REFLECTION ZONE: Math Masters

Last Monday I took 10 6th grade students to a Math Masters Competition in Barron, WI.  While the competition was open to anyone, the 10 students were selected based on their scores on preliminary tests.  They met a few times prior to prepare for the competition. The students participated in individual basic facts and problem solving rounds.  They worked together as a team during the team problem solving portion.  It was really fun to see students excited about math and excited for a challenge.  Overall, the students did really well.  One of our teams took first, 4 placed in basic facts, and two placed in the individual problem solving portion.  All students received a t-shirt for participating.  They were excited to be a part of something positive and to do so well.  They also enjoyed lunch at McDonalds.  It was a good day!

REFLECTION ZONE: Google Docs

Today Karen H. and I began our discussion of Chapter 3 from ahead of the curve over the phone.  That led us to complete our write-up of the chapter on google docs.  This was new to me.  We were able to both write on the same document at the same time and see what the other was writing. We were also able to write comments and interact on the side of the document. What a fabulous way to connect and work with others. It was instant and therefore time saving.  I enjoyed working together and being exposed to a new piece of technology!

 

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: The Energy Bus

The Energy Bus was a great motivational read, and there were some wonderful points to put into practice.  First, there are some days I really feel stressed out.  Between teaching two grade levels, conducting math interventions, attending required meetings during prep time, coaching girls basketball, and working on my masters, there are some days where I feel I don't have much more to give.  I loved the saying, "Too blessed to be stressed." I think I need to focus on the positive more than complain about the negative.  I really am blessed and lucky to have the family, husband, and friends I do.  I am lucky to have a job I enjoy and a great group of teachers to work with.  The one great golf shot theory goes along with this point.  After a round of golf, you don't think about all the bad shots you made, but rather you always remember and focus on the one great shot you had that day.  I would like my students to try this and have them tell their success of the week.  

As a basketball coach I connected with the statement that, "The goal is not to be better than anyone else, but rather be better than you were yesterday."  The goal should be to improve each day, not compare yourself to others.  As I am working with a bunch of ladies this season who might not have the basketball skills of past teams, I think this statement is one I would like to share with them and post in their locker room.

Another part of the book that I felt was a great reminder was mentioned under the chapter titled "Love Your Passengers." My passengers want to be loved.  It was written that you can give all the trophies and awards you want, and sure even a raise would be a good idea, but eventually the gift is forgotten and the excitement of the raise wears off and what remains is an emotional feeling, a feeling of whether you love them.  That's what it's all about.  As a teacher I thought this was a powerful idea.  Students want to be loved or cared about too.   Yes, I can set up rewards for good behavior to extrinsically motivate them to do what is expected, or I can provide them with opportunities to be intrinsically motivated and feel good about themselves and the work they did and what they accomplished. They would have a great feeling, and I would rather help them do that.  

The Energy Bus Rules to Fuel Your Life, Work, and Team with Positive Energy

1.  You're the Driver of Your Bus

2. Desire, Vision, and Focus Move Your Bus in the Right Direction

3.  Fuel Your Ride with Positive Energy

4. Invite People on Your Bus and Share Your Vision for the Road Ahead

5.  Don't Waste Your Energy on Those Who Don't Get on Your Bus

6. Post a Sign that Says "NO ENERGY VAMPIRES ALLOWED" on your bus

7. Enthusiasm Attracts More Passengers & Energizes Them During the Ride

8.  Love Your Passengers

(make time for them, listen to them, recognize them, serve them, and bring out the best in them)

9.  Drive with Purpose

10.  Have Fun and Enjoy the Ride

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. 

RtI Meeting

RtI Meeting

Last Thursday I joined our problem solving team in learning more about RtI and what will need to happen and be in place before the year 2013.  We met after school from 3:30 - 7:00.  I actually preferred this time to missing an entire day in the classroom and preparing sub plans.  I left there with more questions than I had before I went.

It was stated that 80% of our students need to get what we are teaching in order for a student to be identified as struggling and in need of an intervention.  My question is what does "get it" mean?  Earning an A,B,C?  Passing?  I remember in college that our goal was to have 80% of our students score 80% or higher, so is this it?  Does it mean earning a proficient or advanced score on the WKCE?  Does it mean meeting their growth target for the MAPS test?  No one there could answer the question as this has not been determined by the people creating the RtI standards. 

Also, I teach a team taught math class.  The class consists of special ed students and a few others who are intended to be good role models for the special ed students.  The class is slower paced.  While I try to teach the same concepts to this class as my other 6th grade math classes, the number of problems is greatly reduced.  The level of thinking needed to solve the problems is lessened as well.  In general, the expectation is greatly lowered.  There are still students struggling in this class.  Accomplishing work outside of class and late work are issues as well as just bringing needed materials to class consistently.  There are also many outbursts by the special ed students which require time and attention. After attending this meeting I think I am not suppose to lower expectations for any class according to RtI.  This made me really think about the kids.  I may be robbing them of valuable learning.  I need to expose them to deeper level thinking questions such as application and synthesis, instead of just knowledge based questions.  Lowering the benchmark automatically makes the data skewed.  Students won't get the services they need if I do this.  If I decide to raise the bar closer to the other classes, I am afraid many of the students will shut down completely.  In theory the special ed students should be receiving extra help during their structured study hall, but that requires more work for the special ed teacher and aides.  They also would rather work on social skills than help the kids with math.  There are kids in this team taught class who deserve more of a challenge or a push.  Am I hindering their learning if I don't try to lessen the gap?  I think I need to reflect and meet with other teachers who team teach before I make any changes.  Again, more questions than answers.  I guess I can be glad we don't have to have this completely figured out until 2013.  :)