Action and Assessment Plan
Intervention and Rationale
For this study, I will be looking at how to teach math in a way that is meaningful and though-provoking for the students. Based on the availability within my current classroom, I will be teaching a group of six fifth graders during my first phase. I will be teaching the students math in a different manner from their regular instruction in order to truly emphasize the importance of how to conceptualize their learning. Currently students work on math daily for a 30-60 min block of time, depending on the day of the week. They each have individualized math contracts that provide content that is beneficial to their ability in math. There are several small clusters of students that work together on similar topics and math contracts. While this briefly touches on ideas of collaboration and communication, I feel that there are more effective ways to provide math instruction in a non-conventional manner.
I am interested in exploring this issue because with their current math set-up I fear that there are some gaps in their learning. I would like to provide Mathematics instruction that is meaningful and realistic for my students. Even though they may be able to reach mastery, I would like for them to be able to have a broader ability in problem solving and applying their skillset towards answering more cheallenging and multi-layered problems. While I feel that while my students are benefiting from the computation and partner work involved in their current set-up, I believe that implementing a math inquiry project will allow students to put into practice both their conceptual and procedural knowledge. I am going to investigate what happens when students take their mathematical abilities and apply them to a problem solving based math inquiry. I want to see if students can learn math as they are supposed to without having to simply answer computation and story problems.
During this project the fifth grade students in my classroom will be participating in an “Early Humans Career” project. Each student will be in a small group assigned with a career that investigates Early Humans (i.e. - archaeologists, geologists, paleontologists, etc.). For social studies and science the class is investigating Early Humans, so the cross curriculum implementation will help broaden their understanding of the topic. I will first place the students in groups of three. I will assign each group a career related to Early Humans and provide them with worksheets that help them to investigate facts about the profession.
· Students will be exploring details about the career, the average salaries for their career, and other statistical information about their assigned job.
· Next, the students will be defining a budget and making mathematical statements and predictions about the money they would earn in their assigned profession.
· At the beginning of each day, I will provide a micro-lesson on percentages that will progress as the project moves on. I will be addressing:
o The definition of percent: I will begin with a basic definition of percent, and allow students to begin conceptualizing the idea together. I will walk them through several examples of percent, allowing them to talk out their learning. I will focus on the relationship of percent and decimals in relation to the number 100.
o The relationship between percent, fractions, and decimals: I will use a graphic organizer that we work through together that visualizes the transformation between the three. Students will learn how to compute between the different representations, and what the significance is in relation towards conceptualizing the concept of percent. I will focus on their ability to see percent, fractions and decimals as part of one whole.
o Computational practice with rationale numbers: the final micro-lesson will be a foldable that addresses common percentages and fractions. They will visualize the link between numbers such as 50%, ½, and .50.They will also draw a pie chart that helps them see what the percent or fraction of one whole looks like. I will focus on them being able to understand the link between percent, fraction and decimals when talking about parts of a whole.
Throughout these lessons, I will be constantly checking for understanding as they go along. I will slow down and help explain concepts further when necessary. Additionally, I will teach interactively in order to maximize modeling and conceptualization for students.
Data Collection and Assessment Methods
During this project I will collect (1) a pre- and post- test to determine understanding at different times of the implementation, (2) observations of student work through means such as physical examples and a teacher journal, and (3) student survey to assess student’s perception of how well they did and how they felt about the type of mathematical reasoning they were doing. I chose these tools because I feel that they will be effective in helping me monitor the implementation of math inquiry in the classroom.
Pre- and post- test: I will use the pre-test as a baseline for their understanding in areas that are relative to the Early Humans Math Project (such as percentages, addition, subtraction, multiplication, division, etc.). I am using my needs assessment as part of this triangulation of the data as I believe it is a good starting point for their ability to solve a math inquiry. After Phase 1, I will then provide a post-test similar to the pre-test that will determine the academic outcomes of teaching math as an inquiry project and what type of effect the project had on their computational abilities.
Observations: At the end of their project, I will have worksheets and final projects as examples of students work. I will be using these samples to assess how well the students applied their computational ability in their math inquiry. I will also be looking at the student work to determine how effective the math inquiry was as providing a platform to work towards improving procedural and conceptual abilities.
Additionally, I will be using a Clip-board approach to make notes on the things I observe during implementation. I will be observing the errors they make, their challenges and successes, and the different areas they become stuck on. I will be making comments on how the students interact and progress through the math inquiry, and how they respond to doing their mathematics in a different manner. This will provide me the abililty to connect with all students and hopefully make the micro-lessons as comprehensible as possible.
Survey: At the end of the culmination of Phase 1, I will give the students a survey to monitory three things:
· how the students felt they performed on the project
· their preference of math inquiry versus their normal math routine
· how they perceive their ability in math has changed
I want to understand their points of view on the inquiry project and also see what their perception of themselves in math is like.
Additionally, I will be assessing the students at the end of each day with a self-survey. They will reflect on:
1. What they found challenging
2. Where they thought they succeeded
3. What their daily understanding of “percent” is
I will assess student learning based on a rubric provided with the inquiry project as well as the results of the post-test. The rubric requires the students to be able to pull out mathematical data, manipulate the data, and then present the data, all while working alongside peers. The post-test will allow me to see if they can improve their procedural ability or create a better conceptualization of the mathematics.
Timeline of Instruction:
· Nov. 18-22: Phase 1
· Dec. 2-6: Additional week for Phase 1, if needed
· Dec. 9-20 or Jan 6-24, 2014: Phase 2
For this study, I will be looking at how to teach math in a way that is meaningful and though-provoking for the students. Based on the availability within my current classroom, I will be teaching a group of six fifth graders during my first phase. I will be teaching the students math in a different manner from their regular instruction in order to truly emphasize the importance of how to conceptualize their learning. Currently students work on math daily for a 30-60 min block of time, depending on the day of the week. They each have individualized math contracts that provide content that is beneficial to their ability in math. There are several small clusters of students that work together on similar topics and math contracts. While this briefly touches on ideas of collaboration and communication, I feel that there are more effective ways to provide math instruction in a non-conventional manner.
I am interested in exploring this issue because with their current math set-up I fear that there are some gaps in their learning. I would like to provide Mathematics instruction that is meaningful and realistic for my students. Even though they may be able to reach mastery, I would like for them to be able to have a broader ability in problem solving and applying their skillset towards answering more cheallenging and multi-layered problems. While I feel that while my students are benefiting from the computation and partner work involved in their current set-up, I believe that implementing a math inquiry project will allow students to put into practice both their conceptual and procedural knowledge. I am going to investigate what happens when students take their mathematical abilities and apply them to a problem solving based math inquiry. I want to see if students can learn math as they are supposed to without having to simply answer computation and story problems.
During this project the fifth grade students in my classroom will be participating in an “Early Humans Career” project. Each student will be in a small group assigned with a career that investigates Early Humans (i.e. - archaeologists, geologists, paleontologists, etc.). For social studies and science the class is investigating Early Humans, so the cross curriculum implementation will help broaden their understanding of the topic. I will first place the students in groups of three. I will assign each group a career related to Early Humans and provide them with worksheets that help them to investigate facts about the profession.
· Students will be exploring details about the career, the average salaries for their career, and other statistical information about their assigned job.
· Next, the students will be defining a budget and making mathematical statements and predictions about the money they would earn in their assigned profession.
· At the beginning of each day, I will provide a micro-lesson on percentages that will progress as the project moves on. I will be addressing:
o The definition of percent: I will begin with a basic definition of percent, and allow students to begin conceptualizing the idea together. I will walk them through several examples of percent, allowing them to talk out their learning. I will focus on the relationship of percent and decimals in relation to the number 100.
o The relationship between percent, fractions, and decimals: I will use a graphic organizer that we work through together that visualizes the transformation between the three. Students will learn how to compute between the different representations, and what the significance is in relation towards conceptualizing the concept of percent. I will focus on their ability to see percent, fractions and decimals as part of one whole.
o Computational practice with rationale numbers: the final micro-lesson will be a foldable that addresses common percentages and fractions. They will visualize the link between numbers such as 50%, ½, and .50.They will also draw a pie chart that helps them see what the percent or fraction of one whole looks like. I will focus on them being able to understand the link between percent, fraction and decimals when talking about parts of a whole.
Throughout these lessons, I will be constantly checking for understanding as they go along. I will slow down and help explain concepts further when necessary. Additionally, I will teach interactively in order to maximize modeling and conceptualization for students.
Data Collection and Assessment Methods
During this project I will collect (1) a pre- and post- test to determine understanding at different times of the implementation, (2) observations of student work through means such as physical examples and a teacher journal, and (3) student survey to assess student’s perception of how well they did and how they felt about the type of mathematical reasoning they were doing. I chose these tools because I feel that they will be effective in helping me monitor the implementation of math inquiry in the classroom.
Pre- and post- test: I will use the pre-test as a baseline for their understanding in areas that are relative to the Early Humans Math Project (such as percentages, addition, subtraction, multiplication, division, etc.). I am using my needs assessment as part of this triangulation of the data as I believe it is a good starting point for their ability to solve a math inquiry. After Phase 1, I will then provide a post-test similar to the pre-test that will determine the academic outcomes of teaching math as an inquiry project and what type of effect the project had on their computational abilities.
Observations: At the end of their project, I will have worksheets and final projects as examples of students work. I will be using these samples to assess how well the students applied their computational ability in their math inquiry. I will also be looking at the student work to determine how effective the math inquiry was as providing a platform to work towards improving procedural and conceptual abilities.
Additionally, I will be using a Clip-board approach to make notes on the things I observe during implementation. I will be observing the errors they make, their challenges and successes, and the different areas they become stuck on. I will be making comments on how the students interact and progress through the math inquiry, and how they respond to doing their mathematics in a different manner. This will provide me the abililty to connect with all students and hopefully make the micro-lessons as comprehensible as possible.
Survey: At the end of the culmination of Phase 1, I will give the students a survey to monitory three things:
· how the students felt they performed on the project
· their preference of math inquiry versus their normal math routine
· how they perceive their ability in math has changed
I want to understand their points of view on the inquiry project and also see what their perception of themselves in math is like.
Additionally, I will be assessing the students at the end of each day with a self-survey. They will reflect on:
1. What they found challenging
2. Where they thought they succeeded
3. What their daily understanding of “percent” is
I will assess student learning based on a rubric provided with the inquiry project as well as the results of the post-test. The rubric requires the students to be able to pull out mathematical data, manipulate the data, and then present the data, all while working alongside peers. The post-test will allow me to see if they can improve their procedural ability or create a better conceptualization of the mathematics.
Timeline of Instruction:
· Nov. 18-22: Phase 1
· Dec. 2-6: Additional week for Phase 1, if needed
· Dec. 9-20 or Jan 6-24, 2014: Phase 2