Math Facts
Prototyping: For this part of the design process, I went back to my PoP 4.5 for Ideate to consider where I had left off. The ideas I had formulated were: review/redo the units, consider checking for understanding, and vocab/model/strategy board. As I type these I had other ideas pop into my head such as a student math journal. I feel each of these ideas encompass the problem, lack of math facts in addition and subtraction. However, while digging deeper it seems the math spiral approach may be hindering my student's learning. On top of that, most of my students are English as a second language learner so they need more visuals/models. Furthermore, students need to be able to assess themselves to see if they understand the standard with practice and mastery (unit test), which our current curriculum does not provide for each lesson. I feel if I look into all these aspects of my problem, and create a prototype for them I can test to see which would benefit my students the most. It does seem like quite a few things to implement, but this is the time to determine a prototype that will be successful in the next step. I do have a personal prototype I created on my own, which I am very excited about sharing.
Redo remaining units: This is the current unit we just started. This unit is all over the place I have looked over each lesson and located them so the built upon themselves within the unit. For instance, the first lesson is about telling time to the hour, then time is not brought up again until the end of unit 7. I did look over the next upcoming units 7 and 8, they both seem to actually make sense. I did move the telling time units together but other than that I do not see much of a change that needs to occur.
Unit 6 Redo:
Lessons:
6.1, 7.11, 8.8 (all about time)
6.10, 6.11 (place value)
6.6, 6.4, 6.5, 6.2 (addition strategies)
6.3, 6.8, 6.9, 6.7 (story problems/equals)
These are grouped together to keep the focus over several lessons rather than skipping around to new concepts.
Strategy/Anchor Charts: We use anchor charts a lot with our curriculum. I feel my students need a specific place to see strategies with examples. I currently have a place but do not have pictures with examples, just words on sentence strips. Plus each anchor chart covers the previous one so they can not go back through to revisit a strategy. Through this process, it has been brought to my attention with many ESL students need visuals. I want to create (or implement) a better strategic location for my students that is more user-friendly. I plan to have math vocab words with an example of what it means via words and pictures. If I use this as a reference, the students will start to use it as a reference for themselves too. I have provided a photo of what I currently have along with what I want it to look with or plan to use. This is what I currently have, they do not help the user understand the strategies. My ESL students need an example, picture, something for them to use to better their math.
Checking for understanding: I did a bit of research for checking for understanding. I came across several different options or ideas which I liked but did not seem fitting for math. There are several reading “checkmarks” to check for understanding along with paper cards or even signals. I really liked the using hand signals but we already use hand signals for bathroom/water/tissue/pencil, and implementing another set would begin to be confusing. I did like several exit slip strategies but that requires paper, and I wanted something for students to just do a quick personal check. So, I came up with my own. For my class, I designed a body signal for checking to see if my students understood the lesson, a quick self-check.
If students understood the lesson/concept/standard, they place their hands on their head because their brain knows it.
If students place their hands on their shoulders because they are unsure.
If students NEED more help will place their hands on their kNEEs.
I am personally very excited about this quick self-check to introduce to my students. I shared my idea with my colleagues and several of them would also like an anchor chart of this to use with their students. I did not see anything else like this out there so I think I could be on to something.
Here is my prototype of checking for understanding with body signals.
Reflection: This step of the design process has probably been my favorite. I have enjoyed thinking by doing. I have really started to understand my practice problem on several levels. I know it is more than just not knowing addition and subtraction facts. Through this entire process, I have been able to understand the issue of not knowing math facts to be deeper. During this part of the design process, I have been able to address different aspects of my problem. I have addressed the issue of the spiral method where we do not spend enough time on standards and skip around too much. Rethinking how we teach each unit could really benefit the time we spend teaching each lesson. Also, the user needs visuals and examples. I have realized this through this problem of practice and I have a plan and area for the user to get help. Finally, I have a prototype to check for my student's understanding. This is my own unique design to have the students self assess their learning and for me to do a quick check on their understanding (and my teaching). Thinking by doing really puts things into perspective along with makes the issue come to life. I am excited to see if using these ideas, concepts, and implementations will solve the problem we are having with math facts as well as math in general.
This step, prototyping, is an exciting process to apply new knowledge to the issue at hand. I am a thinker, planner, and have some creativeness to go along with those. This part has been enjoyable making my thoughts and ideas come to life. I like using my creative side, especially to help my students succeed. I am looking forward to figuring out if my prototypes are what my students (users) need to be better learners and know their math facts.
Click the PDF Version to view my images and visuals for this math redo.