REFLECTION ZONE: AR Presentation Reflections

Action Research Presentation Reflection

          April 24, 2012 was a good day.  It was the day I shared my action research presentation with my colleagues, principal, and curriculum coordinator. The day began with my team members bringing me a vase of flowers with a good luck note.  Hugs were exchanged all around, and I felt so good that they supported me and acknowledged my hard work. My advisory students helped disinfect all the desks and tidy the room up, so it was ready for the presentation.  Later that day my husband stopped in with my daughter Harper.  He had made and brought in chocolate chip cookies and sugar cookies that were in the shape of graduation caps.  It was so nice he came to wish me luck on my big day.  I also enjoyed showing Harper off to everyone at school.  My superintendent also came down to meet Harper.  Many students wished me good luck as they left for the day.  I also received a text message from my sister telling me that I would do great.  All the positive energy was well accepted.

My presentation was scheduled to start right after school, so staff were able to attend and still work the middle school track meet.  I had a total of ten people attend, including my accountability partner and another community member.  I felt very prepared, as I had practiced many times.  I created note cards to help remember the most important points, but I did not end up using them much.  I felt confident sharing a topic I knew quite a bit about.  I was asked questions at the end, and many seemed genuinely interested in my topic.  I received positive feedback and there was even mention of creating a hex class next year based on my project.  I felt very proud of accomplishing a large project that ended up being very positive for students. 

Presentation: Determination of the Effects of Cultivating the Growth Mindset

REFLECTION ZONE: Becoming a Stronger Writer



Within the game of basketball, how do you become a better shooter?  My coacher would say, "SHOOT - get outside and shoot."  Take the feedback you are given during the season and from camps, and keep practicing.  How do you become a better writer?  Write.  Take the feedback provided and write, rewrite, re-read, and revise.  Over the past two months I have grown as a writer.  I have many people to thank for this growth. One being my accountability partner who spent numerous hours reading and re-reading my paper.  His comments and help with APA format have helped me learn and grow. While I learned a lot using my APA manual, I learned even more from his comments as I saw the rules applied to my writing. My teachers also provided help in comments to improve my paper, and so did two other community members.  It is all appreciated and all the help has played a role in improving my paper and writing skills.  I have also had the opportunity to proofread and work with three other community members as they are in the process of improving their papers.  Reading, thinking, writing, and revising all require work, time, and energy, but doing these things make one a better writer.  I have learned a great deal during the writing and revisions and proofreading and re-proofreading period, and I have grown as a writer.



REFLECTION ZONE: I Learned New Things!

I have learned a lot from completing my action research.  Besides learning the effects of cultivating a growth mindset from analyzing the results of my data I learned a great deal more.  I became much more familiar with Xcel and how to create the graphs I wanted to best demonstrate my findings.  It was not an easy process since I have not used Xcel this way for some time.  I ended up playing around with it until it did what I wanted.  I also called my brother quite a bit too.  I am not an expert, but I definitely improved my skills.  I also learned more about APA format in the 6th edition.  This too, I have not used for some time, so there was a great deal of time spent looking up certain situations to write my professional paper.  I appreciated my proofreader who also pointed out things I missed.  When I went back to double check the correct procedure I learned more about this process too.  I also learned how to make comments in word.  I had never used this feature before, and I enjoyed being able to comment on other's papers this way.  It works slick, as it allows a proofreader to provide clear feedback without printing a hard copy.  I definitely learned a lot from writing my action research paper. 

                              

REFLECTION ZONE: Summer Work

I just wanted to take a few minutes to reflect on the work I did this past summer.

Math Academy-3 half days in June
Compass Training - 3 half days in June and 1 in August
Tablet Training - half day in June
Problem Solving - 2 half days in  June and 1 August
Developmental Designs - 1 full week in July
Webpage Design - 3 hours in August
Microsoft Office 7 - 3 hours in August
Long Term Care Insurance Research
     - phone calls to WEA, meeting at the Riverbank, attending Seminar in Rice Lake, reading literature
Financial Planning Seminar
Masters Work
- IRB, Action Research, Reviewed test scores of incoming 6th graders to place students in RtI class,
  Read, Contacted Mindworks, Tech. Dept., Principal, & DO, August weekend
Decorated and set up room - 3 days in August

   

REFLECTION ZONE: Mini Action Research - Learning Targets

Overall I thought the learning targets were helpful to my students.  They gave the class a sense of purpose from the beginning.  They were age appropriate and student friendly as they were written for sixth graders to understand. They were written as “I can” statements that they should be able to do by the end of the hour or for sure by the end of the chapter.  Even if they did not understand the learning target initially, they were aware of the clear expectation on each of them to accomplish.  The learning targets seemed to better prepare students for the challenges ahead and provided a clear focus.  Students were not left wondering what we were going to do each day.  Students did not waste time trying to guess or figure out the topic as the targets were introduced at the beginning of each lesson and revisited at the end of the lesson and throughout the unit of work.  We reread them aloud before quizzes or the test.  Students’ pronunciation of vocabulary words such as proportion seemed to improve.  Key concepts were intentionally repeated from their mouths, not just mine.  For example, many students read the target, “I know the word of means multiply in math.”  They heard that from me as well as their classmates and sometimes from themselves.  I think the targets enhanced my instruction as they provided a clear purpose of what was expected each day.  Students did turn back and read them for extra help in their learning process.  They were proud to see the chain that made it quite some distance around my classroom.  I believe utilizing the learning targets had a positive impact on my students’ understanding and mathematics achievement. 

REFLECTION ZONE: Mini Action Research Round II

 Mini Action Research Round 2

My large action research topic has to do with the power of our words affecting student achievement.  I have a few directions I am considering going with this topic next fall, but am currently undecided. I am fascinated by this topic and am interested in continuing to learn more. 

My mini action research pertains to my topic, and my question is: In what ways does the use of daily, student-friendly learning targets shared and posted at the beginning of class affect student achievement?  After reading literature about the power of words, an article entitled “Knowing Your Learning Target,” and Chapter 3 from ahead of the curve entitled Assessment for Learning: An Essential Foundation of Productive Instruction, I am excited to try incorporating clear, purposeful, learning targets into my everyday classroom.  This is a change to my practice as I have not taken the time to use learning targets in my class.  In fact, I just tried sharing a learning target explicitly last week for the first time on my promethean board.  I want to intentionally provide a clear purposeful learning target each day to better guide my students and clarify expectations. I am hoping to find that when students know where they are going, they are more motivated to do the work needed to get there. 

My data collecting tools will include student surveys before and after the use of daily learning targets.  It will include teacher observations/field notes on student participation.  My data will also include recording how many assignments were completed on time this term (starting on March 21) versus the last term.  I would also like to compare grade averages from term 5 to term 4. 

I will begin my action research Monday, March 21 during 7^th hour and continue it through April 19. 

My learning targets will answer the following questions from a student’s perspective.

1. What are we learning about today? Specifically, what will I be able to do when I’ve finished this lesson?
2. What idea, topic, or skill is important for me to learn and understand so I can do this?
3. How will I show that I can do this, and how well will I have to do it?

Originally I planned to post the learning targets on my promethean board, but I decided to post them on large white paper as well, and hang them around the room (in a line that keeps growing) as an easy, accessible visual for students to recall what we have done this chapter.  

REFLECTION ZONE: The Power of Our Words - Literature Review

The month of February was spent reading a lot about the power of words, especially relating to students.  I learned a lot and questioned even more.  I began my literature review.  I was not sure how to even start this, but with help from people who had done this and websites shared, I began to wrap my head around the idea of what a literature review was comprised of.  If I had to explain a literature review to others I would include the following information.
The purpose is to provide background to justify for the research you are interested in conducting in your classroom.  You need to  look at existing research that is significant to the work you will be carrying out.
You read a lot to find what is already known on your topic.  You want to learn what knowledge has already been established by published by accredited scholars and researchers. You discover existing theories and what is agreed upon and what is not.  You find inconsistencies and shortcomings. You might find evidence to be lacking, inconclusive, or contradictory.  Hopefully you see reason to study the topic further.  As you read and highlight information, you will be able to organize your research into themes.  While a literature review is not a summary of each individual source it does summarize research.  Your job is to show the relationships between different ideas or studies and relate it to your idea or work.  It is important to follow APA format and give credit to your sources throughout your literature review.

I have spent a great deal of time reading and writing and rewriting my literature review, but I have enjoyed it because it is on a topic I am interested in learning more about.

REFLECTION ZONE: The Power of Our Words

The last few weeks I have noticed more than ever how powerful the words we choose to speak really are, and the impact words can have on the listener. While my dad was in the hospital the first week in January, I really noticed the word choice of his nurses and doctors.  I wonder if they realize the power their words can have on families.  It made me reflect on myself as a teacher, and how powerful my words can be for the students I teach.  I have found myself choosing my words more wisely as I interact with kids. I want to learn how my words can better motivate my students and my athletes to do their best.

On Friday night I watched an episode of Blue Bloods.  The story line was about an old case that was resurfacing.  The police chief and his past partner had determined who was guilty of the crime that was committed 20 years ago, however they needed the suspect to confess to his crime.  The first detective tried by interrogating the man, but got nowhere.  When the chief of police went in to meet with the suspect, he had a way with his words.  His words were filled with so much emotion and power, that the man truly had no choice, but to confess.  This episode was a prime example of the power one's words can have on other people.  I want to be skilled in my words, and learn how teachers can use their words for good and to help motivate students to succeed.  This is the topic I am excited to research for my lit review.

REFLECTION ZONE: Mini Action Research Results

I subtracted each student's Test 3 score from Test 2 score to find their difference between a test where they worked in groups daily to one where they worked individually.  I found the average to be a growth of 9.29 points after working in daily cooperative groups.  I went back to last year's Pre-Algebra class and found the difference for each student from Test 2 to Test 3.  I found the 2009 class to have a growth of 9.7 points.  At first glance I was disappointed that the class where I did not use cooperative learning groups had a higher average of growth.

I then grouped the results to find a visual representation of the distribution.  I noticed a few things.   There was a greater positive growth in 2010.  There were more solid bars than striped in every positive category except for one, which was equal, so this shows more improvement. I noticed that the 2009 was a normal distribution for the positive side.  The 2010 data resembled normal distribution with exception to the chart being top heavy.  That could possibly signify there was positive growth because of the cooperative group work. It is very difficult to prove my hypothesis as true or false because of the small sample size.  Overall, my data proved to be inclusive.  It did not prove if using cooperative groups significantly improved understanding and therefore increased test scores.   My mini action research did not prove to be true, but it didn’t prove not true either.   

My research sparked some questions.  Why is the 2010 set of data top heavy, showing more positive growth than negative growth?  Is this because this chapter is overall easier?  Is this evidence the cooperative group work improved understanding and test scores?  Are students making more positive growth due to the effective teaching behavior? Is this because the sample size is too small to be accurate?  I think grouping the data in intervals and looking at the visual distribution was more helpful than just comparing the averages of growth between the two classes.  I would like to try this study again.

When I asked for student feedback as to if we should continue working in cooperative groups and what each student liked and disliked I got the following responses.
     21 wanted to continue group work
      5 did not want to continue group work
      1 unclear response


What did you like?
We got the chance to listen to how other people figured out the problem. We got the chance to make our methods better.
Even if you got it wrong on your own, you got a chance to learn how to get it right.
It made assignments seem easier.
My group explained it better.
You could earn extra credit.
We could ask group members for help if we needed it.
It's a chance to talk about what you didn't understand in the assignment.
It is more fun than working by yourself.
It's fun to talk to people. We got to know each other a little more.
What didn't you like?
It took too much of our work time.
We can let people down if we don't do our work.
I knew what I was doing without listening to others.
It was a waste of time because I do good without the extra credit and without group help.
My group member complained that he had to be with me.
We get less work time.
I helped my group members more than they helped me. 

REFLECTION ZONE: Mini Action Research

For my mini action research question, I'm asking the question: Does daily cooperative group work positively affect understanding, and therefore increase test scores? 

Students will sit in assigned groups of 4.  Besides having a home base group, each student will have a letter assigned to their desk. (A-F) Each day we will have two "bouncers" working the door and checking that homework is complete.  If homework is done, students will join their letter group.  If homework is not complete, the student will sit in the back of the room and work on finishing.  As the students enter, the extra credit problem for each group is posted on the promethean board.  This is one problem from their assignment, so everyone has already tried it and has a starting point to share. Students each share the answer, and how they got it for the selected problem. Discussion takes place as to how each student got his/her answer.  As a group, they decide what the correct answer is, and they each redo the problem, showing their work, on a small note card.
What's in this for them?
If everyone in their letter group has their assignment completed, each group member earns 1 EC point.
If the group answers their question correctly after meeting/discussing, each group member earns 1 EC point  If all groups (A-F) answer their question correctly, each group member earns 1 EC point.
(Students can earn up to 3 Extra Credit points per assignment. 
Bouncers get to choose a song (school appropriate) that is being played as students enter the room. 

I will begin Tuesday, Nov. 16 - Wednesday, Dec. 1. Data collection will take place each day during 5th hour - 11:34 - 12:20.  My data collection method will include teacher observations, student feedback, and comparing test scores from before this date to those taken during this research.

Students will take their Chapter 3 Test on Tuesday.  I will compare these results to their previous test scores, where they sat in rows and were not provided the time to share and discuss answers on a daily basis.

REFLECTION ZONE: The Power of Questions

After reading chapters 1-3 in The Power of Questions and keeping a journal of the happenings in my classroom I found things that excited, bothered, and interested me.  I chose one from each category to post on my blogspot.
Excited Me - I truly enjoy grading math tests and quizzes because I like to see students' thinking and I get excited to see their results and what each student learned.
Bothered Me- I was a bit bothered by the 8th grade quiz scores.  Looking closer, 20 out of my 35 students got the first question marked wrong.  "Write each fraction as a decimal." (-1/8)  9 students did the work correctly, but just forgot the negative sign in their answer.  11 students did the problem wrong. Some did not know how to set the problem up to solve.  Some had an idea how to set it up, but flipped which number was being divided. Some set it up perfectly, but struggled with the division. 
Interests Me - How do I get my students to construct their learning in math so they truly learn the math material?
I will show them this skill could be useful in their lives when they figure out their percentage and what letter grade they earned on any assignment in any class.  If you got 12 correct out of 15, how can you write 12/15 as a decimal and therefore determine what letter grade you earned?

Other Questions
How can I improve my teaching?
How can I improve my students' learning?
How can I create more constructivist lessons in math?
How can I motivate students to care more about their grades and futures?
How can I lessen the gap of understanding between my team taught class and my other math classes?