Welcome St. Mary's Learners!

I want to welcome all readers to my blog, but specifically, the teachers/learners from St. Mary's University that will be attending my conference! 

Reflections In Learning has been my outlet for reflecting on my classroom practices, action research on guided math groups/active learning, and simply my learning and growth throughout the M.Ed program.  In this blog you will find strategies I have used, research I have gathered, goals I have set, data I have collected, and as the title of the blog states...my reflections in learning throughout the process. 

In order to read this blog and have it make most sense, it would be best to start at the beginning of my action research process.  To reach the beginning, please scroll all the way to the bottom of this page and read the posts from the bottom up.  The action research piece starts with the blog titled 'Planning-Full Speed Ahead.'  I hope that in reading from the bottom up, you can get a clear picture of how my action research developed and changed overtime.  If you have any questions or would like clarification on something I posted, please leave a comment on that post and I will be sure to address your comments at the conference.  I look forward to sharing my guided math journey with you in April!  

The Results Are In.

So, here is the culmination of data collection!  It has been a long time coming, for the task was large.  I am glad to see how the changes in my approaches to teaching has affected the students.  The feeling, overall, in our community is productive and positive. The students are more aware of the intended outcomes, and they are showing more dignity in the actions while learning.  The biggest, and most positive change I have seen, is the students' ability to manage themselves and learn with one another while I am teaching a small group.  I feel confident in their ability to teach and learn in our community, for I provide activities which they are able to do independently, yet still find a challenge they need to work with together.  The movement of the stations, and added choice in activities to do has also had a great impact on the productivity in our class.  The dignity and ownership the students take in math workshop time is great to see.  I can tell the students also appreciate the new approach to learning.  They ask to be put into groups and work with one another on a weekly basis, in content areas other than math.  They are finding comfort and knowledge in each other as learners and teachers.

Unit Math Assessments - I Can Mastery

As I look back on the five units we have completed since the beginning of this action research process, I am impressed with the results I see.  It is satisfying to see that with each unit, there were more and more students mastering 90-100% of the I Can Statements for that unit.  I feel that making the students more aware through the use of I Can Statements has been extremely beneficial.  At any given point, I can ask the students what they should know, and they can tell me...if not by instant recall they know where to look in the classroom to find the I Can Statements.  Along with that, they are more open to dialogue with me and other members of the community on ways to achieve mastery.  They are asking for help, teaching one another, and discovering ways of learning that benefit their particular style.  The students also self-assessed on each I Can Statement.  The honesty and true self-evaluation from the students was excellent to see, for their self-evaluation was generally very similar to my viewpoint of their mastery.

Link to I Can Statements

NWEA - MAP Assessment - Fall2011/Winter2012

When comparing the fall(September 2011) and the winter (January 2012) RIT scores, it is positive to see that only two students had a decrease in scores.  All other students made an increases ranging from one point to thirty-nine points.  Because this is a overall assessment of academic success in math, there are many factors that play a part in the students success.  I feel guided math groups made a difference, for the students were actively inquiring and engaging in math at all times during instruction.  The students were in their desks during math warm-up and mini-lesson, but generally, this was a brief period of time.  Math workshop and small group was student directed and differentiated.  All the students were working on material that was well-suited for their individual needs.  As described in previous blog posts, the amount of time the students spent in math workshop/small guided groups varied.  Looking back, I think the variety in approaches with each different unit facilitated in keeping the students engaged.  They never seemed to get bored with the routine, and continued to improve at working in small learning communities.

DESCA Student-Self Evaluations
Following the framework of active learning and using the acronym DESCA (dignity, energy, self-management, community, and awareness) with the students had a large impact on the success of the groups.  It was nice being able to refer to each of the five themes and use them as topics for morning meeting discussions.  We were also able to use the acronym as a springboard for student self-reflections.  Throughout the course of my action research implementation, the students filled out the DESCA self-evaluation six times after guided math instruction.
Here is a link to the DESCA self-evaluation.
For all six evaluations I found which selection in each category occurred most frequently.  I then compared the six totals and found which category occurred most frequently overall.  The results are as followed:
Dignity: I felt fairly positive and secure.
Energy: I was active and energetic most of the time.
Self-management: I made many choices, managed myself, always felt self-responsible.
Community:  I felt that I was part of the group and wanted to help others.
Awareness: I was aware and alert all of the time
I am please with the results and will continue to use DESCA throughout the years.  

Triangulation - Peer Observation
A fellow colleague came to observe my math stations three times throughout the course of my action research implementation.  When the colleague came to observe, she used the following five questions to guide her observations.

Link to teacher observation form.

Here are some of the most interesting observations/comments I found that the colleague made.  She commented;
"The students are eager to share at the during and at the end of guided math.  Student shared strategy with another student, other student confirmed."
"Small groups engaged.  Majority of small groups split to partners/groups of three."
"Sharing answers, confirming others.  Students disagreed-stopped to re-explain."
"At current time, five students not engaged.  2 distracted by objects. Others working on math journal, generally engaged.  One group playing iPads-fact recall...encouragement from others to win"
"Transitions smooth, students know where to go"
"I can statements posted in front of room.  Off to side...could they be moved more central?"
"6 students with Ms. Gross, solving variety of fraction problems. Working on lap boards.  Other students in math journal. 

A moment to reflect...data coming soon.

With the implementation of guided math groups going on for the last few months, I am finding that life is very hectic....but in a good way (I think!)  I am finding that there is a lot of work that goes into this approach to teaching math.  I knew this going into it, but I wish I REALLY knew at the time.  For you see, I was very comfortable teaching math the way I was before.  I simply followed the curriculum, page by page, and some how, a good majority of my students made adequate progress.  

But now that I see this approach to teaching, and the way it get students thinking and actively engaging in math is really amazing.  I am continually looking at homework and forming new small groups for that day.  I find that is working best in our classroom right now.  After warm-up and mini-lesson, I meet with as many students/groups as possible...some for 10 minutes others for 5.  While groups are with me, other are working on math workshop.  This past week, fraction BINGO and math journals were the options.  A SMART board game through education city was even an option one day for a lower level group.  The stay most aware and engaged when the activities for math workshop are highly interactive.  This flexible, free-style, grouping works well for us right now versus sticking to a timer and everyone accomplishing the same tasks.  I also incorporated a Choice Board this week as part of our warm-up.  Instead of our usual format, the students had to complete five fraction word-problems in a row off of the BINGO type board.  They were really into it, and some even took on the challenge of getting a "coverall bingo"!
It was neat, and rewarding to see the students able to differentiate for themselves when need be.  I think that is a sign of them becoming more aware of their needs and abilities as learners.    

I am in the process of correcting the unit summative assessment on data.  It is a long test, which I think will be modified for next year.  From what I have seen, the studetns are doing well, and showing great mastery of the concepts/I Cans.  I'll have a full break down by the end of the week. 
Also, we took the NWEA MAP test.  All but two kids made gains!  There are even a large number of students that already met their year-end goal.  I look forward to sharing these successes with parents at conferences next week!

Regardless of the schedule, routine, or curriculum I follow, I know that it is safe to say that guided math instruction and active learning will always be foundational approaches to teaching in my classroom.  I

More details to come soon.

Another Week

This past week was a great week in math.  Our current unit is on data collection, analysis, and graph making.  We were able to work as a large group community a few days to collect some data and make some graphs.  The students' current seating chart is in small groups, with 4-6 students in each group.  These groups are mixed abilities.  It was great to hear the discussions, the learning and the teaching that was taking place within the small groups of students at their tables.
For example, we did an activity about collecting data and choosing an appropriate sample size. This activity included a large bowl of M&Ms, which immediately elevates the interest level!  Anyway...I would continually ask a question, and then give the students an opportunity to manipulate their M&Ms and "Think, Pair, Share."  It was great to hear the activity, the inquiry, and thoughtful thinking that was taking place.
While working as a large community, the students demonstrated the qualities of DESCA very well.  The short shots of small group work with mixed abilities, was a good way to re-evaluate the way our community should interact and work throughout the day.  I was able to re-model expected behaviors to the whole group, yet still work with small groups of students a few times this week.  I was able to incorporate this while other students played interactive games, either Landmark Shark using playing cards, or with a partner on the iPad.

Although the "math groups" that I would like to see did not happen again this week, I think it was a good week.  We were able to reconnect as a community, and work together to collect data.
We'll be wrapping up the data unit at the beginning of the upcoming week.  Our next unit is another unit on factions, so we'll be able to spend more time in small groups.  Plus, now the students have a stronger base knowledge of fractions, so I feel that independent math workshop time will be more productive.

As I look at closing my research and begin preparation for the conference, I feel that I can close at any time, for the work I am doing will always continue.  I can look at the data, and know that what I have been doing has changed me and my way of teaching math, only for the better.

There is still more data to be collected...I will be having my students take the NWEA math test on Tuesday of the coming week, so I can compare those numbers to the beginning of the year.  I am anxious to see the progress that has been made!

Whole Group...Minus Six

Fractions101 was an interesting unit to say the least.  Teaching this unit (or any unit for that matter) the three weeks before winter break can be a challenge.  The students are excited and counting down the days, and needless to say, it can be difficult for fifth graders to be productive and on task.

As mentioned in my previous post, the students had very little prior knowledge when it came to fractions.  After making a few attempts at running math groups/math workshop, it was deemed too hectic, and things needed to change.  So a group of six students was allowed to move at a quicker pace and receive some enrichment along the way.  This reduced the number of students in the whole group, and allowed for more focused instruction.  The lesson was extended for the whole group to roughly 40 minutes.  Small groups were pulled on a daily basis for roughly 15 minutes at the end of the lesson based on sensed needs during class.  

The results are interesting...fewer students mastered 90% or more of the material.  This does not surprise me, for the lack of small group attention makes a great difference on fixing those small mistakes I am not able to notice when working with a large group.  The unit assessment was full of simple mistakes that I know I would have been able to work on and correct in a small group setting.  Another observation of the data is that more students fall into category of knowing 70% or less.  Although I obviously do not expect ALL students to master 100% of the material, I would at least like to see at least 80% knowing  at least 80% of the material.  

I found that the accelerated group was a HUGE success.  The students demonstrated all aspects of DESCA wonderfully. They were helpful to one another, and the inquiry and teaching taking place was outstanding.  The took great ownership in knowing that they had the power to teach themselves what I could teach them.  They used the iPads for time to time, as well as an extra teacher manual to assist in their learning when material got challenging.  I will keep this group going, for the fewer bodies in the room was helpful to me and managing the other groups, and yet the students in the group benefitted greatly, too.   

Series 1 is Preview the Year taught whole group

Series 2 is Addition/Subtraction/Multiplication taught in small groups

Series 3 is Division taught in small groups

Series 4 is Fractions101 taught whole group...with six students pulled out for accelerated learning.