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Problem
For this cycle I wanted to focus on self advocating strategies, however with my co teacher being sick for two weeks and working in two separate groups due to regents practice I found myself focusing more on peer to peer discussions. I plan to focus more on student advocacy during the second semester once our class is learning as a whole again. Some challenges I saw in my class included students either not talking to one another or talking but not having academic based conversations. I wanted to give students a focal point for their discussion.
Hypothesis
If students are encouraged to have discussions with guidelines, then students will be able to provide more concrete mathematical evidence in CERs. This was measured by students using a peer to peer feedback protocol to revise and turn in as a performance task (CER).
Target group
Algebra 2 classes who have already passed and got a 70 on the Algebra 1 regent.
This was for my group to continue to work on other assignments than regents preparation when they already received a college readiness score of 70 or above. This group sometimes would struggle with having peer to peer discussions which is why I felt targeting peer to peer discussions as well as creating a protocol around my Performance Task CER was useful.
Planning & resources
Students were shown an example of a CER and asked to discuss with one another where there were places where there were good examples of using mathematical evidence and places in the paragraph where the example could have more mathematical evidence.
With my co teacher being out I really relied on members in the Math department. I was able to reach out to my co teacher and did get some assistance. Bri was a huge help with giving me some of her previous projects and a special shout out to Jess and Kevin who helped me come back (mentally and physically) from a lesson that went not so smooth.
Data collection
Data collection
Baseline data
My co teacher and I had our students complete a CER that was for a different project. They had a slightly different protocol than last time due to the nature of the assignment.
Measuring success
Turn in rate which was 32 out of my 33 students. I specifically looked for students using high levels of mathematical evidence with explanations to support their claim. Looking at areas that were highlighted yellow and seeing the addition of mathematical evidence in those specific sentences.
Overall findings & impact
Formulating some sort of protocol for students to be able to have a more structured conversation and discussion with one another. This was useful because students had specifics they were expected to be conversing about which limited some chances of having non academic based conversations.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Having guidelines or a “protocol” for students to have a basis of their discussion instead of a loosely structured turn and talk.
Amber Puglisi | amber.puglisi@uamaker.nyc
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