My first SMART goal is to differentiate math instruction in order to help at least 80% of students reach or exceed their MAP (Measure of Academic Progress) math goals during the 2010-2011 school year. In order to differentiate instruction so all students acheive progress, I plan to create an algebra learning community after school on Tuesdays and Thursdays, help at least three students complete an online pre-algebra course by the end of the 2010-2011 school year and set up a reteaching time on Fridays during the school day to help all students make progress.
Progress as of 4/29
>Students will take their last math MAP Test during the second week of May.
>The last algebra party of the year was held on April 21st. It was an very successful program. Students worked hard to get into the "program", and there were eventually sixth grade students who attended sessions twice a week.
>Three students worked on an online pre-algebra course, but none of them have finished, yet.
>For over three months, a parent volunteered supervised math games, while I worked on reteaching concepts with small groups on Fridays. However, my parent volunteer now works almost every day as a substitute teacher in our school. I still try to reteach important concepts on a daily or weekly basis using a modified Keystone Method.
My second SMART goal is to help all students increase their positive attitudes towards math instruction by utilizing cooperative groups and internet programs in my mathematics class.
Progress as of 4/29
>Students' positive attitudes towards math instruction did increase through the use of cooperative groups and internet games (see 1st mini-action research study results).
College for Kids or participating in online instruction because of economic circumstances by obtaining funds from the Rusch School Cares Funds and making weekend computer time available.My third SMART goal is ensuring that none of my seven eligible students are excluded from attending.
Progress as of 4/29
>Rusch School Cares Funds were used to help two of my seven students attend College for Kids.
> In addition, while his mom and sister were both taking online classes, one of my students came to school on four Sunday mornings.
My fourth SMART goal is to create and implement a standards based math curriuculum and assessment program by the end of the 2nd quarter of the 2011-2012 school year. In order to accomplish this goal, I will conduct a review of the literature regarding standards based instruction, cooperative groups and differentiation in mathematics. I will also volunteer to work on a district committee for mathematics standard-based report cards, set up my online gradebook to reflect standards based grading and use daily quick assessments to determine progress.
Progress as of 4/29
>I have used a standards based math curriculum and assessment program during the 3rd and 4th quarters of the 2011-2012 school year.
>My (hopefully) final draft of a literature review is completed.
>I did volunteer for a district committee, but I will probably not work on the 6th grade committee because I will be switching to 4th grade next year.
>During the 3rd quarter I did set up my online gradebook to reflect standards based grading.
>I have used daily and weekly quick assessments to determine progress.
Friday, April 29, 2011
Monday, April 25, 2011
Technology
There have been a number of good articles and discussions relating to trying new technology such as Dan Gordon's "Return to Sender". In summarizing that article, Janet wrote,
"It said that the US is not turning out students ready for the workforce. Primarily, we should be
producing students who can use technology to demonstrate 21st century skills, and secondary,
our students need to know core subject content. Besides the 3 R’s, students need the 4 C’s
(critical thinking, communication, collaboration and creativity) plus problem solving and
innovation."
Many of us have been trying new technology such as flip cameras that we used to film our classrooms earlier in the year. Another type of innovation that that promotes some of goals are book blogs. I used my teacherweb.com site to add a book blog and WWII page and Mary found a book blogging site http://kidblog/. These sites have helped kids talk about and think about books using technology.
"It said that the US is not turning out students ready for the workforce. Primarily, we should be
producing students who can use technology to demonstrate 21st century skills, and secondary,
our students need to know core subject content. Besides the 3 R’s, students need the 4 C’s
(critical thinking, communication, collaboration and creativity) plus problem solving and
innovation."
Many of us have been trying new technology such as flip cameras that we used to film our classrooms earlier in the year. Another type of innovation that that promotes some of goals are book blogs. I used my teacherweb.com site to add a book blog and WWII page and Mary found a book blogging site http://kidblog/. These sites have helped kids talk about and think about books using technology.
Curriculum & Instruction
Abby " read the book review "Shop Class as Soulcraft: An Inquiry into the Value of Work" by Matthew B. Crawford, which was reviewed by Joseph A. Henderson in the March 2011 edition of Educational Leadership."
We agree that we need to reintroduce opportunities for students to work with their hands. There is too much emphasis on paper and pencil or computerized multiple choice tests in schools. Hands-on projects could not only get kids "hooked" on coming to school, but also allow their intelligence to shine through.
We agree that we need to reintroduce opportunities for students to work with their hands. There is too much emphasis on paper and pencil or computerized multiple choice tests in schools. Hands-on projects could not only get kids "hooked" on coming to school, but also allow their intelligence to shine through.
Social Justice & Diversity
Social Justice & Diversity
We read about different anti-namecalling and anti-bullying techniques, and we thought Janet had a great idea. At Osceola Intermediate School the art classes made huge posters for the cafeteria with hands, chains, symbols and words of kindness, respect, tolerance, etc.
This is one idea we decided to implement at our school in the cafeteria. Students have already enjoyed making posters for other events, and the reinforcement for anti-bullying behaviors at the end of the year could make a difference.
We read about different anti-namecalling and anti-bullying techniques, and we thought Janet had a great idea. At Osceola Intermediate School the art classes made huge posters for the cafeteria with hands, chains, symbols and words of kindness, respect, tolerance, etc.
This is one idea we decided to implement at our school in the cafeteria. Students have already enjoyed making posters for other events, and the reinforcement for anti-bullying behaviors at the end of the year could make a difference.
Second Mini-Action Research Project
My action research was to use the Keystone Math Method modified for my sixth graders. 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 planned to start every class with a "test" to check understanding of the previous day's target or objective. Then, I introduced and taught a new objective. While the students were working independently, students who had difficulty on the "test" learned the concept in a new way from me, a YouTube video or a student tutor.
When students finished their work early, they could work on the ALEKS program, complete algebra party packets, play the game 24, play games related to their MAP RIT score or read. 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. Students in this group are savvy with technology and enjoy working together.
First, I implemented my plan for our Unit 7 Math Unit: Probability and Integers. During the unit I gave the students a "test" at the beginning of lessons on nine days. On three days, another adult corrected the pages, and I was able to follow up the same day with the few students who had difficulty. On one day, I could tell that so many students were having problems completing the assessment that I immediately retaught the lesson to all the students. On the other five days, students corrected their pages in class and asked questions if they had difficulties.
Student tutors, small groups and YouTube videos were used after we took reviews of previous material or when students had difficulty during independent work time. After the mini-tests, it was often too difficult to teach a new concept, give students time to work independently on the new concept AND catch up with students who had problems on the mini-test. Therefore, I implemented the use of small groups, student tutors and the YouTube videos after the first unit review.
A funny story occurred when five of my students were suppose to be watching ALL the YouTube videos on my teacherweb.com site. Unknown to the students, the second-to-last title was just a webpage instructing them to tell me a secret password. When the students returned from the computer lab, they assured me that they had watched all the videos, but only one of them could tell me the secret password. From then on, I had students watching the videos on the four laptops in class, and they never knew if there was a secret password on one of the videos, so they were always looking for one.
The student unit assessment results did not change much from the unit assessment I gave during my first action research project. There were still six students who scored below 80%. In addition, I wanted to use the Self-Assessment Page with Unit Standards in a more productive way. The Everyday Math Series has a page at the beginning of each unit test for students to self-assess themselves. I used the page to set up my standards-based gradebook, and students completed the page as they took the test. However, I wanted to have students use the page as a self-tracking device during the unit. For these two reasons, I decided to do another "quick" round of action research for Unit 8.
Post-Script - - Testing by standards allowed me to easily retest just the sections that students needed. I will continue to do this type of testing in the future. Students have more opportunities to master material. I think higher MAP scores as well as higher grades on report cards are a result.
When students finished their work early, they could work on the ALEKS program, complete algebra party packets, play the game 24, play games related to their MAP RIT score or read. 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. Students in this group are savvy with technology and enjoy working together.
First, I implemented my plan for our Unit 7 Math Unit: Probability and Integers. During the unit I gave the students a "test" at the beginning of lessons on nine days. On three days, another adult corrected the pages, and I was able to follow up the same day with the few students who had difficulty. On one day, I could tell that so many students were having problems completing the assessment that I immediately retaught the lesson to all the students. On the other five days, students corrected their pages in class and asked questions if they had difficulties.
Student tutors, small groups and YouTube videos were used after we took reviews of previous material or when students had difficulty during independent work time. After the mini-tests, it was often too difficult to teach a new concept, give students time to work independently on the new concept AND catch up with students who had problems on the mini-test. Therefore, I implemented the use of small groups, student tutors and the YouTube videos after the first unit review.
A funny story occurred when five of my students were suppose to be watching ALL the YouTube videos on my teacherweb.com site. Unknown to the students, the second-to-last title was just a webpage instructing them to tell me a secret password. When the students returned from the computer lab, they assured me that they had watched all the videos, but only one of them could tell me the secret password. From then on, I had students watching the videos on the four laptops in class, and they never knew if there was a secret password on one of the videos, so they were always looking for one.
The student unit assessment results did not change much from the unit assessment I gave during my first action research project. There were still six students who scored below 80%. In addition, I wanted to use the Self-Assessment Page with Unit Standards in a more productive way. The Everyday Math Series has a page at the beginning of each unit test for students to self-assess themselves. I used the page to set up my standards-based gradebook, and students completed the page as they took the test. However, I wanted to have students use the page as a self-tracking device during the unit. For these two reasons, I decided to do another "quick" round of action research for Unit 8.
Post-Script - - Testing by standards allowed me to easily retest just the sections that students needed. I will continue to do this type of testing in the future. Students have more opportunities to master material. I think higher MAP scores as well as higher grades on report cards are a result.
Energy Bus
We decided to move our Energy Bus from the classroom and into the teachers' lounge. Janet inspired us to finish the year with a new poster added each week and some treats to keep the gas tank filled!
Some of the posters we put up include:
1. Too Blessed to be Stressed.
2. Positive Passengers Wanted.
3. No Energy Vampires Allowed.
4. 10 Rules for the Ride of Your Life.
5. The Goal in Life is to Live Young, Have Fun and Arrive at Your Final Destination as Late as Possible with a Smile on Your Face.
Some of the posters we put up include:
1. Too Blessed to be Stressed.
2. Positive Passengers Wanted.
3. No Energy Vampires Allowed.
4. 10 Rules for the Ride of Your Life.
5. The Goal in Life is to Live Young, Have Fun and Arrive at Your Final Destination as Late as Possible with a Smile on Your Face.
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