In cycle one of my research collecting data, I used last year result from the CRCT to develop an understanding of my student’s areas of weakness in math. From the information that I collected, I found that my students struggled with problem solving which lead me to believe that they needed a better understanding of math vocabulary and comprehension. I formed small groups and did one on one assessment . After each week of working with small groups and doing one on one assessment I compared this information with what I received from my by-weekly success lab results. Many of the students showed gains by 1-2 in the area of problem solving.
In cycle 2, I compared my results with that of Benchmark testing given in November. I was very disappointed at the results but not surprised. Teachers have no control over which standards selected for Benchmarks. We use a system wide time line a time line or pacing guide, can be hard to follow when you have students that are so far behind. Many of the skill tested on the Benchmark I had not taught yet and it due to the fact that students come to fifth grade not knowing basic multiplication facts and place value.
I used the result compiled by Universal Screening that give a general outcome measure to identifying underperforming students and to determine the rate of increase for our school districts as well as individual schools and teachers.
n this cycle, I am using more of the reading comprehension strategies, Peer tutoring, small ability grouping when necessary, computer games, and students showing what they learned by way of mass media. My students engage themselves more. In some of the past classes that I have taken in the course of my action research, I learned that students remember more of what they do than what is verbally spoken. I also learned that we all have different learning styles and that we learn in different ways. The idea of using reading comprehension strategies helps students to understand the connection between reading and math. I am doing lots of pictures and videos to support my approach in this cycle.
Feb. 10, 2010
The approach that I have taken in my action research is both quantitative and Qualitative. In comparison with my data, I found that using small homogeneous groups allow you to focus more on the student’s ability to comprehend with smaller portions of the skills addressed. When comparing the data of my benchmark results to the results from Successmaker report some gains are there. I always ask my self the question, “Is it because I my have just covered the skill in class before the student complete a task in Successmaker”? This is something that I will address later in my research. Chapter 7 of my action book gave a good guide in collecting, interpreting, and evaluation your data. Only collect data about the action to develop a clearer picture of what has happen. In using this approach, I am finding that I need more time with my students. I know that if I had more time I could produce better results. What are better results? How do you measure better results? The answer to the two questions is there is no such thing as better results. In the eyes of Howard Gardner he believe that every little bit counts.
