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AR Questions/Sub-questions
How does providing my 4th and 5th grade students with academic choice in mathematics
instruction affect their autonomy and academic learning?
Sub-question 1: How does student choice affect academic progress in mathematics?
Sub-question 2: How does student choice affect students autonomy?
Sub-question 3: How does student choice affect students motivation and perceptions of
success in mathematics?
*For this project academic choice focuses on the exposure method of content (games, rotational
centers, direct instruction, iPad instruction, etc.), as well as instruction group work size (pairs,
small group, large groups, and/or whole class).
it does not, it will support me in considering other methods to better support their needs
of improvement in the Math areas of content.
How would you explain fractions to someone that has never understood or learned about
fractions?
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________________________.
2.
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________________________.
3.
Do we have examples of fractions in the classroom space or in our daily lives? If you
think so, include at least 2 examples.
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____________________________________________________________________________.
Student Name:_____________________
Date:______________
What were some challenges you had today in the center(s)?
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_____________________________.
How did you overcome these challenges?
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_____________________________.
What were some successes you had?
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_____________________________.
What were some things you learned about today?
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_____________________________.
to choose the order and what center they wish to learn from first and within them having
the ability to collaborate with others, taken on autonomous roles, and leadership roles as
prompts and tasks are open ended to fit and meet their creative needs and choice desires
they mentioned in the Needs Assessment.
4. Assessment: To assess the selected implemented actions I will use reflection/feedback
forms, observations, and host Student-Teacher Conferences.
5. Assessment Rationale: I am looking to learn more about how students role in the
classroom has become more or less autonomous, etc. Thus, being able to attain that
qualitative data from the students themselves in a safe format is critical for my students.
Further, my students are very accustomed to providing feedback in such formats as they
have conducted various feedback forms in the past and are comfortable in regards to
speaking about their opinions on structures in the classroom and sharing these with me.
Moreover, the students choices that will be discussed with me during our discussions, can
really help me understand how students make choices and why they do which can support
me in addressing ways my students look to reflecting or portraying their understanding,
etc.
6. I hope to see...: There are a variety of things I am specifically looking at, in particular in
reference to this research question, my main focus is on seeing students ability to make
decisions and be autonomous in content areas with their individual tasks at hand but also
when collaborating with others, seeing them innovate, decide on projects, and become
more responsible for their own learning. The data and effects of these actions and
assessments will allow me to see if choice allows students to feel empowered.
Knowledge of this can then guide me to how phase two of my research will be set up as
one main goal is to have my students feel as if their voice is powerful and valuable for
their learning.
It is alright
I like it a lot
When you are at each Math Lab: Rotational Center, what are some of your goals?
Fill in ALL the goals that may apply:
Do you usually want to
Describe your experience in today's activity, include your thoughts on your teams collaboration,
and your role in the discussions.
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________________________.
What ideas or designs did you have/create from todays centers and/or activities?
______________________________________________________________________________
________________________.
Date:
Student Name:
Conceptual Understanding:
Questions, Comments, Suggestions, etc.
Next Steps, Goals, Future Centers to Visit, etc.
4. Assessment: In order to assess this action, the type of data that I would collect from my
students would be hosting Student-Teacher Conferences. In addition, I would also have
them completing various reflection/feedback forms that may be inclusive of Likert
Scales, short answers, etc. I will also be making sure to provide students with
opportunities to respond to journal entry prompts regarding their perceptions on their
learning. Students will also be asked at various point of Phase #1, to categorize their
perceptions and write their names on a Perception Wheel worksheet, in the one or two
areas that best describe their thoughts on themselves as learners and/or the content being
learned.
5. Assessment Rationale: I am looking to learn more about how these changes in work size
will contribute to students perceptions of math and success in Math content. Thus, being
able to attain that qualitative data from the students themselves in a safe format is
necessary for my students. Further, my students are very accustomed to providing
feedback in such formats as they have conducted various feedback forms in the past and
are comfortable in regards to speaking about their opinions on structures in the classroom
and sharing these with me.
6. I hope to see...: I hope to see and better learn about my students perceptions on Math
content, success, etc. Knowing more of their opinions on this will allow me to gage to see
if my students are motivated when they are allowed this varied work size format and/or
of they feel autonomous. The observation will also allow me to see if students are taking
more or less autonomous roles within their groups in term so learning teaching others,
etc. as well. This I can then compare with the students role-taking in regular class
instruction for me to determine next steps in regards to work size and what would be
optimal to engage and motivate my students.
It is alright
I like it a lot
When you are at each Math Lab: Rotational Center, what are some of your goals?
Fill in ALL the goals that may apply:
Do you usually want to
Date:
Student Name:
Conceptual Understanding:
Questions, Comments, Suggestions, etc.
Next Steps, Goals, Future Centers to Visit, etc.
Tues
Wed
Thurs
Fri
Plan week
implementations
thoroughly
Journaling with
choice (focus on
Math Lab
reflection,
autonomy,
motivation,
perceptions)
Math Lab
Centers
(academic
progress)
Journaling with
choice (focus on
Math Lab
reflection,
autonomy,
motivation,
perceptions)
Feedback form
(focus on
autonomy,
perceptions,
motivation)
No choice
Journaling
(giving students
a specific
prompt)
Math Whizz
(academic
progress)
Conferencing
and discussions
with students
****Teacher Observations will be conducted throughout the week Monday through Friday.
Every 10-14 days a test will be given to see students progress academically****
April 4-8, 2016
First Math Lab/Begin some implementations of schedule/Beginning of the week Pre Test #1
April 11-15, 2016
Implementation Week Schedule/gather data, Math Lab #2, at the end of the week Post Test #1
April 18-22, 2016
Beginning of the week Pre Test #2, Continuing Week Schedule/gather data, Math Lab #3
April 25-29, 2016
Continuing Week Schedule/gather data, Math Lab #4, at the end of the week Post Test #2
May 2-6, 2016
Analyze Phase One Data/Record/Reflect and Plan Phase Two: Action/Assessment Plan
May 9-13, 2016
Analyze Phase One Data/Record/Reflect and Plan Phase Two: Action/Assessment Plan