Vision Statement
I want to be part of a just learning community that creates successful lifelong learners.
Smart Goals
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.
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.
My third SMART goal is ensuring that none of my seven eligible students are excluded from attending 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 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 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.
Saturday, January 15, 2011
Sunday, December 12, 2010
Mini-Action Research Results
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.
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.
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.
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