it forces me to actually think about a situation from a number of perspectives before I take action. Sometimes, I might otherwise act impulsively based on my natural yellow (positive) and green (creative solutions) hat orientation. Now, I take the time to think about both my emotions and the emotions of others. I also ask more questions and try to think of possible negative outcomes. Finally, I like when a group of people all wear the same hat at the same time. Instead of pursuing a number of often conflicting lines of thought, we are truly working together in sync during a discussion.
Although I have found success using the red and white hats to evaluate a situation, I am not sure how effective the process would be with children. The author's applications are all business-related situations with adults. When conflict occurs during recess time, red hats become very large and white hats become stained with red very quickly. I have had much more success using all six hats with students to discuss the choices made by a character in a story or to identify what type of thinking a student is using at a particular moment. I will be interested to learn how other teachers effectively use the hats.
While I will continue to use the six hats' process, I do find some possible areas of concern. For instance, even De Bono notes the perils of giving the black hat too much weight. I also worry that in situations with a superior, parallel thinking (which is already a problem) would become extreme. In addition, I find that almost any problem-solving paradigm if used by a group is quite effective. I am not fully convinced that using the Six Thinking Hats is more effective than The One-Minute Manager, Tribes, Student Assistance, Reality Therapy or a number of other methods. Overall, however, I have benefited from reading the book and will recommend it to others.
Although I have found success using the red and white hats to evaluate a situation, I am not sure how effective the process would be with children. The author's applications are all business-related situations with adults. When conflict occurs during recess time, red hats become very large and white hats become stained with red very quickly. I have had much more success using all six hats with students to discuss the choices made by a character in a story or to identify what type of thinking a student is using at a particular moment. I will be interested to learn how other teachers effectively use the hats.
While I will continue to use the six hats' process, I do find some possible areas of concern. For instance, even De Bono notes the perils of giving the black hat too much weight. I also worry that in situations with a superior, parallel thinking (which is already a problem) would become extreme. In addition, I find that almost any problem-solving paradigm if used by a group is quite effective. I am not fully convinced that using the Six Thinking Hats is more effective than The One-Minute Manager, Tribes, Student Assistance, Reality Therapy or a number of other methods. Overall, however, I have benefited from reading the book and will recommend it to others.
Sunday, October 3, 2010
Reflection Is at the Heart of Practice
How will reflection help you to become a master teacher?
I believe reflection will help me become a better teacher. Teaching, observing, writing, reflecting, thinking, and integrating new insights into planning is a cycle. Every week for the past three years, I have included reflections about teaching into my lesson plans. In addition, throughout my career, I have conducted action research, written papers and studied trends while continuing my own education. Sometimes, I examine the small details of a lesson or unit and look for patterns or insights into my teaching. On other occasions, I examine a larger topic such as assessment, balanced literacy or changes in the profession and look for how that impacts my classroom practice. My experiences have made me realize that I will never be a master teacher, but I can always be a better teacher.
What gets in your way of reflecting?
At the present time, the biggest barrier to reflecting is the fact that my principal and other administrators read my reflections each week. Reflection is one of my favorite things to do when I begin my weekly lesson plans. Unfortunately, I have learned that I cannot examine failures or weaknesses. Each week I can only provide a success story, a question or a plan for the future. As a result, I feel as though I am a newspaper reporter who must continually self-edit my thoughts and the stories I pursue.
Another problem I often encounter is the fleeting nature of my reflections. I do not do enough reflection regarding my teaching over a whole year. While weekly reflections are valuable, I also need to look back and reflect over a longer period of time. Finally, my reflections should sometimes be based on quantitative rather than qualitative research.
What will you do to clear the barriers or get around them?
There are a number of ways I can overcome or get around the barriers to reflection. For instance, I have been writing deeper and more critical reflections, saving and printing them on my lesson plans, and then editing them for the lesson plans I email to my principal. Another method for improving my reflections is entering this master's degree program. Already my reflections have been influenced and improved by reading the dialogues of my colleagues in the Hudson Learning Community. I am also reading new articles, books and research on various topics in education. Finally, I look forward to conducting research over a longer period of time than just one week.
Thursday, September 30, 2010
Welcome To a New Blog...
It has been a wonderful experience learning from the other people in our community! Now, that I have finally created a blog, I have to add some content and visit all of the other sites.
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