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Improving Student Engagement and Motivation through Practices of - - PowerPoint PPT Presentation

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MILWAUKEE MASTER TEACHER PARTNERSHIP Improving Student Engagement and Motivation through Practices of Assessment Wisconsin Mathematics Council May 4, 2018 358 Kern Boehr 11:30 am-12:30 pm Joan Masek Mary Zietlow Erin McReynolds Alexander

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Wisconsin Mathematics Council

May 4, 2018 358 Kern – Boehr 11:30 am-12:30 pm

Improving Student Engagement and Motivation through Practices of Assessment

Joan Masek Alexander Hamilton High School masekjm@Milwaukee.k12.wi.us Erin McReynolds Alexander Hamilton High School mcreyne@milwaukee.k12.wi.us Mary Zietlow Riverside University High School zietlomt@milwaukee.k12.wi.us

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MILWAUKEE MASTER TEACHER PARTNERSHIP

We are learning to describe effective strategies for improving student engagement and motivation.

  • what the research says!
  • action research results – impact of classroom culture,

choice of lesson task and formative assessments

  • presenters' reflections
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MILWAUKEE MASTER TEACHER PARTNERSHIP

  • Think about a time in which you have been highly motiv

ivated to complete a

  • task. What aspects of doing this work helped you stay motivated? What challenged

your motivation and your ability to take the task to completion?

  • Now think about a time that you have been particularly unmotiv

ivated to complete a

  • task. What aspects of doing this work made it challenging to stay motivated? Why

did you complete the task despite those motivational challenges?

a brief reflection and discussion…….

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MILWAUKEE MASTER TEACHER PARTNERSHIP

  • What common elements do you notice across the stories of

motivating and unmotivating situations?

  • How does our list of common elements connect to your experiences

with students in your classrooms?

  • What motivating conditions are we creating?
  • What motivating conditions are we failing to create?
  • What unmotivating conditions are we eliminating?
  • What unmotivating conditions are we creating, or failing to eliminate?
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MILWAUKEE MASTER TEACHER PARTNERSHIP

The Anatomy

  • f

Motivation

From Daniel Pink’s book, Drive:

  • Autonomy
  • Mastery
  • Purpose
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MILWAUKEE MASTER TEACHER PARTNERSHIP

The Literature Review

Research show

  • ws students are

re engaged when:

  • Tasks are open-ended
  • Tasks are real and relevant
  • Classrooms are knowledge-building communities
  • Teachers are judicious in their teaching
  • Students can take intellectual risks
  • Students explain their thinking
  • Students have choices
  • There is appropriate time to finish

I was most influenced by Jo Boaler’s article, “Mathematical Dream Makers” (NCTM’s 73rd Yearbook, 2011).

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Thre ree Are reas of Focus:

  • Selection of high-level activities and tasks
  • Classroom culture / increasing student voice
  • Feedback and formative assessment
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MILWAUKEE MASTER TEACHER PARTNERSHIP

Jansen, A., & Middleton, J. (2011). Motivation Matters and Interest Counts: Fostering Engagement in Mathematics. Reston, VA: NCTM

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Brahier, D. J. (2011). Motivation and disposition: Pathways to learning mathematics. Reston, VA: NCTM

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MILWAUKEE MASTER TEACHER PARTNERSHIP

ALEXANDER HAMILTON HIGH SCHOOL

Milwaukee, WI

We are an urban high school with 1600 students.

  • - Highly diverse student population --

45% Hispanic; 34% African American; 16% White; 5% Asian

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MILWAUKEE MASTER TEACHER PARTNERSHIP

9th Grade Math Intervention Classes

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Reason

  • ns:
  • Less paper work
  • Collaborative learning
  • Creativity
  • The projects felt like real life
  • Fun
  • Being able to move around

9th Grade Math Intervention Classes

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MILWAUKEE MASTER TEACHER PARTNERSHIP

9th Grade Math Intervention Classes

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MILWAUKEE MASTER TEACHER PARTNERSHIP

9th Grade Math Intervention Classes

Reason

  • ns:
  • Boring
  • Repetitive
  • We just sit there
  • Feels like busy work
  • Not sure of your expectations
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MILWAUKEE MASTER TEACHER PARTNERSHIP

Does student engagement and motivation improve when a combination of formative assessment strategies and student discourse methods are introduced?

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Restorative circles Communication expectations Indicators for “help”

Talking about expectations…

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MILWAUKEE MASTER TEACHER PARTNERSHIP

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MILWAUKEE MASTER TEACHER PARTNERSHIP

STUDENT SELF-ASSESSMENT TOOL - 3 different classes Student engagement and motivation has improved from the initial level of 30% to between 55% and 80%. MSLQ RESULTS Analysis of questions measuring self-efficacy for learning

  • I’m certain I can understand the ideas taught in this course.
  • I know that I will be able to learn the material for this class.

Responses from 20 students in the target class indicate a slight improvement from October to April in self-efficacy. A paired t-test resulted in a p-value of 0.1657. There is no evidence the classroom approaches resulted in higher self- efficacy for learning.

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Action Research

  • What had been happening

in my classroom?

  • Decided to focus on

assessment – choice/autonomy

  • Secondary focus was on

task selection – purpose

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MILWAUKEE MASTER TEACHER PARTNERSHIP

CHOIC ICE OF ASSESSM SESSMENT NT

CHOOSE TWO

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Grading Rubric – “Which is the Best Deal?” Name_____________________________ Date ______________________________

Task: Investigate how to determine the best brands to buy of consumer products.

Suppose you are shopping for an item or items at a store. (Hand this in with your project.) What are the prices? What size containers are they in? How can you compare different brands? What if you need a different quantity than the size of the container? How much would a smaller amount cost, for example, how much does a cup of sugar cost? Use the vocabulary from your notes and show all calculations. Product: A poster OR an electronic presentation

AD PR BA MI Mathematical Explanations

  • Unit rates are

compared for many different brands.

  • Finding the new

costs are explained clearly.

  • Unit rates are

compared for 3-4 different brands.

  • Finding the new

costs are explained.

  • Unit rates are

compared for two different brands.

  • Finding the new

costs are not fully explained.

  • Unit rates are

compared for two different brands.

  • Finding the new

costs are not explained.

  • There are no

explanations.

Mathematical Content

  • Unit rates are

calculated correctly.

  • Proportions are

used correctly to calculate 2-3 new costs.

  • Unit rates are

calculated correctly.

  • Proportions are

used correctly to calculate 1 new costs.

  • Unit rates are

calculated with some errors.

  • Proportions are

used with some errors to calculate new costs.

  • Unit rates are

calculated with errors.

  • Proportions are

used with errors in the project.

  • There are no

calculations.

Visual Presentation

  • There is a title.
  • The project opens

with a clear and thorough introduction.

  • The visuals add to

the project.

  • There is a title.
  • The project is

introduced.

  • The visuals add to

the project.

  • There is a title.
  • The project is

introduced.

  • There may or may

not be visuals.

  • There may or may

not be a title.

  • The project is not

introduced.

  • There are no

visuals.

  • There is no visual.

RUBRIC FOR OR THE E PROJEC ECT

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MILWAUKEE MASTER TEACHER PARTNERSHIP

RUBRIC FOR OR THE E REP EPORT

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MILWAUKEE MASTER TEACHER PARTNERSHIP

Data Collection

  • Used a paired t-test for the

pre-assessments and post- assessments

  • Used a paired t-test for

checking the self-efficacy (MSLQ questionnaire)

  • Used a student survey
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MILWAUKEE MASTER TEACHER PARTNERSHIP

How did it go?

  • Time was an issue
  • Oral testing was telling for

both teacher and student

  • Too much autonomy???
  • Speakers were not prepared
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MILWAUKEE MASTER TEACHER PARTNERSHIP

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SLIDE 26

Opening/ Welcome: “I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a

  • firecracker. –Stanley Kubrick (Jewish American Filmmaker)

We discussed the meaning of the quote as a group and ran through a reminder of group norms (listen with respect, maintain confidentiality, assume good intent, phones away) Check in: How are you? Everyone responds with how they are feeling from 1 worst day of my life to 5 this day can’t possibly be better. Guiding questions: I am working to improve the motivation in class this year and am planning a project that I want to be super successful. I was hoping to get feedback while I planned for the next project. What project was the best this year? Which project was the worst one this year? What things made the good project great? What things made the bad project so bad? Check out: Any other thoughts to improve class? Closing: “For me, I am driven by two main philosophies: know more today about the world than I knew yesterday and lessen the suffering of others. You’d be surprised how far that gets you.” – Neil DeGrasse Tyson (African American Astrophysicist and science communicator)

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MILWAUKEE MASTER TEACHER PARTNERSHIP

THE POSTER

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SLIDE 28

NAME: DATE: BLOCK: LEARNING INTENTION: SUCCESS CRITERIA: # STUDENT SELF-ASSESSMENT I ' v e g

  • t

t h i s

  • I

c

  • u

l d t e a c h i t t

  • t

h e r s I ' m s t a r t i n g t

  • u

n d e r s t a n d

  • I

s t i l l n e e d s

  • m

e p r a c t i c e I d

  • n

' t u n d e r s t a n d y e t

  • I

n e e d h e l p ! I d i d n

  • t

t r y 1 2 3 4

HIGHLY SOMEWHAT A LITTLE NOT AT ALL

4 How motivated did you feel during today's lesson? 5 How motivated did you feel during today's lesson? 6 How motivated did you feel during today's lesson? GREAT OK AWFUL ASLEEP 7 OVERALL - RATE TODAY'S LESSON Why did you rate the lesson this way? What did you like/dislike? If you were sleeping or felt it was awful --- why? SOLVING PROBLEMS How do you feel about today's DO NOW problem? How do you feel about today's TEXTBOOK problems? How do you feel about today's ACTIVITY ( )? How do you feel about today's HANDOUT - practice problems? STUDENT MOTIVATION

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MILWAUKEE MASTER TEACHER PARTNERSHIP

THE POSTER

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SLIDE 30

Choice of Assessment

For sections 2.1 and 2.2, you will choose two assessments to complete. These are the options. Written Test: will be on Thursday during class. Project (for the Poster and Slide Presentation): Which dishwashing soap should I buy? Suppose you are shopping for an item or items at a store. What are the prices? What size containers are they in? How can you compare different brands? What if you need a different quantity than the size of the container? How much would a smaller amount cost, for example, how much does a cup of sugar cost? Use the vocabulary from your notes and show all calculations. Written Report: Describe the process for Capture-Recapture. Look up other methods that biologists use to estimate animal populations. Describe these in your own words. Oral Test: You will be expected to answer questions similar to the questions on the review sheet. Class Presentation: Share with the class your work and the results you get on your project or written report. OR Using the review as guide, explain how to solve each type of problem, that is, explain how to get an Advanced grade on the written test.

Proportional Reasoning Assessments Written Test Poster Project Slide Presentation Class Presentation Oral Test Written Report

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SLIDE 31

Grading Rubric – “Which is the Best Deal?” Name_____________________________ Date ______________________________

Task: Investigate how to determine the best brands to buy of consumer products.

Suppose you are shopping for an item or items at a store. (Hand this in with your project.) What are the prices? What size containers are they in? How can you compare different brands? What if you need a different quantity than the size of the container? How much would a smaller amount cost, for example, how much does a cup of sugar cost? Use the vocabulary from your notes and show all calculations. Product: A poster OR an electronic presentation

AD PR BA MI Mathematical Explanations

  • Unit rates are

compared for many different brands.

  • Finding the new

costs are explained clearly.

  • Unit rates are

compared for 3-4 different brands.

  • Finding the new

costs are explained.

  • Unit rates are

compared for two different brands.

  • Finding the new

costs are not fully explained.

  • Unit rates are

compared for two different brands.

  • Finding the new

costs are not explained.

  • There are no

explanations.

Mathematical Content

  • Unit rates are

calculated correctly.

  • Proportions are

used correctly to calculate 2-3 new costs.

  • Unit rates are

calculated correctly.

  • Proportions are

used correctly to calculate 1 new costs.

  • Unit rates are

calculated with some errors.

  • Proportions are

used with some errors to calculate new costs.

  • Unit rates are

calculated with errors.

  • Proportions are

used with errors in the project.

  • There are no

calculations.

Visual Presentation

  • There is a title.
  • The project opens

with a clear and thorough introduction.

  • The visuals add to

the project.

  • There is a title.
  • The project is

introduced.

  • The visuals add to

the project.

  • There is a title.
  • The project is

introduced.

  • There may or may

not be visuals.

  • There may or may

not be a title.

  • The project is not

introduced.

  • There are no

visuals.

  • There is no visual.
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SLIDE 32

Grading Rubric – “How Do Biologists Estimate Animal Populations?” Name ________________________ Date _________________________

Task: Describe the process for Capture-Recapture. Look up other methods that biologists use to estimate animal populations.

Describe these in your own words. Product: A one-page, typed report. (Hand this in with your project.)

AD PR BA MI Topic Content

  • The Capture-

Recapture method is explained.

  • More than one

method for estimation is accurately given.

  • The

explanations are clear and thorough.

  • The Capture-

Recapture method is explained.

  • More than one

method for estimation is given.

  • The

explanations are clear.

  • The Capture-

Recapture method is explained.

  • More than one

method for estimation is given, but there are inaccuracies.

  • The

explanations are somewhat clear.

  • The Capture-

Recapture method may

  • r may not be

explained.

  • One method

for estimation is given.

  • The

explanations are not clear.

  • There are no

explanations.

Mathematical Content

  • The proportion

is set up correctly.

  • There are no

mathematical errors.

  • The math for
  • ther methods

is described clearly.

  • The proportion

is set up correctly.

  • There are no

mathematical errors.

  • The math for
  • ther methods

may or may not be described.

  • The proportion

is set up correctly.

  • There are few

mathematical errors.

  • The math for
  • ther methods

is not described.

  • The

proportion is not set up.

  • There are

mathematical errors.

  • The math for
  • ther methods

is not described.

  • There is no

math.

Form

  • The length is

appropriate.

  • There are no

grammatical errors.

  • There are no

spelling errors.

  • The length is

appropriate.

  • There are

minimal grammatical errors.

  • There are no

spelling errors.

  • The length is too

brief.

  • There are

minimal grammatical errors.

  • There are a few

spelling errors.

  • The length is

very brief.

  • There are

grammatical errors.

  • There are

spelling errors.

  • There is no

paper.