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Action Research Proposal Presentation

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Laura Haas

on 11 July 2013

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Transcript of Action Research Proposal Presentation

Laura Haas
Daily Five Adapted Learning Centers
in the Middle Level Classroom

Purpose
To investigate the effects of using an adapted form of the Daily Five activities with students in an eighth grade math class in order to aid in learning and retention of mathematical skills
Process
Students were introduced to the centers through anchor charts and modeling of appropriate and inappropriate center behavior.
Five centers were developed to help students gain access to math content in a variety of ways.
Students gradually increased the required number of centers from two to five during the course of this study.
Methodology
Why centers: provide activities that would engage all learners and promote success in terms of retention and mastery of both new and learned concepts
Data Collection
Artifacts: student work samples, surveys, center answer sheets
Observations: informal, teacher reflective journal
Elliott: high achieving; 10th grade level

Madeline: on-grade level

Cooper: low achieving; 4th grade level
Meet three representative students!
Results
Observations:

Interviews
Surveys
Student Work Samples
Summary
Most on-task stations had teacher present.
Circulating encouraged independence.
Center answer sheet encouraged autonomy
Students enjoyed working together.
Classroom management was an important aspect for success.

Organized
Weekly
Learning

accountability
motivation
student interaction
autonomy
attitudes of ownership
All 3 students, regardless of ability level, improved.
Students were engaged in completing five different classroom learning centers, and used reading and writing across the curriculum to achieve mathematical learning.
Examples of student work, observations, and surveys were collected and used to analyze the retention and mastery of skills that students demonstrated.
Big Question: What are the effects of adapting the Daily Five to learning centers in the middle level classroom?
Meet my students at Rigell Middle School!
Setting:
90% Students with learning disabilities
4 Math classes
14 students in 2 classes = 28 students total
Academic Emergency
0/8 State Indicators Met
Value Added Achieved!
Centers: Before Meets After
Centers before: three small groups: independent, teacher-led, and computer-based

My centers after:
"Tools with Teacher”, teacher led group;
“Numbers Unraveled”, usually led by my co-teacher;
and three independent groups:
“Applied Concepts”, extra credit activity;
“Writing About Math”, journaling activity; and
“Math Machine”, computer-based.
Emergent Themes:
Madeline: “My favorite center was the red table because it gave me more help finding the faces, the edges, and more about the shapes.”
Cooper: “I’m still learning how to find the volume with each shape. I like the colors [of the tables] too, they are bright and nice, not just black tables.”
Elliott: “I haven’t done anything like this with the sugar cubes before, that was cool. I didn’t know you could do something like this with sugar cubes and use them to learn about reflections of figures.”
Data indicated benefits to using centers:
All three of the representative students improved in terms of their achievement, regardless of the level at which they started;
Students enjoyed working in the centers and felt a greater sense of satisfaction with their understanding of necessary concepts;
Student motivation increased;
Students also exhibited a change from external to internal loci of control
Expansion:
Computer-based format for centers, possibly through the use of I-pads or interactive tablets where students could record and collect work and receive immediate feedback.
Science
Train other teachers to use centers to enhance instruction
Discussion
Discussion, cont.
Centers became more student-centered and encouraged greater autonomy.
Students were more motivated to learn the material because they enjoyed working in the centers, which also led to greater retention of material as shown on the work samples.
Student motivation and autonomy also led to students taking better care of their classroom and the center materials.
Literature
Boushey & Moser: Purpose + Choice = Motivation
I saw significant changes in motivation and enthusiasm for learning and problem-solving that I had not observed in the previous center structure.
This shift was a direct result of encouraging students to make choices, collaborate with others, and take ownership over their learning.
Classroom Management
Color-coded tables
Minimize disruptions through arrangement of classroom furniture
Center answer sheet
Centers offered choice, challenge, control, collaboration, construction of meaning, and consequences.
G.R.O.U.P.S.
Get along
Remain at your station until task is complete
On task
Use quiet voices
Participate
Specified materials only
Centers became hub of student activity and engagement in my classroom.
Task-oriented and student-centered.
Students had voice and autonomy over what activities they would do and when.
Motivated one another.
Able to work with the material in a multi-modal way, and could access learning visually, kinesthetically, orally, and through the use of technology
Conclusions
What are the effects of adapting the Daily Five to learning centers in the middle level classroom?
-learning centers are an effective approach
-drastic change in behavior and motivation in my classroom
-student feedback (interviews and surveys) was highly positive
-Greater respect for classroom and materials
-Most importantly, students who did not get along were working together toward the common goal of learning math, and treating each other respectfully while collaborating.
Implications
I will continue to use centers
Also continue to learn more about using small groups to guide instruction
Research additional classroom management skills for managing small groups.
What do other teachers do in their classrooms for center instruction?
Plan to continue to expand the breadth and depth of centers
Introduce centers from beginning of year.

I dream of a learning environment that is student-focused, where teachers use centers to enhance their instruction across all content areas and grade levels.
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