AR Abstract

How will using cooperative learning affect the engagement in math of 9 5^th graders?

o Summarizes main ideas, findings, and questions in review of literature.

·       Cooperative learning is an effective cross cultural teaching strategy that has many benefits including positive face to face interaction, individual and group accountability and positive attitudes toward learning.

·       Cooperative learning fits well with every learning style and students respond well because they already have the social schema it takes to participate.

·       It eliminates the idea of competition among students and they start to like and care for each other and each other’s success.

·       Cooperative learning engages everyone instead of only one person sharing the answer.

o Communicates the action research’s impact on the learner’s teaching and learning.

Since learning more about cooperative learning I have implemented many strategies that involve group learning and participation. The first few weeks of school were spent teaching what group work should look like and sound like. We’ve modeled and practiced the difference between telling your group the answer and helping them to discover the answer on their own. I have tried to implement many activities where everyone answers questions instead of just calling on one person.

o Demonstrates a deeper understanding of the following components: assessment, discipline, environment, instruction, and teacher identity.

Overall I have been trying different strategies and ideas for implementing and adapting assessment and instruction with cooperative learning. I have discovered ways that are effective and things that don’t work. The environment in my classroom is changing and students have more accountability for themselves and their group. My understandings for each of these components is growing the more I try the strategies I’m learning about in my classroom.

o Briefly summarizes your plan for continued action research/inquiry.

My plan is to take data on the engagement of 9 students during math warm up time during cooperative learning times and when we are working alone. I will use on/off task checklists, student surveys which will ask about their preference and engagement and response journals where they have to describe their understanding of the problems.

Questions I still have:
Are there any online data tools I could use? Possibly class dojo?

Should I leave the groups the same or change it up everytime? Will this affect my data?

How long should I take data for? 

Differentiation

Spelling differentiation:
We recently started our word study lessons a few times a week. We have been studying word patterns and each week students are given a spelling list of words that follow that pattern. After giving them a pretest on words with suffixes ed, es and s, I had 3 students who spelled all the words correctly.

During the week I had most of the students sort their words into groups based on the rules for adding ed, es and s. While they were working I had my students who already knew how to spell the words in a different group working on an extension. They had to use the patterns and come up with their own list of words that followed each rule. They could use dictionaries, computers etc. This was an easy way to differentiate our spelling with minimal planning for myself. This also showed me that those students can apply word patterns to other words.

Math differentiation:
During the day we have a WIN (what I need) time. These are groups that are based on ability and we specifically work with students on skills they struggle with. This week we have been working on rounding. For a few days we have been doing whole group practice and activities. Then I gave a quick quiz on www.socrative.com (which is amazing because I get the results instantly). Right away I knew I had to review rounding and estimating with adding and subtracting. I had 3 students who got all the questions correctly so I knew they understood the concept.
The next day I worked with the students who needed extra practice with rounding. The other three worked in a group to do a mystery number activity where they used what we learned with rounding but did it backwards. I gave them clues to a number and they had to use the clues to find the number:
1. The mystery number rounds to 200 when rounded to the nearest hundred. 2. The sum of the digits is 10. 3. When the number is rounded to the nearest ten, the sum of its digits is 5. What could the number be?
The students who knew how to round had to use the rules and apply them to the clues to find the mystery number. It was a great extension that was related to the same topic and was easy to plan.

Principles of Learning

Children's Principles of Learning

As teachers we become mothers, fathers, nurses, phycologists, friends and many other roles.  There are so many aspects of teaching that have an effect on our student's success. Because of that we need to honor certain principles that go above opening a book and teaching from it. It is important to build relationships and take care of student needs before any academics can take place. Students need to feel comfortable before they are going to take risks in any classroom. Establishing these relationships and feelings will enable more success for students. Teachers not only need to get to know students personally but academically as well. Students need to learn at their level and build off what they already know. This will ensure success and growth in every student which is the overall goal for teachers.

I have implemented many things in my classroom so I can accomplish the ideas from my list of principles. After I made the switch to a new district I really questioned some of my practices and had to decide what is important. I knew I had to keep things like morning meeting, modeling, cooperative learning etc. Morning meeting has been a change for my students because they are not use to that but they are responding really well. I know a lot about my students and their lives because of the things we do during morning meeting. The students have also been able to get to know each other and I feel like we have created a caring community already. I've made changes to my curriculum like including a variety of assessments to see what my students already know and to see what they have mastered. I've implemented things like reading conferences and guided math to make sure each student has the opportunity to learn at their level.

I make 99 mistakes a day...

The reality of teaching is it is always changing. We may have done something one year but the next it just may not work. Perseverance is something every teacher needs to have or they are going to get burned out real quick. I’ve been in those positions where I felt like I’ve tried everything and even been in those situations where I know I need to constantly change things up because that is what works. It can be exhausting but it is worth it when you’ve accomplished your goal and students are learning. As I’ve grown I’ve learned that making mistakes is a reality; it’s the only way I’m going to learn. For some reason my mistakes stand out more than my successes. I feel like I learn a lot more when I make a mistake which makes it even better the next time when I (hopefully) don’t make that mistake again. I think it is so powerful when I make mistakes in front of my students.

            I tell my kids I make 99 mistakes a day and embrace them when they point out my mistakes. I tell them we are all here to learn from each other so it’s great if you help me fix something I’ve made a mistake on. Of course the students love it when they find a mistake I’ve made but it also gets them thinking instead of always going with what I say is correct. I’ve also used the words “you’ve made a smart mistake”. At first they are confused by it but they realize that making mistakes is part of learning and it’s normal in our classroom. It is always better to make mistakes than to not try at all. Through this modeling and talking my students learn about perseverance and know it’s ok to make mistakes. Sometimes I think it’s important to explicitly model perseverance through an activity (that usually is non academic like solving a rubix cube etc). This way we can always come back to this activity and talk about how they pushed through and those actions will be instilled in their mind.

Virtues

My top virtue was empathy. I feel this fits me very well with how I feel with many situations. I am very perceptive to how people are feeling and sometimes it takes over my thinking. I’ve alway been relatable and approachable to others. As a teacher empathy was a skill I stressed. I was very explicit with teaching empathy. I always point out when students are using kind words, helping others and having a sensitivity to other’s needs. My other top virtues were enthusiasm and humility. Other’s have told me that I am usually positive and passionate about what I do. Sometimes I think my passion needs to be spread out a little more. I tend to focus only on work when I need to save some enthusiasm for family. As an Med learner I feel my empathy and enthusiasm has been useful especially when we share stories about students or giving advice on what works in my room.

There are many connections to the virtues I possess and to the AGAPE concepts. Empathy fits very well with the concept of generativity. I feel because I have empathy I make sure everyone is involved and make sure we create a respectful environment. My goal is for everyone to feel comfortable and feel like they belong in the classroom. My enthusiasm relates really well with the concept of adaptation. When I have passion and enthusiasm my students can see that and feel like what we learning is important and engaging. Enthusiasm can give students the confidence to believe in themselves and know that their input is important. Their thinking is welcomed and I get excited when they come up with innovative ideas.

ROL Culturally Responsive Teaching

For my ROL I chose to focus on Culturally Responsive Teaching. This was an extensive topic which had great teaching ideas especially for me since I taught at a very diverse school. I chose to focus on teaching strategies that are culturally responsive. There were some strategies that I think every teacher needs to incorporate. Cooperative learning was an effective strategy that had many benefits. Kagan had some great ideas on how to implement cooperative learning in the classroom:

This article has some great cooperative learning activities:
http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners

Also: this site I saw a few people had pinned on pinterest but it has to do with CL:
http://www.lauracandler.com/strategies/co-op.php

One easy way I incorporated cooperative learning with homework was using numbered heads together. 4 students get into a group and go over each problem and make sure everyone in the group knows how to explain the answer. Then I randomly choose a number and that student from each group explains their answer. This way everyone is prepared to share their answer but they don't know who will be picked.

Questions

After thinking about my non-negotiables and going through workshop week I am questioning a lot of things. Others on my team don't do morning meeting and I can't imagine not doing it. I'm wondering if there will be time for it in the morning??? I'm also wondering how incorporating responsive classroom strategies into a school that has never used it is going to work. Will my students respond well to it? Other questions I have are: how often is my team going to collaborate once we get into the swing of things? It seems like the other teacher are so curriculum directed where I am more relationship, community building direct so I'm wondering if I will be able to find a good balance. Also, will I be able to deliver instruction at the rigor 5th grade demands? All these questions I'm sure are common when starting at a new school. I have to stay strong to my non negotiables and everything will fall into place.