Module 3: Setting and Monitoring Goals

This will be the place to self reflect and comment on my distal goal for my inquiry project. My goal is to improve student mastery and understanding of mathematical concepts in number sense and numeration by differentiating instruction through implementing math rotations as a part of a 60 minute math block, four times a week.

My monitoring document is below:

Proximal Goals

Step 1: Decide on a structure/framework to organize math rotations

Oct 15: I spent some time searching the web for ideas about math rotations or math stations, as I knew that a station-type organization for my math block was something I wanted to explore. I had been struggling with that vast diversity amongst my students in their ability to work with numbers from 1 to 100000. I needed to find a way of teaching that met a variety of needs, one where I would be able to work with small groups of students with focused, individualized programing. I came across a few articles that highlighted the benefits of a math station-type math program. After deciding on a math station-type program, I looked on pinterest and teacherspayteachers.com for some ideas and inspiration for eye-catching and engaging ways of organizing and displaying math rotations. I decided on STACK (Small group, Technology, Apply, Create, Kinesthetic).

Step 2: Design a planning outline

Oct 16: After deciding on the math rotations structure, STACK, I designed a planning outline, as I have learned that being well-prepared is essential.

Step 3: Explicitly teach expectations of each of the 5 rotation stations.

Oct 17-18: I introduced the students to the STACK model for our new way of doing math. The students had an opportunity to guess what the letters stood for which created interest and excitement. I explained the kinds of activities that would happen at each station and what the goal of each station would be. As a class, we co-created expectations for each station and wrote them down on chart paper, which is now displayed on the board for reference and reminders. I modelled for the students, what each station might look like as they eagerly awaited the opportunity to try them out for themselves. For the next two days, the students were put into groups and they were able to take a turn at each station. The time spend at each station was short as it was just a practise run. After each station, I asked students for feedback, what they liked and suggestions for improvements, which gave them a sense of ownership to this new way of doing math.

Step 4: Diagnostic test to collect data to drive instruction and activities

Oct 19: I gave the students a diagnostic activity which will give me an indication of each student’s level of understanding of comparing, ordering and rounding numbers up to 100000. From this data, I will be able to put the students into ability level groups and create differentiated lessons, activities and tasks for each of the stations. It is the weekend, so I have a couple of days to think, plan and prepare for the first set of stations.

Step 5: Math Rotations Round 1

Oct 22-26: Math rotations will happen on Monday to Thursday every week, each station running for 15 minutes, 3 stations a day. Today was the first day and it was exciting and challenging at the same time. I displayed the rotation schedule, indicating which groups were to be at which station and their corresponding activities, on a whiteboard at the front of the room. I had students’ names in coloured groups on a piece of chart paper and I had the expectations displayed on the board. I felt very prepared and pleased with how organized everything seemed to be. Before starting the stations, we went over the expectations and the activities at each one. I decided to work with my lowest ability small group first. As the other students got started, the noise level grew rather quickly, causing disruption to my small group who had trouble hearing each other. I needed to constantly remind students of the voice level permitted at each station. Another challenge I faced was the questions students had about the activities. For tomorrow, I think I need to postpone the work with a small group in order to be available to the other stations in case of confusion or questions. I think the students need more time to adjust to the expectations of our new way of doing math.

Oct 25: The first week of math rotations is complete and I feel that we have come a long ways. Having had more time and exposure to each station, the students seem to be engaged and excited about the math block each day. I switched up the activities in each station for the third and fourth day of the week and it definitely caught the interest of most of the students. I can see that these rotations are also helping students with the development of self-regulating skills. They have choice of challenge in most of the stations, they are working collaboratively in several of the stations, and there is direct instruction as well as guided instruction at other stations. It has been emotionally draining this week as I have needed to be on top of behaviours and routines in order to set the expectations for these stations, which will have great payoff down the road. I look forward to next week as I can get deeper into the small group instruction.

Step 6: Formative Assessment

Oct 26: It’s Friday and we completed the formative assessment, which I created myself. It was a one page quiz with questions that covered what was taught and practised this week. After marking it, I have noticed that many students’ understanding of larger numbers (understanding place value, ordering numbers as well as rounding numbers) has improved! What a great success! I am so pleased with how this week has gone and with the results of the formative assessment, I feel that I can move on to decimal numbers next week as our math focus. Along with this success, I see that there are still students who are struggling with rounding numbers. The challenge I face for next week is how do I reteach and offer opportunities for practise for those who still need it. I think the small group station might be a great place to reteach and perhaps the technology station would be the place for students to practise those rounding skills.

Step 7: Math Rotations Round 2

Oct 29: For the coming week, I have decided to focus on decimal numbers (representing, comparing and ordering decimal tenths and decimal hundredths). To address the issue of reteaching rounding, I have decided to create a small group of students who need some extra time on this topic and start with reteaching this group on Monday. This group will have the opportunity to work on decimal numbers later in the week. This decision also gives me the opportunity to switch a few other students around as well, which will create groups with more uniform ability levels (something I had guessed during the first week of rotations and now feel more confident with my choices).

Step 8: Formative Assessment

Nov 2: This week has been challenging. At this point, I feel discouraged with my decision to implement math rotations in my program. There have been several challenges this week. I had planned very focused, small group lessons for the ‘teacher time’ station this week. It has been difficult to remain focused to deliver these lessons as there have been many interruptions due to questions about the tasks at each station. In addition, the noise level in the classroom has created a space where students working at other stations are finding it difficult to focus on the assigned task. Finally, the level of student engagement at each station is not where I had envisioned it to be. I will take the weekend to mark the formative assessment from today as well as to reflect on and rethink these math rotations.

Step 9: Math Rotations Round 3

Nov 5: After a weekend of reflecting, planning and preparing for the week ahead, I have renewed enthusiasm for my inquiry goal of math rotations. To address the issue of confusion and questions about the task at each station, in addition to an explanation at the beginning of the week, I have written instructions in bullet point form, in marker, on index tent cards, which sit on the table at each station. In an attempt to lower the noise level in the classroom, I have once again switched students into different groups, hoping to change the dynamic of each group without changing the uniformity of the ability levels. Finally, the address the issue of student engagement, I have decided to change one of the stations to a games station where there is an element of competition in hopes to interest more students and keep them focused on the assigned task. I am optimistic about this week and hoping to see students engaged and excited about what they are learning in math!

Step 10: Summative Assessment

Nov 9: Today marks the end of the week and the end of my proximal goals! This week has been much more rewarding than previous weeks. I attribute this success to the fact that the students have had the time necessary to become more comfortable with this new format of math instruction as well as being aware of my expectations for behaviour. The amount of confusion and questions has gone down dramatically and the noise level has become manageable. I have had a lot more success this week in my ‘teacher time’ group and have been able to focus on the students and their individual needs without many distractions and interruptions. I spent some time today asking students for their feedback on the math stations and listened to their successes and challenges. We finished off the math block with a summative assessment that incorporated all the number sense topics we have covered in the last month. I look forward to the weekend to look over the assessment and the reflect on my next steps as I have reached the end of my distal goal.