The Innovator

Education, Social Justice, Innovation

Loyola U Chicago IMPACT Project

IMPACT Project Analysis

Educational Context

 

Over the course of the IMPACT Project, my students were able to gain greater knowledge regarding multiples, factors, products. Students have improved greatly which can be shown through quantitative and qualitative analysis.  For planning for this fourth grade classroom, I needed to take into consideration their prior knowledge from the third grade. I asked the third and second grade teachers, at Northside Catholic Academy, what they have gone over in the previous years in Everyday Math with multiples, factors and products. Everyday Math is the program that they use at Northside Catholic Academy throughout every grade. Each level builds upon each other.  I was able to look at the Everyday Math that they were taught and build off of their prior learning experiences.

A few students in my class have processing disabilities. I need to adapt what I tell in whole classroom instruction in order to meet their needs. I work with them individually to make sure they fully understand what I am asking them to do. The students with IEPs needed a different instructional method for learning the content of Unit 3. I provided different instructional methods that did not limit them to worksheets to be able to adapt to every students need. Many students in my classroom work better with activities and group work. When partnering students, I need to take into consideration students that have identified behavioral problems. I needed to partner these students with others that will allow them to focus and stay on topic for maximum learning potential.  Each student likes to learn math in a different way. By providing them with an alternative option of learning the same concept gave them a new way of looking at any math problem.

There are many factors within the community of the classroom or the greater community that affect students’ learning. My school is located in the north side of Chicago, in Rogers Park. The resources available in Chicago are endless. Math can be seen throughout the classroom and outside, which allows relating the unit. The classroom is set up to promote group work and learning. The desks are set up in groups of five. Students are allowed to work together with their table on certain problems. When we play classroom jeopardy, students are encouraged to question each other’s answers throughout Unit 3. When students debate answers or can point out common mistakes others can learn and grow from that. Students bring homework for math home called study links. These study links inform the parents on what the student is learning and helps create a solid home foundation. Northside Catholic Academy is extremely supportive implementing cross curriculum instruction. Throughout each subject and special, students are taught and called upon to think about their prior knowledge in math.

 

 

Unit Learning Goals, Standards and Objectives

 

The goal of the unit is for students to gain a greater understanding of multiplication through different strategies for solving multiplication facts. These are aligned with the Common Core standards 4.OA.2, where students are multiplying and diving to solve word problems using multiplicative comparison. This correlates perfectly with the goal because students will be learning different ways of performing multiplication tasks. Many students are exploring different ways of developing fluency through using common multiplicative problems. Common Core standard 4.OA.1 aligns with interpreting the multiplication equation as a comparison in different terms.  For example students can look at a multiplication problems and be able to see the inverse equation. 6*5=30 can be seen as 30/5=6. Lastly students will be analyzing patterns by using a rule.  This aligns with Common Core standard 4.OA.5, which asks for students to identify the rule when given a pattern. The objectives for this unit are; students will identify and locate patterns in the multiplication facts, use words and symbols to describe the rules for different functions, and use multiplication facts to generate related division facts. The pre-test and post-test both ask for students to explain and provide example of what the terms factor, product and multiples are.  Students will be solving multiplication and division problems using the different patterns learned throughout the unit. Students will be solving the rule for a set of numbers and filling in their own table.

Assessment Plan

 

Students will identify and locate patterns in the multiplication facts can be seen through both the pre and post assessment. By solving division problems and making them into a true sentence, students will be able to show their fluency in division and multiplication. Students will apply the meaning of factors, multiples and products and provide examples through the pre-test and post-test. Students will be answering questions regarding what a factor is and will provide an example to show that they understand the true meaning. The Students will be, on questions 2, about what a word product means. Students are asked to provide an example. For multiples, students will be writing down multiples to the given number on the pre and post-test. The students are asked to provide at least ten examples of the multiples of a given number. These can be seen on both the pre/ post assessment. This will allow me to see if students can start to understand the concepts.

Students will use multiplication facts to generate related division facts. By using inverse operations that we have practice throughout the unit, students should be able to answer and complete a true number sentence. On both the pre and post assessments, students will be answering multiplication facts and division facts. Students will identify and locate patterns in the multiplication facts. In the pre-assessment, students will need to be able to recall on the different patterns These patterns can be but not limited to the 9s, 5s and 10s. Students have developed fluency over the course of the unit to be able to quickly answer those questions. The post assessment reviews the patterns, which have been reinforced throughout the unit to be solidified. Students will apply the meaning of factors, multiples and products and provide examples.

There are many informal assessments at the beginning besides the pre-test on specifically multiplication. I will be having students on the first day write down what they think a factor, multiple and product is after I place an equation on the board. The students will be able to show me what they understand about Unit 3 prior to starting 3. I will be checking their homework called study links and will be going over questions that majority of students did poorly on. There will be informal three-minute quizzes, which tests the student’s fluency and knowledge of basic multiplication facts. Students will be grading themselves on how well they performed and what they need to work on. The students will be testing each other with their multiplication fact triangles. If they get a problem wrong they create a new piles and practice them for homework. There are many exit slip questions that are asked that the beginning of class. For example, I may ask for students to give me all the multiples of 12. They hand in their answers and I check to see if what I taught the day before has carried over. It will allow me to see if I need to change my instructional method or go over past material.

 

Assessment and Analysis of Learning Outcomes

 

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Each student individually was able to show growth from the pre-test to the post-test. Almost every student received over 80% percent on unit test, which shows a great improvement from the pre assessment. The pre-assessment showed me that the students did not understand the concept of what a factor, product or multiple was in an equation. The pre-assessment was part oral. When I first asked the class what a product were many students made educated guesses but none were right. When I placed a problem on the board and asked them to identify what a product would be in an equation through process of elimination students were able to come to the conclusion what the product was. From their students were able to create the definition for the product in an equation.

 

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The students on the pre-test, which is seen under the 1st column, shows that the average on the pre-test was 84.95. This is a high average for my class for Everyday Math pre-test.  The students had experience in 3rd grade with concepts that are more developed in Unit 3. Growth can be seen at the end of the unit by look at the average of 93.1 on the post-test. One must consider different factors when looking at the growth. The students with IEPs performed lower, which may have brought down the class average. Also certain students may have been rushing through to complete the test to be able to silent read also plays a factor in avergage scores.

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The two students with IEPs had to take the test over again with a specialist in the school provided to them. After they were able to go through each question with the specialist they were able to achieve the goal. The students both did a lot better than they had previously had performed on the pre-test. When the students took the post-test originally they had performed poorly. When they were able to have a specialist read out loud each problem they showed a drastic improvement. My two students performed with the average of 80.5 as compared to the average of the students without IEPs was 93.1. These students were able grasp the concept throughout Unit 3 but may still need assistance on future units.

21/24 of my students met each objective completely. 23/24 met objective 1, 22/24 met objective 2 and 24/ 24 met objective 3. The students were able to grasp the concept and apply it and further their knowledge by relating it to their community around them.

 

Objective 1 was for students to identify and locate patterns in the multiplication facts. Every student was able to reach objective 1. On the questions that allowed to students to show their knowledge regarding the patterns such as the multiples of 5’s or 10’s. Students successfully were able to meet the objective 24/24 students. During the pre assessment, students will need to use what they already knowledge about patterns and multiplication facts. I asked students if they knew any tricks to remembering certain multiplication facts. They brought up methods they had learned from their past teachers. The students had the chance to explain to the class how to do remember each pattern as well. The post-assessment provided students with questions on multiplication facts that have patterns. Students during each lesson were able to constantly find the patterns ranging from easy to difficult to find patterns.

 

Objective 2 was for students to apply the meaning of factor, multiples and product and provide example. On both assessments I asked for students to explain what a factor, multiple and product was.. From careful observation of the knowledge students had prior to the unit I was able to see growth on objective 2. Students were all able to meet objective 2 flawlessly. During the unit there was a lot of confusion on product and factors. I was able to see growth from each student when I would ask him or her informal assessment questions during the unit. I asked students individually to explain to me what the multiples of 5 would be. Their first reaction was to put factors of 5 but then shortly realize their mistake.

 

Objective 3 was that students would be using multiplication facts to generate related division facts. Students used inverse operations to be able to find the product or solution. Students at the beginning didn’t realize that for example 25/5=5 could be turned into 5*5=25. When they started to see the pattern after a lesson they began quickly being able to recall the solution to a problem or create a new problem. By using the fact triangles, which provide students a multiplication problem and product, students were able to become familiar with multiplication and division facts that it became second nature to them.  Their fluency improved greatly over the course of Unit 3.  24/24 students met my third learning objective.

Each objective was placed throughout each assessment formal and informal to be able to be assessed individually. I would have questions 1-3 be able objective 2 on both assessments. On topics I felt needed to be retaught I would give the students a worksheet or a short quiz to see what they have learned from the lesson I had recently taught in Unit 3.

 

 

 

 

Reflection on Teaching and Learning

 

My students are high achieving students. If they are given the right tools they are able to succeed. Many of them were unaware of different concepts and once taught and through practice were able to achieve high level of competency. The terms in Unit 3 confused people in college still and my students were able to learn from their mistakes to be able to build upon more concepts.

I used creative method to relay the topics of Unit 3. I believe that all subjects to should be interesting and exciting to learn. When I was learning basic math I didn’t take it seriously, believing I would not be able to apply it to my future. Luckily I was able to have professors who taught me new ways of teaching math.  My students need to be able to see math in everyday life. The use of Everyday Math gives students scenarios they may find themselves in. it also allows a fun way to learn math.

I will be teaching in Thailand for over the next two years with the Peace Corps. I will not have the manipulatives and resources that I do here. By using creative methods to teach English I will be able to enhance my teaching capabilities and aid in my professional growth. By going from tutoring and teaching in Chicago Public School to Private schools, I have seen a major different in available resources and parent support.

When I transferred to Loyola and into the School of Education I was at a basic level of confidence in teaching.  My professor had us type out a script of what we should say and questions we should ask. I thought that it was going to be easy. When I got my small group of fifth graders to teach area and perimeter to I was overcome with nerves and relied of my script for the first 30 minutes. I had no idea how difficult teaching could be even with just a group of three. When I started observations with Block I, I felt more at ease after working with individuals in the kindergarten classroom. I remember my first lesson being observed in Block I. I was so nervous I thought about rescheduling 2 minutes before the lesson. I went into the fight or flight mode and I felt that I got the flu. Block II allowed me to take over teaching small parts of projects and gave me the confidence I needed to take on student teaching. Teaching is a skill that can be learned and adjusted to each classroom but great teachers have the innate skills to improve and succeed to be the best they can be. I have used every suggestion my professors and cooperating teachers have given me to refine my skills.

Professional development has allowed me to analyze quantitative analysis. I can see the improvement in my confidence in teaching and the evolution of myself from being a student to the teacher. I have gain the teacher voice, the teacher look and the confidence one may need to adapt to any grade level.

 

At the beginning of each lesson, I state to the students what they will be learning by the end. My students are motivated by competition. I was able to use the interactive projector and find games that related to each of my learning objectives. Students were able to practice their multiplication and division skills by using a computer game. Students that were not up playing the game, had to watch and make sure they were paying attention. If the students playing needed help, the students watching were allowed to aid them with the answer or give them clues. This form of learning, through interactive games gave students the opportunity to view math in a new way.  The students took their time on the end of unit test and successfully met every objective.  Students need a motivation whether it is intrinsic or extrinsic. With competition, students are encouraged to learn the material in timely manner in order to compete and show off their knowledge on the content matter.

My students were able to show growth throughout the lesson because I was able to use different forms of instructional methods to spark excitement to learn about the topics of Unit 3. My students practice their facts every morning prior to starting the lesson. They worked individually, in a group and as a whole class at all different points during the lesson. I believe that in the future I will be using all different types of instruction to teach English in the Peace Corps. I will need to present information to the whole group but depending the different levels of competency, I will need to adapt. I plan on using my successful method seen through the IMPACT project, to my future career as an international educator.

 

 

 

 

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