Improving student engagement and mathematical understanding

679 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
679
On SlideShare
0
From Embeds
0
Number of Embeds
12
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Improving student engagement and mathematical understanding

  1. 1. Improving Student Engagement and Mathematical Understanding<br />Suzette Nielson<br />Amanda Tame<br />ECU 521<br />
  2. 2. Target Question<br /> Can we improve student engagement and mathematical understanding through the use of varied instructional strategies and student reflection?<br />cmoe.com<br />
  3. 3. Research<br />Instructional Strategies:<br />Complex Instruction<br />Structured groups<br />Group-worthy tasks<br />Assigned roles<br />Student responsibility<br />Group empathy<br />Teacher as facilitator instead of expert<br />Student Reflection<br />Meta-cognition of learning process<br />Creating learning goals<br />Recognition of growth over time<br />Personal accountability <br />yaffo.usac.gov<br />cartoonstock.com<br />
  4. 4. Pre-Intervention Data<br />Previous chapter test score<br />Overall grade<br />Student checklist of classroom behavior<br />Teacher observations<br />Other Algebra 1 teachers’ comments<br />Current teaching practices<br />Lack of group-worthy tasks<br />Lack of student reflection<br />
  5. 5. Examples of pre-intervention data<br />Teacher observation list of “Student C”<br />
  6. 6. Examples of pre-intervention data<br />Classroom behavior and attitude reflections<br />
  7. 7. Examples of pre-intervention data<br />Other teachers’ comments on shared students behavior and attitudes<br />Student B:<br />“Last year, even in the midst of a chaotic class, he would sit up straight in his chair and tell me that he was listening.”<br />Student C:<br />“Last year, he couldn’t sit still in his seat and was always disrupting other students.”<br />“This year, after 2 months, he was kicked out of the math support class.”<br />
  8. 8. Action Plan<br />Create:<br />Group-worthy task <br />Rubric<br />Student self-assessment of group participation<br />Classroom behavior/attitude reflection<br />Task reflection of mathematical understanding<br />Intervention Implementation:<br />Assign task<br />Timeline:<br />2 days: work on problem<br />1 day: make poster<br />1 day: presentations<br />1 day: self-assessment and reflections<br />1 day: summative assessment (chapter test)<br />
  9. 9. Post-Intervention Data<br />Task grade by teacher<br />Self-assessment of group participation<br />Classroom behavior/attitude reflection<br />Task reflection of mathematical understanding<br />Teacher observation<br />Chapter test<br />Cumulative grade<br />
  10. 10. Examples of post-intervention data<br /> Poster – Student C<br />
  11. 11. Examples of post-intervention data<br /> Poster – Student B<br />
  12. 12. Examples of post-intervention data<br />Poster – Student A<br />
  13. 13. Examples of post-intervention data<br />Classroom behavior and attitude reflections<br />
  14. 14. Examples of post-intervention data<br />Table of pre and post scores<br />
  15. 15. Summary<br />Question: Can we improve student engagement and mathematical understanding through the use of varied instructional strategies and student reflection?<br />Answer: Yes.<br />
  16. 16. Next Steps…<br />Further definition of roles within groups<br />Clearer questions in checklist and task reflection<br />Separation of pre and post assessments<br />Student involvement in rubrics<br />Clearer expectations with regards to poster presentation<br />

×