Phase Two
Description and Implementation
For my Phase 2, I wanted my students to recognize the effect an audience would have in enhancing their work and explanations. In doing so, I had my students share their SonicPics videos with a group of three fellow classmates followed by making a group poster for one of the numbers, and concluding with a group presentation to the class on the one number the group decided upon. Each student showed their SonicPics video from his/her iPod to the rest of the group and then elaborated upon the video with further explanation. Some of these explanations included students proving their answers with number charts while other explanations were shared by students drawing lines on a whiteboard and proving how the specific number of lines added up to their number. Several students were strengthened by the proof of seeing an actual number line, number chart, or even physical objects that could be used as manipulatives to show the final answer. The group then used these explanations, as well as the actual SonicPics videos, and worked together to document one of the videos onto a poster board. They were able to get creative with their posters and use what they learned from their fellow classmates to add variety to the posters. While some students used number lines and others used drawn objects, all of these various ways of thinking were shown on the final group poster. The students could use any format they chose, as long as someone could walk into the classroom, see the poster, and understand it without an explanation. After the posters were complete, the students presented their group posters to the rest of the class and we hung the posters around the room.
During this step of my action research, I was able to go around from group to group and listen in on group discussions. I was sure to ask the group why they chose their number specific number and answered ranged from “His/her video was really good so we thought it would be best to share that number” to “We really like this number.” I asked the groups about their poster and some groups went into a lot of depth explaining their poster while others seemed to be more reserved when I was around. One specific group got very silent when I asked questions and kept on looking at each other for answers. Their comments were short and they never kept eye contact with me. Another specific group spoke so much that I was slightly unable to follow along! I remember one student from that group said, “First we put the number in the middle to show the number then we moved it all over the poster to show how we got there!” This resonated with me because just like the number “moved all over,” so did the student’s explanation! A third group was led by one of my most advanced students and this student was clear with the explanation as well as sure to point out what each student did on the poster. The student was clear to point out which student had each idea for specific aspects of the poster.
For my Phase 2, I made sure to pair the groups based on the videos I reviewed from the SonicPic apps each student made. I matched students that spoke a lot in their videos with some who had brief explanations, so they would be able to mix and hopefully share more explanation. I was also sure to match up my advanced students with my developing students so they would be able to share the confidence of the group and prepare an understandable explanation to their audience.
For my Phase 2, I wanted my students to recognize the effect an audience would have in enhancing their work and explanations. In doing so, I had my students share their SonicPics videos with a group of three fellow classmates followed by making a group poster for one of the numbers, and concluding with a group presentation to the class on the one number the group decided upon. Each student showed their SonicPics video from his/her iPod to the rest of the group and then elaborated upon the video with further explanation. Some of these explanations included students proving their answers with number charts while other explanations were shared by students drawing lines on a whiteboard and proving how the specific number of lines added up to their number. Several students were strengthened by the proof of seeing an actual number line, number chart, or even physical objects that could be used as manipulatives to show the final answer. The group then used these explanations, as well as the actual SonicPics videos, and worked together to document one of the videos onto a poster board. They were able to get creative with their posters and use what they learned from their fellow classmates to add variety to the posters. While some students used number lines and others used drawn objects, all of these various ways of thinking were shown on the final group poster. The students could use any format they chose, as long as someone could walk into the classroom, see the poster, and understand it without an explanation. After the posters were complete, the students presented their group posters to the rest of the class and we hung the posters around the room.
During this step of my action research, I was able to go around from group to group and listen in on group discussions. I was sure to ask the group why they chose their number specific number and answered ranged from “His/her video was really good so we thought it would be best to share that number” to “We really like this number.” I asked the groups about their poster and some groups went into a lot of depth explaining their poster while others seemed to be more reserved when I was around. One specific group got very silent when I asked questions and kept on looking at each other for answers. Their comments were short and they never kept eye contact with me. Another specific group spoke so much that I was slightly unable to follow along! I remember one student from that group said, “First we put the number in the middle to show the number then we moved it all over the poster to show how we got there!” This resonated with me because just like the number “moved all over,” so did the student’s explanation! A third group was led by one of my most advanced students and this student was clear with the explanation as well as sure to point out what each student did on the poster. The student was clear to point out which student had each idea for specific aspects of the poster.
For my Phase 2, I made sure to pair the groups based on the videos I reviewed from the SonicPic apps each student made. I matched students that spoke a lot in their videos with some who had brief explanations, so they would be able to mix and hopefully share more explanation. I was also sure to match up my advanced students with my developing students so they would be able to share the confidence of the group and prepare an understandable explanation to their audience.
Results / Observations
While working on the Phase 2 segment of my action research, I really wanted to recognize how both technology and an audience could alter my students' work. When Phase 1 was complete and I was listening to and watching the SonicPics videos, I was fascinated by the expression and voice heard on various videos. I found that several of my students who are not as comfortable using their voice in front of the class were surprisingly confident and clear with their articulation and explanations in the videos. I noted how important it was to reach out to those students because it was clear their mathematical achievements were great, they were just not always confident enough to show this through class discussions. I wanted to find a way to impact my students' engagement with these lessons and I noted the best way to do so was by gradual interaction by first presenting to a small group and continuing on to a whole class presentation. As my students were working together as groups that I designed, I was able to walk around and observe each group. I listened in on conversations and explanations and was able to ask questions during this two-day process. Students were working well with one another and proud to bring something to the group that they created. Each member of the groups had their own piece of creativity to bring to the group as they were each asked to present their own work and take accountability for their projects. I noticed my high achievers really listening to and promoting the students who struggled with math. They were asking one another questions and working together to come up with solutions. I also noticed the students were constantly referring to their iPods to go back and reference their work and explanations.
Knowing that each individual was to present their work to a small group and continue on to the whole class allowed me to see my students interacting in a more confident manner. Students took pride in their work and were able to use the technology that was already produced as a backup to support their explanation if they were too shy to do so on their own. I saw several students using their videos as a source of comfort and allowing them to use a voice they would be too uncomfortable to use alone.
The class presentations went over very well, though I did note that the students who usually speak out were the ones leading the teams’ presentations. I never specified who needed to speak and how much, so I was unsurprised to see this happening. That said, the small group presentations and poster making was the element that truly gave my reserved students a voice.
After the presentations, I gathered the class together and we had a “rug discussion” on aspects the students liked and disliked about this overall aspect of my action research. I asked students to volunteer information that helped them make their poster as well as asking what they looked for in the SonicPic videos that allowed them to pick the number they chose. Most of the answers involved the amount of explanation in the iPod apps. I saw a pattern with groups that they chose numbers based on amount of explanation in the videos. The more explanation from each app allowed the students to work with more information for their posters. While on the carpet, I had the students give me a “Me Too” by pointing to themselves if they agreed with other groups’ processes. I also asked for “Thumbs Up” or “Thumbs Down” if one group used a similar system that other groups used. I did this to allow me to see each student giving an opinion in a small way. While I wanted my reserved students to share their work publically, there were still some that did not speak during the group presentations and I wanted to see their voice as well and I did so through the use of hand gestures. At the end of the rug discussion, I had my students give a “Thumbs Up” for the category I called out that they agreed with based on their like for the group work and presentations. I did group work first by asking students to choose from the following: I really liked working with a group to share my video; I kind of liked working with a group to share my video; I did not like working with a group to share my video. I used the same categories when I asked the students if they liked sharing their videos as well as ending with if they enjoyed presenting to the class.
For the first category of “working with a group,” there were no students that did not like this aspect of the action research. Only a couple thumbs went up for “kind of liked working with a group,” though most of the students from that group also put a thumbs up for “really liked working with a group” as well. For the question I asked about sharing the class videos, a couple gave the thumbs up for not liking to share while a handful kind of liked sharing and the majority of students liked sharing. For the class presentations, the majority of students kind of liked presenting, a handful of students did not like presenting, and larger handful did like the presentations. Still, however, there were some students that put their thumbs up for more than one category.
I did not want to call on my more reserved students to share out their opinions specifically, but I did note that they were the students who did not like or kind of liked sharing their work publicly. Had my students been older, I may have called them out specifically, but I have noticed over the months how much it can negatively affect my students and their attitude toward their work when they are called out in front of the class; they tend to get embarrassed and that can last throughout the day.
Overall, I think the rug discussion went well and while a lot of the student responses were expected, there were some students that surprised me with their like or dislike for the audience portion of this project. Overall, I think students like to see their work noticed and they enjoy taking accountability for what they have done, even if they are shy in the process.
While working on the Phase 2 segment of my action research, I really wanted to recognize how both technology and an audience could alter my students' work. When Phase 1 was complete and I was listening to and watching the SonicPics videos, I was fascinated by the expression and voice heard on various videos. I found that several of my students who are not as comfortable using their voice in front of the class were surprisingly confident and clear with their articulation and explanations in the videos. I noted how important it was to reach out to those students because it was clear their mathematical achievements were great, they were just not always confident enough to show this through class discussions. I wanted to find a way to impact my students' engagement with these lessons and I noted the best way to do so was by gradual interaction by first presenting to a small group and continuing on to a whole class presentation. As my students were working together as groups that I designed, I was able to walk around and observe each group. I listened in on conversations and explanations and was able to ask questions during this two-day process. Students were working well with one another and proud to bring something to the group that they created. Each member of the groups had their own piece of creativity to bring to the group as they were each asked to present their own work and take accountability for their projects. I noticed my high achievers really listening to and promoting the students who struggled with math. They were asking one another questions and working together to come up with solutions. I also noticed the students were constantly referring to their iPods to go back and reference their work and explanations.
Knowing that each individual was to present their work to a small group and continue on to the whole class allowed me to see my students interacting in a more confident manner. Students took pride in their work and were able to use the technology that was already produced as a backup to support their explanation if they were too shy to do so on their own. I saw several students using their videos as a source of comfort and allowing them to use a voice they would be too uncomfortable to use alone.
The class presentations went over very well, though I did note that the students who usually speak out were the ones leading the teams’ presentations. I never specified who needed to speak and how much, so I was unsurprised to see this happening. That said, the small group presentations and poster making was the element that truly gave my reserved students a voice.
After the presentations, I gathered the class together and we had a “rug discussion” on aspects the students liked and disliked about this overall aspect of my action research. I asked students to volunteer information that helped them make their poster as well as asking what they looked for in the SonicPic videos that allowed them to pick the number they chose. Most of the answers involved the amount of explanation in the iPod apps. I saw a pattern with groups that they chose numbers based on amount of explanation in the videos. The more explanation from each app allowed the students to work with more information for their posters. While on the carpet, I had the students give me a “Me Too” by pointing to themselves if they agreed with other groups’ processes. I also asked for “Thumbs Up” or “Thumbs Down” if one group used a similar system that other groups used. I did this to allow me to see each student giving an opinion in a small way. While I wanted my reserved students to share their work publically, there were still some that did not speak during the group presentations and I wanted to see their voice as well and I did so through the use of hand gestures. At the end of the rug discussion, I had my students give a “Thumbs Up” for the category I called out that they agreed with based on their like for the group work and presentations. I did group work first by asking students to choose from the following: I really liked working with a group to share my video; I kind of liked working with a group to share my video; I did not like working with a group to share my video. I used the same categories when I asked the students if they liked sharing their videos as well as ending with if they enjoyed presenting to the class.
For the first category of “working with a group,” there were no students that did not like this aspect of the action research. Only a couple thumbs went up for “kind of liked working with a group,” though most of the students from that group also put a thumbs up for “really liked working with a group” as well. For the question I asked about sharing the class videos, a couple gave the thumbs up for not liking to share while a handful kind of liked sharing and the majority of students liked sharing. For the class presentations, the majority of students kind of liked presenting, a handful of students did not like presenting, and larger handful did like the presentations. Still, however, there were some students that put their thumbs up for more than one category.
I did not want to call on my more reserved students to share out their opinions specifically, but I did note that they were the students who did not like or kind of liked sharing their work publicly. Had my students been older, I may have called them out specifically, but I have noticed over the months how much it can negatively affect my students and their attitude toward their work when they are called out in front of the class; they tend to get embarrassed and that can last throughout the day.
Overall, I think the rug discussion went well and while a lot of the student responses were expected, there were some students that surprised me with their like or dislike for the audience portion of this project. Overall, I think students like to see their work noticed and they enjoy taking accountability for what they have done, even if they are shy in the process.
Findings
In Phase 2, my biggest finding and "A-Ha!" moment came with the realization that technology is a supplemental tool for learning and understanding mathematics, or any subject for that matter; it is not the only way to teach and learn various subjects.
I found that technology helped my students engage with one another when discussing math, and they were able to use their source of technology as a source of comfort and guidance for explanation. The technology allowed some of my students to use a voice that they would not normally present to their fellow classmates in classroom discussions. My students were confident with their technology and open to expressing their voice, thoughts, and explanations with their iPods for guidance.
I also found that differentiated learning could empower all students and encourage them to listen to one another.
As I was observing my students showing their videos to each other and working together to make a poster, I noticed that they were truly listening to one another and my more advanced students were even offering questions and comments that allowed my developing students to think in new ways. These students were able to explain detail and use a voice they had not before because they were taking accountability for something that was unique and specific to them, as each student had a different number.
As noted in Phase 1, I found that sharing their own video explanations allowed my students to extend their thinking to other classmates and give them a sense of mastery, as each student was an expert in a different number.
The technology was a strength in Phase 2 as I noticed several developing students using their iPods for guidance in case they were nervous to talk out loud. The advanced students in the Phase 2 groups were able to listen to these videos and offer plenty of compliments that offered motivation and encouragement for my developing students. Throughout my Phase 2 observations, I never heard an ill word spoken between students – only words of support and enthusiastic feedback.
Phase 2 allowed me to see how technology-based differentiation impacts students’ math achievement by acting as a source of guidance and comfort for my students. They are able to use a tool they enjoy to give them confidence while also relying on this tool for assistance and support. This could be seen as a bad thing when the technology becomes a crutch for the students, but in my Phase 2 observations of the students, it really allowed my students to share a point of view they would not have contributed in the first place. The Sonic Pics app allowed my students to each have their own sense of engagement as each member of the groups was required to share his/her video and receive feedback from fellow classmates. The app allowed my advanced students to use a tool they could elaborate upon and it allowed my struggling students to gain the support they needed to share a normally unheard voice.
In Phase 2, my biggest finding and "A-Ha!" moment came with the realization that technology is a supplemental tool for learning and understanding mathematics, or any subject for that matter; it is not the only way to teach and learn various subjects.
I found that technology helped my students engage with one another when discussing math, and they were able to use their source of technology as a source of comfort and guidance for explanation. The technology allowed some of my students to use a voice that they would not normally present to their fellow classmates in classroom discussions. My students were confident with their technology and open to expressing their voice, thoughts, and explanations with their iPods for guidance.
I also found that differentiated learning could empower all students and encourage them to listen to one another.
As I was observing my students showing their videos to each other and working together to make a poster, I noticed that they were truly listening to one another and my more advanced students were even offering questions and comments that allowed my developing students to think in new ways. These students were able to explain detail and use a voice they had not before because they were taking accountability for something that was unique and specific to them, as each student had a different number.
As noted in Phase 1, I found that sharing their own video explanations allowed my students to extend their thinking to other classmates and give them a sense of mastery, as each student was an expert in a different number.
The technology was a strength in Phase 2 as I noticed several developing students using their iPods for guidance in case they were nervous to talk out loud. The advanced students in the Phase 2 groups were able to listen to these videos and offer plenty of compliments that offered motivation and encouragement for my developing students. Throughout my Phase 2 observations, I never heard an ill word spoken between students – only words of support and enthusiastic feedback.
Phase 2 allowed me to see how technology-based differentiation impacts students’ math achievement by acting as a source of guidance and comfort for my students. They are able to use a tool they enjoy to give them confidence while also relying on this tool for assistance and support. This could be seen as a bad thing when the technology becomes a crutch for the students, but in my Phase 2 observations of the students, it really allowed my students to share a point of view they would not have contributed in the first place. The Sonic Pics app allowed my students to each have their own sense of engagement as each member of the groups was required to share his/her video and receive feedback from fellow classmates. The app allowed my advanced students to use a tool they could elaborate upon and it allowed my struggling students to gain the support they needed to share a normally unheard voice.
Next Steps
My action research consisted of only two phases, however there are two more aspects I would have done to extend this work, had time permitted. Initially, I wanted my students to share their videos with another class rather than the students they are with every day. I think this would have increased the accountability factor and given the students the chance to take credit beyond the classroom.
Also, I would have liked to introduce and incorporate a new iPod app for the students to use. I loved seeing their motivation when using a tool they appreciated and I think their learning and knowledge could have grown more, had they had the option of various technology to support their achievement levels in the classroom. I would have done more research for apps that would support my students in developing new ways of thinking and again, I would have liked my students to share these thoughts with fellow classmates.
To add to the SonicPics app, I would have had my students take the time to write up a script and practice speeches elaborating upon their specific number and the equations they used to solve for that number and why they chose those specific math problems. I would have given my students to practice with other classmates and receive feedback until they felt comfortable enough to bring their work into another room. I think the preparation for this presentation would have allowed my students to further their mastery and expertise and I would have loved to see the accomplishment that brought to my students.
Based off of my findings from Phase 2 and the amount of guidance and reliance several students had with their technology, I realized this preparation would have taken a long time to get the students comfortable to present in front of new faces. This is why I would have had the students prepare talking notes and scripts to share with others to make sure they are sharing their ways of thinking.
Of course I always wish I had more time to perfect a project, but that is not a luxury we are always gifted. There are always ways to improve and while I wish my students had the chance to present to a new audience, I think my students were able to excel by presenting publicly to any audience, even if it is a recognized one.
My action research consisted of only two phases, however there are two more aspects I would have done to extend this work, had time permitted. Initially, I wanted my students to share their videos with another class rather than the students they are with every day. I think this would have increased the accountability factor and given the students the chance to take credit beyond the classroom.
Also, I would have liked to introduce and incorporate a new iPod app for the students to use. I loved seeing their motivation when using a tool they appreciated and I think their learning and knowledge could have grown more, had they had the option of various technology to support their achievement levels in the classroom. I would have done more research for apps that would support my students in developing new ways of thinking and again, I would have liked my students to share these thoughts with fellow classmates.
To add to the SonicPics app, I would have had my students take the time to write up a script and practice speeches elaborating upon their specific number and the equations they used to solve for that number and why they chose those specific math problems. I would have given my students to practice with other classmates and receive feedback until they felt comfortable enough to bring their work into another room. I think the preparation for this presentation would have allowed my students to further their mastery and expertise and I would have loved to see the accomplishment that brought to my students.
Based off of my findings from Phase 2 and the amount of guidance and reliance several students had with their technology, I realized this preparation would have taken a long time to get the students comfortable to present in front of new faces. This is why I would have had the students prepare talking notes and scripts to share with others to make sure they are sharing their ways of thinking.
Of course I always wish I had more time to perfect a project, but that is not a luxury we are always gifted. There are always ways to improve and while I wish my students had the chance to present to a new audience, I think my students were able to excel by presenting publicly to any audience, even if it is a recognized one.