(Osterman and Kottkamp, 2015, p.70)
Reflecting on what I set out to achieve through my inquiry to improve student engagement and achievement, I discovered through the action phase that the teacher directed mathematics activities were less effective than the student led learning peer-tutoring activities. Not only was the student engagement and progress more effective through peer-tutoring, it also meant that more progress could be made because there were more teachers in the room - the students themselves. This means that I can accelerate the rate of learning by at least five times the rate of just using myself as the teacher daily, even if my performance were to be excellent every single day.
The solution of using peer tutoring, Briggs, S. (2013). was found through the reflection on why student progress was not happening at the expected rate. The inquiry process has enabled me to question throughout my teaching practice and produced the necessary questions that led to new research findings. Briggs, S. (2013).
I have now implemented Math Buddies to work daily with students along with the Teacher Aide. This new model of practice is working well towards increasing student engagement and student achievement of target students using practical activities in mixed ability groups that the students could work on in pairs. Boaler, J. (2015).
Moving forward, I’d like to use more small group work of mixed abilities to provide a platform for students to talk to each other about their work, so as to increase student engagement in learning and increase the rate of learning by creating mixed ability groups, to provide the opportunity for students to learn through collaborative and inclusive environment with their peers. Boaler, J. (2015).
References
Briggs, S. (2013). Open Colleges. How Peer Teaching Improves Student Learning and 10 Ways to Encourage It Retrieved from: https://www.opencolleges.edu.au/informed/features/peer-teaching/
Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
Bolstad, R. & MacDonald, J. (2016). An analysis of participant blogs supplemented by teacher interviews. Wellington: New Zealand Council for Educational Research.
Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. Retrieved from http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf
Osterman, K. & Kottkamp, R. (1993). Reflective Practice for Educators. California. Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional development to improve student learning. (2nd ed.) New York: Skyhorse Publishing.
Ministry of Education (2017). Our code, our standards. Retrieved from:
https://educationcouncil.org.nz/content/our-code-our-standards
Reflecting on what I set out to achieve through my inquiry to improve student engagement and achievement, I discovered through the action phase that the teacher directed mathematics activities were less effective than the student led learning peer-tutoring activities. Not only was the student engagement and progress more effective through peer-tutoring, it also meant that more progress could be made because there were more teachers in the room - the students themselves. This means that I can accelerate the rate of learning by at least five times the rate of just using myself as the teacher daily, even if my performance were to be excellent every single day.
The solution of using peer tutoring, Briggs, S. (2013). was found through the reflection on why student progress was not happening at the expected rate. The inquiry process has enabled me to question throughout my teaching practice and produced the necessary questions that led to new research findings. Briggs, S. (2013).
I have now implemented Math Buddies to work daily with students along with the Teacher Aide. This new model of practice is working well towards increasing student engagement and student achievement of target students using practical activities in mixed ability groups that the students could work on in pairs. Boaler, J. (2015).
Moving forward, I’d like to use more small group work of mixed abilities to provide a platform for students to talk to each other about their work, so as to increase student engagement in learning and increase the rate of learning by creating mixed ability groups, to provide the opportunity for students to learn through collaborative and inclusive environment with their peers. Boaler, J. (2015).
References
Briggs, S. (2013). Open Colleges. How Peer Teaching Improves Student Learning and 10 Ways to Encourage It Retrieved from: https://www.opencolleges.edu.au/informed/features/peer-teaching/
Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
Bolstad, R. & MacDonald, J. (2016). An analysis of participant blogs supplemented by teacher interviews. Wellington: New Zealand Council for Educational Research.
Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. Retrieved from http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf
Osterman, K. & Kottkamp, R. (1993). Reflective Practice for Educators. California. Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional development to improve student learning. (2nd ed.) New York: Skyhorse Publishing.
Ministry of Education (2017). Our code, our standards. Retrieved from:
https://educationcouncil.org.nz/content/our-code-our-standards
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