Wicked Awesome Learning Opportunities
Integrating MS into classroom
Why did I choose this as my WALO?
MS is a wonderful tool to teach and assess student learning in classrooms. There is as system set in school by us that each student
needs to attempt 45 min of MS at home apart from time spent in school. Yet teachers often complain students do not take MS
seriously and some of them are not interested in attempting MS because they find MS boring or they feel these students have a weak
base and hence all efforts are going in vain.
What I did for my first WALO was an attempt to find the solution for it.
What did I do?
Selected students who had a weak base in Mathematics and needed one-one attention. I decided to integrate MS into classroom
teaching.
What do I mean by that?
I decided to teach the topic in class and then make them attempt learning units taking MS questions. They showed the usual boredom.
I could make out the frustration building with each wrong answer. I decided to take singular units within Factors and multiples and
teach these concepts in class before attempting MS questions.
Each question gave students a new challenge. If they understood the concept they were able to select the correct option. With each new
question, I felt the need of modeling the thinking behind the question. There were some who could pick the concept quickly while there
were some who still needed hands on experience to understand the concept. I gave a similar exercise to these students to attempt in
class.
What happened?
To my surprise the students were able to attempt MS questions if they were dealt with in singular learning units as against all jumbled
concepts ( some which I did not model the thinking while teaching in class.
What went right?
All students were on the task and involved in the teaching learning process. There were some in the group who volunteered to attempt
the modeling of thinking in front of others in the class.
What went wrong?
Some students required modification in instruction and few needed to master the concepts of multiplication and division so they
needed differentiation in content and process. So could not complete the given task and needed to be guided individually.
What are my next steps?
Will try to share this practice with my fellow team mates.
Call for a meeting to discuss plan for Integration in MS.
I intend to take this up as a case study and document the impact of integration of MS in classroom for all students.
Help team mates focus on teaching strategies for learning units in MS
Synchronize the lesson plan with the learning outcomes for MS.
Help teachers assess according to MS standards.
How has this experience impacted on my practice?
I know I can ensure students see success in Math by integrating MS in the classroom.
Learning happens in a sequential manner. Taking students from known to unknown helps.
If I help students see the connections between what they learn then they will be able to taste success.
I also understand that this process of learning, needs to be modeled, in classroom practices several times before it is mastered by
learners.There is a provision of customization in MS for students who are deficient in their basic concepts which I need to use for my
basic learners.
I will have to promote MS instead of just taking it as an add-on. I will have to discuss the plan of action in my staff meetings and
discuss error patterns/misconceptions and come up with action plan to re-mediate the same.
Integrating MS into classroom
Why did I choose this as my WALO?
MS is a wonderful tool to teach and assess student learning in classrooms. There is as system set in school by us that each student
needs to attempt 45 min of MS at home apart from time spent in school. Yet teachers often complain students do not take MS
seriously and some of them are not interested in attempting MS because they find MS boring or they feel these students have a weak
base and hence all efforts are going in vain.
What I did for my first WALO was an attempt to find the solution for it.
What did I do?
Selected students who had a weak base in Mathematics and needed one-one attention. I decided to integrate MS into classroom
teaching.
What do I mean by that?
I decided to teach the topic in class and then make them attempt learning units taking MS questions. They showed the usual boredom.
I could make out the frustration building with each wrong answer. I decided to take singular units within Factors and multiples and
teach these concepts in class before attempting MS questions.
Each question gave students a new challenge. If they understood the concept they were able to select the correct option. With each new
question, I felt the need of modeling the thinking behind the question. There were some who could pick the concept quickly while there
were some who still needed hands on experience to understand the concept. I gave a similar exercise to these students to attempt in
class.
What happened?
To my surprise the students were able to attempt MS questions if they were dealt with in singular learning units as against all jumbled
concepts ( some which I did not model the thinking while teaching in class.
What went right?
All students were on the task and involved in the teaching learning process. There were some in the group who volunteered to attempt
the modeling of thinking in front of others in the class.
What went wrong?
Some students required modification in instruction and few needed to master the concepts of multiplication and division so they
needed differentiation in content and process. So could not complete the given task and needed to be guided individually.
What are my next steps?
Will try to share this practice with my fellow team mates.
Call for a meeting to discuss plan for Integration in MS.
I intend to take this up as a case study and document the impact of integration of MS in classroom for all students.
Help team mates focus on teaching strategies for learning units in MS
Synchronize the lesson plan with the learning outcomes for MS.
Help teachers assess according to MS standards.
How has this experience impacted on my practice?
I know I can ensure students see success in Math by integrating MS in the classroom.
Learning happens in a sequential manner. Taking students from known to unknown helps.
If I help students see the connections between what they learn then they will be able to taste success.
I also understand that this process of learning, needs to be modeled, in classroom practices several times before it is mastered by
learners.There is a provision of customization in MS for students who are deficient in their basic concepts which I need to use for my
basic learners.
I will have to promote MS instead of just taking it as an add-on. I will have to discuss the plan of action in my staff meetings and
discuss error patterns/misconceptions and come up with action plan to re-mediate the same.
PROVIDING ACCOMODATION / DIFFERENTIATING INSTRUCTIONS ASSESSMENT – WIN FOR A LEARNER THROUGH COGMED
AB studies in our unit and is a quiet child. In my triage meetings with teachers, advisor mentioned AB does not have many friends and prefers to be alone. We made sure that AB gets the advisor as a friend. AB could not understand and remember material which was read, had problems with spatial awareness, reading and following cues, had problems focusing.... I decided to refer the case to counseling center. We got to know parents were approached and they were receiving some help. Terminal exam was around, teachers in the unit mentioned that this child could not perform well on the terminal exam past three papers. I had two choices, allow AB to answer the remaining papers, or to take some bold step. Lessons learned in my Psychology classes at Singapore came alive, AB required intervention- accommodation. So I decided, I needed to act, I decided to modify the level of questions to find out if AB could respond to the challenge if the content was modified and questions were asked to assess lower order thinking skills. With my team of teachers we were able to give a modified paper to AB. When we marked the papers, we realized, AB was able to sail through in the three modified papers. When AB saw the marks, there was a lot of cheer on the face. As if some miracle had happened. We decided to continue with the accommodation required so as to boost the confidence of our learner. AB could not stay focused is what the counselor had to say. COGMED is an online programme which was recommended for AB. [Working memory is the cognitive function responsible for keeping information online, manipulating it, and using it in your thinking. It is the way that you delegate the things you encounter to the parts of your brain that can take action. In this way, working memory is necessary for staying focused on a task, blocking out distractions, and keeping you updated and aware about what’s going on around you. We use our working memory constantly in daily life helping us to perform efficiently and effectively in academic, professional, and social settings. Cogmed exists to help you improve your working memory to be better equipped to meet your challenges. With this programme AB was asked to play online games. The programme is attached to a remote coach who keeps in touch with the parents and instructs to improve the performance.] AB started participating in the class, scores started improving though with modified paper, all assignments were submitted in time, AB started approaching the teachers for help and we slowly saw the circuit being completed.Academically the graph was going up, parents are happy. Then came the final exam, we reviewed AB’s progress, we felt we needed to give a modified paper but with some increase in the degree of difficulty level so that we can compare the progress. Certain skills were assessed at regular level and complex questions were modified as per instructions. With parental consent and understanding we were able to provide the required accommodation for AB. Once upon a time AB was a quiet, recluse child. AB is now a cheerful, self reliant learner who participates in classroom discussions and wants to take ownership of work as against giving up. Assignments were turned in time, also help was sought both in class and out of the class. We were able to create a win for a child. AB is able to stay focused and is able to comprehend the language. COGMED has succeeded in helping AB to stay focused /on task. This is quite evident from the test scores. Parents are happy see the enthusiasm at home for tasks where AB was often times forced to complete. AB is now a GRITTY child!! Parents insisted we needed to give a regular paper for AB. With the help of counselor, I was able to make the parent understand the importance of our intervention and its impact of academic as well as social progress and we had still 3 years to work on and increase the level of difficulty gradually and bring AB at par with others in class. Parents were convinced and were asked to complete the 100 hours of COGMED.