After my one-on-one, we reformatted my question slightly to: “How does inquiry based instruction, paired with a positive math mindset, increase student performance in the math classroom?” Starting with, “how” vs. “does” will allow for me to present my research in a different way. Instead of, “yes/no,” I will be providing the “how.” The way I see this happening is by providing a sequential list of steps to answer this question. I envision each step being a link the user can click on to take them to a more detailed description of how to complete this step. Each step will have a set of procedures to get to the end goal.
I was inspired to gather more qualitative data for my research. This will include categorizing student conversations/comments in math into two categories: inquiry and math mindset. Both qualitative and quantitative research will provide data to effectively support my essential question. I liked the idea of using a word cloud generator to visually display the most common words/ideas expressed within the math classroom. I have been mainly focused on graphs and charts, and I like the idea of a different form of data presentation, especially for qualitative data. The SITE Model (Sociocultural, Informational, Technical, and Educational) intertwines connections between the learner and three sub-contexts: informational, sociocultural, and technical. One goal of the SITE Model is to have the designer understand the context of the learners in order to design products (or curriculum) that will enable the learner to successfully engage within that context in order to gain skills and knowledge that will help them accomplish their educational goals. This is important to keep in mind as I design my capstone project. I will keep in mind what motivates my learner, and the ways that will be the most effective to have the learner engage in the curriculum. When I go to math websites to get resources, I appreciate the clarity of sequential steps. This is why I want to make sure I have clear steps and procedures listed in my capstone.
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My main focus has been on using inquiry in mathematics, and teaching students how to cultivate a positive growth mindset in order to increase student performance on Bridges in Mathematics assessments. I chose this are of study, because these are the areas I desire to know more about as an educator because of the needs I saw in my classroom. When I think about scaling my research for a larger audience, I envision an online resource for educators to access based around these topics. I believe that other educators would benefit from learning more about using both inquiry and growth mindset principles in mathematics with their students. The question is, How will I share this information in a way that is effective?
Our readings this week had a lot of information about sharing information effectively. In Dr. Bobbe Baggio’s book, “The Visual Connection,” we learned that visuals draw the learner’s attention to the material being taught. When I present my learning, I must remember to use effective visuals However, I must also remember that content is king, and visuals support the content. I learned that I should develop a visual strategy and write it down. My strategy should be determined by my content, learning objectives, and learner. One phrase Baggio used a few times was, “attention on intention,” meaning draw focus through visuals to the main learning goals I want my learners to remember. The objectives should be part of my visual strategy. In Clark’s reading this week, I learned that to successfully teach a task, I must first teach a set of procedures for how to successfully complete that task. This is going to mean explicitly laying out clear objectives, and procedures to reach those objectives, in the digital resource I will create. There was a clear visual in Clark’s book with three categories: Step/Action/Example. This clear format made it very easy to understand the procedures, as well as the final objective. I may consider using this type of formatting when presenting information in my project. Clark discussed how technology can be used to further enhance understanding by having graphics, 360 degree views, tables, diagrams, etc. Dervin talks about “The Observer Versus the Actor.” She stated that the majority of our current research asks questions from an observer’s perspective. She said that we can construct a world for the users which makes things less authentic. I thought this was very helpful as I am currently collecting data for my capstone project. It’s important to take a step back, and focus on the actor (my students) in a more authentic way, and not pushing them into a small study to get data from. It will be very important to share my data in an effective, objective, clear way for my capstone project. There are many components to consider when creating a resource for this project. Dervin’s “Qualitative Research in Information Management”
Baggio’s. “The Visual Connection Chapter’s 4-6
Connect Dervin & Baggio: Discuss ‘Visual Learning’ in the context of Sensemaking and 21C learning One connection I saw between Dervin and Baggio is the idea of thinking about context within teaching and learning. Dervin stated that sense-making can be objective. One person may wish to use accuracy to measure something, where another person may use familiarity to measure something. When people share personal observations, there are limited observations. This tied into what Baggio discussed about how prior knowledge, context, and expectations influence the way people learn. Baggio wrote that context is important to learning because it provides relevance, which gives it the level of importance to the learner. Clark Chapters 1-2: Describe four core ideas as I connect to at this stage of the Innovative Learning Program
SITE Model
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May 2019
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