Jennifer Forsberg Geometry and Advanced Algebra Teacher Spanaway Lake High School SPU Winter 2014.

Jennifer Forsberg

Geometry and Advanced Algebra Teacher

Spanaway Lake High School

SPU Winter 2014

Paired Collaboration at its finest

Insert class photo here

Adolescent Autonomy: Student-reported and

observed engagement.

“I’m not Learning”: Academic relevancy and

classroom engagement/academic achievement.

Science, Technology, Engineering, and

Mathematics: Group work, extrinsic motivation and

misbehavior of other students.

Sense Making as Motivation: 6th grade fractions

and 4/5th grade combinations.

University Economics Class: Group presentations

and partner tests.

Literature Review

Does implementing pair collaboration increase student engagement? “Active engagement was evidenced by students

asking questions, volunteering information, participation in activities, and few indicators of off task behavior” (Hafen et. All, 2012)

What happens to student motivation in mathematics when pair collaborations are implemented throughout the second half of a unit?

Does implementing pair collaboration in daily work and quizzes increase test scores?

What to Research?

Step One: Daily Math becomes Partner workStep Two: Surprise Partner Quiz with

challenge questionStep Three: Go over partner quiz in class and

learning process.Step Four: Give individual testData Collected through

Pre-SurveyWriting PromptObservation NotesGradebook ComparisonPost-Survey

Data Collection Plan

Brain Break

Data Analysis- Pre-Survey

14%

60%

21%

5%

In math class, do you want to answer questions? _x000d_

Never want to answer

Sometimes want to answer

Often want to answer

Hand is always raised

11%

63%

23%

4%

In other classes, do you want to answer questions?

Never want to answer

Sometimes want to answer

Often want to answer

Hand is always raised

4%

19%

40%

26%

12%

How motivated are you to learn mathematics?

Don’t see the point

I know I need to, but find it hard to pay attention

See some topics as useful

Most of the time I want to learn mathematics

I always am interested in learning mathematics.

11%

11%

2%

75%

When you work with a partner, do you feel more confident in

learning the material?

None of the time

Some of the time

All of the time

Depends on the partner

Question 1: Explain what you experienced during the partner quiz?Partner was helpful in explaining the material It was a team effortWe caught each other’s mistakesWanted control

Question 2: Was this a beneficial experience?Beneficial, both of us were working and taught one

another.Allowed for questions to be asked of partner Correct Mistakes

Question 3: What did you gain from the experience?Better Understanding of both processesBuilt trust when working with other peopleLearned something new: process, easier wayLearned that I new the material well.Learned I should check my work after completing.

Data Analysis: Response

During Partner QuizWhen told it’s a partner quiz

“Yes, This just saved my life.”Struggling StudentsChallenge ProblemPartners working together

Overall Work in PartnersDaily MathIn class working time

Observation Notes

Last year to this yearLast years Class Percentages:

84% 83% 82%This years Class Percentages:

92% 86% 88%Variations

Progress GradesOverall

Data Analysis: Grades

Progress 1 Progress 3

5

1111

6

3 3

65

2nd PeriodA & A- B-, B & B+C-, C & C+ F

Data Analysis- Post-Survey

18%

11%

48%

23%

How did working with a partner in daily math impact

your learning?No impact

Little impact

Medium impact

Major impact

5%14%

26%

16%

39%

How did working with a partner on your quiz impact your learn-

ing?

No Impact

Little Impact

Medium Impact

Major Impact

Neutral

16%

52%

24%

7%

After working with your partner during daily math, would you

want to answer a question about the problem?

Never want to answer

Sometimes want to answer

Often want to answer

Hand is always raised

14%

60%

21%

5%

In math class, do you want to answer questions? _x000d_

Never want to answer

Sometimes want to answer

Often want to answer

Hand is always raised

Data Analysis- Post-Survey

5%10%

44%

7%

21%

13%

In what ways in the classroom would you like partner work to

continue?

Opt. 1 Opt. 2

Opt. 3 Opt. 4

Opt. 5 Opt. 6

• Opt 1: No partner work at all.

• Opt 2: Once in awhile have partner work during daily math, but not each day.

• Opt 3: Once in awhile have partner work during daily math, but not each day. Have partner quizzes.

• Opt 4: Always have partner work during daily math.

• Opt 5: Always have partner work during daily math. Have partner quizzes.

• Opt 6: Don’t care.

30%

70%

After working with a partner, Are you more motivated to learn

math

Yes

Same Motivation

Less motivated

What is needed for successful partner work?1. Have the opportunity to pick your own partner.2. Have some personal think time before going into

partner work.3. Understand the material.4. Partner must understand the material.

Collect data for a longer period of time and different types.

Student ConsistencyAlternatives for Absences

Changes to be Made…

Recommendations…Plan ahead when adding Partner workTeach students how to be partners

Reflection of classProcess of Action ResearchOverall ClassTeacher Role

Crumpton, H. E. & Gregory, A. (2011). “I’m Not Learning”: The Role of Academic Relevancy for Low-Achieving Students. The Journal of Education and Research, 104, 42-53. doi: 10.1080/0022060903567398

Esposto, A.S. & Weaver, D. (2011). Continuous Team Assessments to Improve Student Engagement and Active Learning. Journal of University Teaching & Learning Practice, 8(1), 1-11. http://ro.uow.edu/au/jutlp/vol8/iss1/8

Hafen, C. A., Allen, J. P., Mikami, A. Y, Gregory, A., Hamre, B., Pianta, R.C. (2012). The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms. J Youth Adolescence, 41, 245-255. doi: 10.1007/s10964-011-9739-2

Muller, M., Yankelewitz, D., & Maher, C. (2011) Sense Making as Motivation in Doing Mathematics: Results from Two Studies. The Mathematics Educator, 20(2), 33-43.

Rowan-Kenyon, H. T., Swan, A.K., & Creager M. F. (2012). Social Cognitive Factors, Support and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career. National Career Development Association, 60, 2-15.

References

Questions

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