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.
Sunday, November 28, 2010
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!
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