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Improving Student Engagement and Mathematical Understanding,[object Object],Suzette Nielson,[object Object],Amanda Tame,[object Object],ECU 521,[object Object]
Target Question,[object Object],    Can we improve student engagement and mathematical understanding through the use of varied instructional strategies and student reflection?,[object Object],cmoe.com,[object Object]
Research,[object Object],Instructional Strategies:,[object Object],Complex Instruction,[object Object],Structured groups,[object Object],Group-worthy tasks,[object Object],Assigned roles,[object Object],Student responsibility,[object Object],Group empathy,[object Object],Teacher as facilitator instead of expert,[object Object],Student Reflection,[object Object],Meta-cognition of learning process,[object Object],Creating learning goals,[object Object],Recognition of growth over time,[object Object],Personal accountability ,[object Object],yaffo.usac.gov,[object Object],cartoonstock.com,[object Object]
Pre-Intervention Data,[object Object],Previous chapter test score,[object Object],Overall grade,[object Object],Student checklist of classroom behavior,[object Object],Teacher observations,[object Object],Other Algebra 1 teachers’ comments,[object Object],Current teaching practices,[object Object],Lack of group-worthy tasks,[object Object],Lack of student reflection,[object Object]
Examples of pre-intervention data,[object Object],Teacher observation list of “Student C”,[object Object]
Examples of pre-intervention data,[object Object],Classroom behavior and attitude reflections,[object Object]
Examples of pre-intervention data,[object Object],Other teachers’ comments on shared students behavior and attitudes,[object Object],Student B:,[object Object],“Last year, even in the midst of a chaotic class, he would sit up straight in his chair and tell me that he was listening.”,[object Object],Student C:,[object Object],“Last year, he couldn’t sit still in his seat and was always disrupting other students.”,[object Object],“This year, after 2 months, he was kicked out of the math support class.”,[object Object]
Action Plan,[object Object],Create:,[object Object],Group-worthy task ,[object Object],Rubric,[object Object],Student self-assessment of group participation,[object Object],Classroom behavior/attitude reflection,[object Object],Task reflection of mathematical understanding,[object Object],Intervention Implementation:,[object Object],Assign task,[object Object],Timeline:,[object Object],2 days: work on problem,[object Object],1 day: make poster,[object Object],1 day: presentations,[object Object],1 day: self-assessment and reflections,[object Object],1 day: summative assessment (chapter test),[object Object]
Post-Intervention Data,[object Object],Task grade by teacher,[object Object],Self-assessment of group participation,[object Object],Classroom behavior/attitude reflection,[object Object],Task reflection of mathematical understanding,[object Object],Teacher observation,[object Object],Chapter test,[object Object],Cumulative grade,[object Object]
Examples of post-intervention data,[object Object],     Poster – Student C,[object Object]
Examples of post-intervention data,[object Object],	Poster – Student B,[object Object]
Examples of post-intervention data,[object Object],Poster – Student A,[object Object]
Examples of post-intervention data,[object Object],Classroom behavior and attitude reflections,[object Object]
Examples of post-intervention data,[object Object],Table of pre and post scores,[object Object]
Summary,[object Object],Question:  Can we improve student engagement and mathematical understanding through the use of varied instructional strategies and student reflection?,[object Object],Answer:  Yes.,[object Object]
Next Steps…,[object Object],Further definition of roles within groups,[object Object],Clearer questions in checklist and task reflection,[object Object],Separation of pre and post assessments,[object Object],Student involvement in rubrics,[object Object],Clearer expectations with regards to poster presentation,[object Object]

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