Improving Math Skills with Learning Centers Stephanie Sholtis July 2009
As a fourth grade math teacher, I recognize how important is to build literacy skills in math. Students need to read and write about mathematical problems and solutions, and OAT test scores in my district demonstrate that this is an overall weakness. Additionally, to be successful in math, students need to be immersed in real-world situations involving math to foster their skills and engage them in the learning process. Many language arts teachers use literacy learning centers to help students practice reading, and I propose using math learning centers to develop problem solving skills and explore real-world math experiences through effective technology integration. Additionally, a very important need for this grant is that students learn with and from technology. Today s students are very technologically savvy, and the field of education is growing as a panacea for learning with technology. The math curriculum I teach is 4 th grade Everyday Mathematics. I am seeking a master s degree in instructional technology; therefore, technology is an important focus in my classroom. I am committed to implementing technology to enhance student learning. My instructional strategies emphasize technology with the integration of online learning environments like wikispaces, Moodle, WizIQ, web quests, and educational websites linked to content standards. I use my Smart Board daily to integrate Internet-based resources, power point presentations, movie clips, and other materials into my instruction. The piece that remains missing is student application since my classroom does not contain student computers to facilitate online learning. It would be ideal to have computers for students to use for independent learning, enrichment, and self-guided inquiry.
I propose implementing math learning centers to enhance the math content and create meaningful, real-world learning opportunities for students. The learning centers would have four stations. Three of the four stations I currently have the resources and means to develop. A mobile laptop work area is the nonexistent station I seek funding to create. As part of this proposal, the first three learning centers are designed for students to learn autonomously or in small groups. The fourth center is teacher-directed where students have direct intervention and small group instruction with the main classroom teacher. The centers are structured in the following four ways: 1. Reading stories that correlate to Everyday Math curriculum units. 2. Exploring educational games accompanying the Everyday Math curriculum. 3. Practicing mathematical and problem solving skills on Internet-based math websites or using teacher designed online learning environments (such Wikispace, WizIQ, web quest, and Moodle) Station I seek funding for. 4. Small group instruction with the main classroom teacher. Students will be arranged in small groups of 5-6 depending on class size. Ideally a PTA mom or room mom will be available to provide additional assistance with learning center facilitation. These learning centers will be incorporated into weekly math instruction.
Instructional Goals Increase student achievement in math on OAT tests Immerse students in real-life math problem solving experiences Develop math literacy Provide math enrichment opportunities Technological Goals Incorporate online learning environments into math learning centers Engage students in real-life math through Internet-based math opportunities Training Goals Present at greenbook professional development seminars Train other teachers to successfully implement online learning environments, learning centers, and student computer usage effectively into their content area instruction.
Instructional Limitations: Fourth grade students will need a great deal of teacher guidance at the beginning of the year to engage in online learning. The online learning component of the learning center concept will be enhanced and developed throughout the year as students grow more comfortable and accustomed to online learning. Students will need time, practice, patience, and incremental, sequential steps in order to be successful. My solution is to start small and keep it simple. My directions will be clear and concise, and expectations will be well explained before students participate in the online learning station of the learning center. Throughout the year, as students have more practice and their skills grow, I can create and implement more developed online learning environments and resources. Ideally, another teacher, administrator, or volunteer parent could step in and assist with the learning centers to provide guidance to students. It is also a possibility that completion of an online learning environment will extend outside of learning center time if additional time is needed for students to finish.
Training Limitations: I will continue my growth and development as a professional educator by attending professional development seminars known as greenbooks in the Brunswick City School District. I have already received training on Smart Board implementation but will continue my professional development with online learning environments to keep up with growing technology trends. I will do this through professional development seminars and graduate school classes in instructional technology. To assist other teachers about how to implement learning centers, online learning environments, and laptop applications in the classroom, I will present greenbooks in my district that offer training to teachers and provide support and resources. I will also present at after school staff meetings to teachers in my building. At these meetings I will deliver reports and updates, share about the project and encourage them to participate.
Technological Limitations: I will have to plan carefully with the other fourth grade teacher I will be collaborating and sharing the mobile laptops with. It will be important to maintain flexibility and have a back up plan if the equipment malfunctions or other teachers in the school need the laptops at the same time. Since I only have five laptop computers available to students in this grant proposal, and class sizes fluctuate, I may need to make adjustments by having students use my personal teacher laptop if extra computers are required. In the event that hardware or software malfunctions, the district technology coordinator will be contacted. Replacement costs that may incur will be funded by the Brunswick City School District.
This project will begin in August 2009 and culminate in May 2010 after OAT testing. The learning centers will be incorporated into weekly instruction. One learning center will be created for each Everyday Math unit. The number of math students participating in this project is approximately 100, the fourth graders at Hickory Ridge Elementary in Brunswick, Ohio. The two fourth grade math teachers will participate in this project with the intent of sharing the computers and learning center space/resources with other teachers in the building. They will meet, plan, and collaborate weekly about the learning centers and implementation of the laptop computers. Other teachers in the building and in the district will be trained monthly at staff meetings or professional development seminars. The plan is to present three greenbook professional development sessions in the district and at monthly staff meetings about student technology use in the classroom.
My special qualifications for carrying out this project include: My Master s Degree in Instructional Technology is anticipated in May 2010. I have a published article entitled Developing an Ethic of Care in the Classroom. http://findarticles.com/p/articles/mi_qa4009/is_200801/ai_ n21186228/ I have received a Reading Endorsement and Generalist Licensure. Experience in designing online learning environments: http://sholtis.wikispaces.com/ Technology competency evidenced in the creation of an e- portfolio: http://gozips.uakron.edu/~sas115/hypermedia/sholtisindex. html I have previously taught 8 th grade language arts (2007-2009). The article I co-authored was published in this edition of Kappa Delta Pi s The Record. This school year (2009-2010) I will teach 4 th grade math and social studies.
Thematic Category Selected: Improving learning in math, science, and technology I seek to increase my teaching effectiveness in math by incorporating technology into my instruction, by providing small group instruction as well as enrichment opportunities, and by facilitating the growth and development of students into mathematical thinkers using real-world situations. The grant money would provide mobile laptop computers where students could use online learning to reinforce math concepts, demonstrate critical thinking, engage in enrichment activities, and develop technology skills to become life-long learners. Furthermore, I could create more online learning environments (through resources like wiki, Moodle, WizIQ or web quests) if I had computers for small groups of students to use in my classroom. The online learning would be designed to engage, challenge, and enrich students in math.
The proposed objectives are: Engage students in small group math instruction. Expose students to real-world math through the use of computer software, the Internet, stories, and games. Design and implement computer-based enrichment and online learning opportunities for math students. The plan of action is: Administer a pre-test over each unit. Group students by ability (high, average, low). Teach a unit in the Everyday Math series with appropriate differentiation/curriculum compacting. Design and implement a math learning center for the current unit using the four centers: reading stories that correlate to the learning unit, exploring games from the Everyday Math series, computer-based learning, and small group instruction. Differentiate to accommodate the three learning groups (high, medium, low). Administer a post-test over every unit. Record students academic growth from the pre-test to post-test using Excel.
Students will be summatively assessed using pre-tests and post-tests. The results from the pre-tests and post-tests will be analyzed based on percent correct per standard (norm scoring) and recorded in an Excel document. The post-tests will indicate growth and achievement. Students pre-test and post-test results will be compiled in individual student portfolios. Students will write in reflective journals after completing the learning centers for each unit. The journal entries will demonstrate an understanding of and/or connection to real-world math. The reflective journals will be assessed using a rubric. OAT math scores will be assessed at the end of the year and be expected to raise. They will be compared to the previous years scores. The two fourth grade teachers will meet monthly to discuss the learning center development, evaluate whether or not objectives are being achieved, and discuss strategies for improving student learning through the use of technology. The fourth grade teachers will meet with other teachers in the building who also implement learning centers and use the laptop computers during instruction to debrief, strategize, and discuss successes as well as improvement needs.
The effective practices will be sustained after the funding period has ended with funding for additional mobile laptop computers, repairs/replacements, and other learning center resources provided by the Hickory Ridge PTA and Brunswick City School District (BCSD). The PTA and BCSD are committed to upgrading technology and integrating new technology into the schools.
The two fourth grade math teachers will collaboratively share the mobile laptop computers and learning center resources. Other teachers in the school building will have access to the mobile laptop computers for their own classroom use as well. Other teachers and administrators will be invited into the fourth grade classrooms to observe the learning centers and computer-based learning and have the opportunity to teach in that classroom if they desire. Through sharing out at staff meetings, presenting at professional development seminars known as greenbooks in the Brunswick City School District, and in-school collaboration, the fourth grade teachers will share their learning center proposal and technology integration strategies as well as results from the project.
This project fits into the total school and district-wide curriculum and technology plans because the current district technology plan calls for teacher leaders to explore, pilot, and evaluate new applications of technology in the curriculum, displaying overall support for this grant proposal. The vision for the Brunswick City Schools technology plan includes a statement that technology is essential to the teaching-learning process. As a result, the district endorses technology that is hands-on and includes student-centered activities, like that which is included in this proposal. As part of its planned technology mission, the Brunswick City School District enables students and staff to use technology to facilitate and enhance the life-long learning process.
Item Location Quantity Unit Price Total Price Inspiron 15 Dual Technology Dell Laptop Computer Microsoft Wireless Laser Mouse 5000 Dell Website Dell Website 5 $449 $2,245 5 $29.99 $149.95 *The Brunswick City School District will pay the tax incurred in the proposed budget. Total amount of funds requested: $2,394.95 *The Brunswick City School District will provide a printer, Internet connection/service, all required software, and mouse pads.
It is the intent that eventually a classroom set of mobile laptop computers will be available for any classroom teacher to use. With this can come the purchase of additional software as well as the implementation of a plethora of additional online learning opportunities for students. Equipment replacement and upgrades will be provided through the Brunswick City Schools next approved technology plan budget.