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Task 3 (Part 1) Janessa

E-portfolio - https://janessateachingprofile.weebly.com/educ-546.html

How do I differentiate math for different levels of students in a grade 8 so that self-efficacy and
engagement increases?

To what extent is this problem realizable within K-12 contexts in Alberta?

• In my practicum, I saw this as a major issue as I had such diverse levels of students in my
classroom. It was difficult to make activities for the students at different levels and it was
especially difficult to engage students who did not like math and did not have the confidence in
math.
• There are no streamed classes in grade 8. Students of all levels are grouped together, and the
diversity of students’ math levels is very relevant for most teachers in Alberta. This is a realizable
goal in the classroom as it is focused on what the teacher can do and how to differentiate
activities.

To what extent does it serve the needs of the people I am designing for including students?

• This serves the needs of all students as it’s focused on all levels of students in the classroom and
how to reach the different levels.
• It focuses on engagement of students and is a student-centered question. Students would
identify this as an issue, as some students really struggle in a class and other students are
extremely bored.

To what extent does it align with school, district, and mandates I am as a professional responsible for
carrying out?

• It would relate to the CBE 3 years goals. Firstly, it relates to personalizing learning for each
individual student. Secondly, it will relate to creating an environment that will foster math
engagement (CBE, 2016).
• It also relates to the Rocky View Four Year Plan as it focuses on student engagement.
Differentiated activities to students’ level relates to engagement (Rocky View Schools, 2015).

How do I motivate and engage grade 8 students in math class and decrease classroom management?

To what extent is this problem realizable within K-12 contexts in Alberta?

• From my experience, I found it difficult to make math engaging and relevant to the student. I
think this is consistent across K-12 context and there will always be students who are not as
engaged in math.
• Classroom management is also a consistent issue in many classrooms. Increasing engagement
levels is one way to help mitigate classroom management.

To what extent does it serve the needs of the people I am designing for including students?

• This is focused on all students, as I want to increase engagement for students who excel at math
and for students who hate math and struggle with it.
• It serves the needs for teachers as well, as the overall goal is to reduce classroom management,
and this will help teachers be more effective.

To what extent does it align with school, district, and mandates I am as a professional responsible for
carrying out?

• It relates to the CBE 3- year goals. It directly relates to fostering an environment which fosters
math engagement in all students (CBE, 2016).
• It also relates to a Rocky View Student Competency. Specifically, it relates to self-directed
individuals will take ownership of their learning. By increasing engagement, students will be
more motivated to learn math. (Rocky View Schools, n.d.).

How do I differentiate math for ELL students?

To what extent is this problem realizable within K-12 contexts in Alberta?

• ELL populations are on the rise in many Alberta classrooms. In my practicum classroom, there is
about an 80% population of ELLs.
• ELL populations need additional instruction in math. Math does involve a lot of word problems,
and that is where many ELL students struggle as I’ve observed in my practicum.

To what extent does it serve the needs of the people I am designing for including students?

• This problem specifically targets a group of students (ELLs) and is student centered.
• It is also helping other students, as if ELLs are supported, then the teacher will have more time
to support other student.

To what extent does it align with school, district, and mandates I am as a professional responsible for
carrying out?

• It directly relates to the CCSD 3-year plan. Specifically, it relates to allowing teachers to have a
deeper understanding of the link between content instruction and ELL. This specifically relates
to linking math and English together for ELLs.
• It relates the CBE 3-year plan as it’s about personalizing learning for each student (CBE, 2016).

References

Calgary Board of Education. (2016). Calgary Board of Education Three-Year Education Plan 2018-21.
Retrieved from https://www.cbe.ab.ca/FormsManuals/Three-Year-Education-Plan.pdf

Calgary Catholic School District. (2017). Combined Annual Education Report 2016-2017 and Three Year
Education Plan 2017-2020. Retrieved from
https://www.cssd.ab.ca/AboutUs/ReportsandPublications/Documents/CombinedAnnualEducatio
nResults_2016-2017_ThreeYearEducationPlan_2017-2020.pdf

Rocky View Schools. (n.d.). Learner Competencies Self-Directed. Retrieved from


http://www.rockyview.ab.ca/21stC/learning/competencies/self_directed

Rocky View Schools. (2015). Empower the Potential 2015-2019 Four Year Plan Year 4. Retrieved from
http://www.rockyview.ab.ca/publications/4YP_Year4/2015-2019-four-year-plan-year-4
Task 3 (Part 2)

Interview 1 – David Scott, Wednesday January 23, 2019 - During Class


What was the specific advice and feedback you How did this advice change/modify your thinking
were given? around your possible problem of practice?
• Interesting to consider ELLs, as they • Looked at CBE plan – 3 questions do
usually find math the easiest. relate to personalizing learning and
• Questions align well with CBE policy of engaging students in math.
personal learning. Recommends looking • Additional question in mind is how to a
at school plan and look at education plan. do this without burning out – when
• Most teachers struggle with making solutions need something that is
differentiation. sustainable.
• How do I differentiate without getting • It made me think of how to differentiate
completely burnt out with planning? How in a sustainable way – perhaps add
do something for every different unit? sustainability into question.
• Think about creating a different structure • It made me think of how my 2nd and 3rd
in math class – is it realizable. question are within the first question.
• Recommends 1st question as it relates to • How do I differentiate math in a
the other questions. sustainable way for different levels of
students in grade 8 so that self-efficacy
and engagement increases?

Interview 2 – Josh Hill, Friday January 25, 2019 - Via ZOOM conference
What was the specific advice and feedback you How did this advice change/modify your thinking
were given? around your possible problem of practice?
• What are the user need statements? • It made me think of the user need
• What are the constraints within your statements for my questions.
questions – add however. -Student need to be at the correct entry
• Try using How Might We statements points to engage in math.
• Don’t focus so much on the solution (as I -Students need the right opportunities to
wanted something practical to use), but be challenged, but not overwhelmed.
to really use design-thinking you need to -However, we have big classrooms with
be open to any solution. Don’t be large diversity in ability.
trapped by end goal. -However, I’m constrained by having to
• Going forward- think about solutions – complete the curriculum.
try to think about how you would • How might we differentiate assessment
differentiate in different aspects in math class?
(assessment, classroom design, using • How might we differentiate the
routine-based practice). classroom areas for different levels of
• Question number 1 incorporates the students?
other two questions. Questions number 2 • I think I’ll go with question 1 as it is not
is more of a symptom of not too broad or specific. I think it allows for
differentiating. many different solutions to be generated
• You will never be able solve question 1, and tested.
but that’s okay. You’ll constantly be • How might we sustainably differentiate
trying different solutions and going for different levels of students in grade 8
through the process of reiteration. It’s a so that self-efficacy and engagement
good wicked problem. increases?
• Need to think of ways to measure gains
in self-efficacy and engagement

Task 4

Final How Might We Statement

How might we sustainably differentiate for different levels of students in grade 8 so that self-efficacy
and engagement increases?