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 Hamilton High School Riverside University High School Alexander Hamilton High School masekjm@Milwaukee.k12.wi.us zietlomt@milwaukee.k12.wi.us mcreyne@milwaukee.k12.wi.us
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
MILWAUKEE MASTER TEACHER PARTNERSHIP a brief reflection and discussion……. • 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?
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?
MILWAUKEE MASTER TEACHER PARTNERSHIP From Daniel Pink’s book, The Drive: Anatomy • Autonomy of • Mastery Motivation • Purpose
MILWAUKEE MASTER TEACHER PARTNERSHIP Research show ows students are re engaged when: • Tasks are open-ended The • Tasks are real and relevant • Classrooms are knowledge-building communities Literature • Teachers are judicious in their teaching • Students can take intellectual risks • Students explain their thinking Review • Students have choices • There is appropriate time to finish I was most influenced by Jo Boaler’s article, “Mathematical Dream Makers” (NCTM’s 73 rd Yearbook, 2011).
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
MILWAUKEE MASTER TEACHER PARTNERSHIP Jansen, A., & Middleton, J. (2011). Motivation Matters and Interest Counts: Fostering Engagement in Mathematics. Reston, VA: NCTM
MILWAUKEE MASTER TEACHER PARTNERSHIP Brahier, D. J. (2011). Motivation and disposition: Pathways to learning mathematics. Reston, VA: NCTM
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
MILWAUKEE MASTER TEACHER PARTNERSHIP 9 th Grade Math Intervention Classes
MILWAUKEE MASTER TEACHER PARTNERSHIP 9 th Grade Math Intervention Classes Reason ons: • Less paper work • Collaborative learning • Creativity • The projects felt like real life • Fun • Being able to move around
MILWAUKEE MASTER TEACHER PARTNERSHIP 9 th Grade Math Intervention Classes
MILWAUKEE MASTER TEACHER PARTNERSHIP 9 th Grade Math Intervention Classes Reason ons: • Boring • Repetitive • We just sit there • Feels like busy work • Not sure of your expectations
MILWAUKEE MASTER TEACHER PARTNERSHIP Does student engagement and motivation improve when a combination of formative assessment strategies and student discourse methods are introduced?
MILWAUKEE MASTER TEACHER PARTNERSHIP Indicators for “help” Communication expectations Restorative circles Talking about expectations…
MILWAUKEE MASTER TEACHER PARTNERSHIP
MILWAUKEE MASTER TEACHER PARTNERSHIP MSLQ RESULTS STUDENT SELF-ASSESSMENT TOOL - 3 different classes Analysis of questions measuring Student engagement and motivation has improved from the self-efficacy for learning initial level of 30% to between 55% and 80%. 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.
MILWAUKEE MASTER TEACHER PARTNERSHIP • What had been happening in my classroom? • Decided to focus on Action assessment – Research choice/autonomy • Secondary focus was on task selection – purpose
MILWAUKEE MASTER TEACHER PARTNERSHIP CHOIC ICE OF ASSESSM SESSMENT NT CHOOSE TWO
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 0 Unit rates are Unit rates are Unit rates are Unit rates are There are no o o o o o RUBRIC FOR OR compared for compared for 3-4 compared for two compared for two explanations. many different different brands. different brands. different brands. Mathematical brands. Finding the new Finding the new Finding the new o o o THE E PROJEC ECT Explanations Finding the new costs are costs are not fully costs are not o costs are explained. explained. explained. explained clearly. Unit rates are Unit rates are Unit rates are Unit rates are There are no o o o o o calculated calculated calculated with calculated with calculations. correctly. correctly. some errors. errors. Mathematical Proportions are Proportions are Proportions are Proportions are o o o o Content used correctly to used correctly to used with some used with errors in calculate 2-3 new calculate 1 new errors to calculate the project. costs. costs. new costs. There is a title. There is a title. There is a title. There may or may There is no visual. o o o o o The project opens The project is The project is not be a title. o o o with a clear and introduced. introduced. The project is not o Visual thorough The visuals add to There may or may introduced. o o Presentation introduction. the project. not be visuals. There are no o The visuals add to visuals. o the project.
MILWAUKEE MASTER TEACHER PARTNERSHIP RUBRIC FOR OR THE E REP EPORT
MILWAUKEE MASTER TEACHER PARTNERSHIP • Used a paired t-test for the pre-assessments and post- assessments Data • Used a paired t-test for Collection checking the self-efficacy (MSLQ questionnaire) • Used a student survey
MILWAUKEE MASTER TEACHER PARTNERSHIP • Time was an issue • Oral testing was telling for How did both teacher and student it go? • Too much autonomy??? • Speakers were not prepared
MILWAUKEE MASTER TEACHER PARTNERSHIP
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)
MILWAUKEE MASTER TEACHER PARTNERSHIP THE POSTER
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