docs.google.com/presentation/d/1aTnT4venXKe0760cAVb-bcdima9K3DlP0Afgt6F__i0/edit?usp=sharing
This is a mini-slideshow I created to wrap up the paper. I have done some recording on Screen-Cast, that I would prefer not to share unless I have to.
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docs.google.com/document/d/1uv7mF_uBq1Kse5N1PlegzNebF7h7aczgnGeky9UU1b8/edit?usp=sharing
I have really found it helpful to receive all of the edits from my peers. I am still working on a few, such as An's suggestion of a running head on each page. I have found that my study has limitations- such as I did not ask the correct questions in my engagement portion of the study, and cannot use the data. It would be helpful for me to have more detailed questions in the future. I do know, from both my study, and from years of teaching, that PBL, specifically PrBL, in the math classroom improves student performance. A PrBL gives students the opportunity to use their skills in a real-world, applicable setting. I am excited for the coming semesters to see if I can enhance this project! And finally from my paper: RECOMMENDATIONS AND SUMMARY Overall, the present study shows that PrBL enhances the learning opportunities for students. While this study was limited due to time constraints, and possible small sampling of students, the implications for future research are clear. It would be beneficial for future studies to observe the possible long-term effects of PrBL in the mathematics classroom. As well as making sure that all data is able to be thoroughly analyzed at the conclusion of any study. docs.google.com/document/d/1uv7mF_uBq1Kse5N1PlegzNebF7h7aczgnGeky9UU1b8/edit?usp=sharing
I found several new articles that helped define my driving question. One from the Interdisciplinary Journal of PBL, had links to several research articles that proved helpful in my understanding of my question of how PrBL is effective in the math classroom. This literature review focused primarily on K-8 classroom and math/science instruction. I also found it very helpful in how the research article is actually written. The more studies that I read, the more familiar with the format I become. I have also found, as one article states, that one question spirals into many more questions. Which as I write my paper, I notice that I need to be careful to stay on topic. Data Collection:
docs.google.com/a/nvusd.org/document/d/1Ij5T7JRGOyZ8YNRBP8TP_els8vFthbl4jmOCKQHdDzo/edit?usp=sharing This the data survey I will use to gauge student understanding. This pretest link is to Chapter 04 of the 6th grade textbook. I will use this test as a pre-survey treatment, I will change the questions, but keep the standards the same to assess the students post PrBL. I will also develop a student survey that reflects how students perceived their learning of the subject matter. Articles and Sources of Information 1. nces.ed.gov/nationsreportcard NAEP 2.www.youcubed.org/resources/connecting-mathematical-ideas-middle-school-video-cases-support-teaching-learning/ Jo Boaler 3. Problem Based Learning: Lessons for Administrators, Educators and Learners- Roland Yeo, 2005 4. Learning From Dealing with Real World Problems- Hakan Akcay, 2017 5. The Interdisciplinary Journal of Problem-Based Learning- Woei Hung, 2016 6. Visible Learning: The Story behind the Numbers- Peter DeWitt, 2014 7. Visible Learning- John Hattie, 2009 Probably the most influential person in the development of PrBL is Jo Boaler. Her ideas around how all people learn math continues to change the landscape of teaching. One of her key ideas that all learners maintain a growth mindset, and accept that math needs to be challenging in order for deep learning to occur. Not only does she lead research in how teaching math is important, she also gives a multitude of resources for educators to implement immediately in the classroom. I am continually trying to narrow the focus of my driving question. Initially, I thought I would focus my attention on student engagement activities and how to maintain enthusiasm for learning. Since reading the The Power of Questions, I've decided to concentrate on PBL/PrBL. I am trying to combine the following questions.
Driving Questions: 1. What teaching strategies are available that I can easily incorporate in my teaching that get students excited about learning? 2. How can I incorporate more active learning, as in PBL/PrBL work into the learning? (Falk, page 22) Because, I teach two math sections, I think this will present the fewest difficulties in research. My goal is to study the effects of PBL/PrBL on academic achievement. I plan to use the district adopted curriculum, as well as planning with district coaches and my PLC to create rigorous PrBL's for immediate use in the classroom. I will use Performance Tasks and CER's to measure student achievement and understanding. I will be sharing student work as well as the rubrics that were used to measure understanding. I still have many questions about my research, and look forward to discussing this with my cohort. Some ideas I have for a driving come from page 22 (Falk), of: What teaching strategies can I use to get students excited about learning. In conjunction, I truly appreciated How can I incorporate more active learning (PBL) into the schedule?
Since I will be using my two math blocks as my case studies, I am concerned about making sure that both blocks have been taught the lessons thoroughly. I do not want to conduct a study where only one block receives PBL and the other class is taught only strategies from the book. I am finding it difficult in organizing ways to collect meaningful data from both classes. I will be working with my colleagues to develop meaningful, rich PrBL units throughout the school year. While I appreciate this ability to collaborate, I need to be explicit in the learning needs of my class. I am hoping that the data will show that students can benefit from both relevant PrBL units and from traditional methods. I think it would be interesting to compare data either with other teachers on site or at different sites. |