During our initial collaboration session, we found common ground as we grappled with Miranda's Problem of Practice, which centered around the concept of fairness and equality in the classroom. Miranda's observations prompted us to reflect on our own students and why they often focus on what their peers have rather than their own individual needs. As we delved deeper into our discussions, we recognized the importance of creating a classroom environment that fosters equity over equality. We acknowledged that while equality aims to provide everyone with the same resources and opportunities, equity recognizes and addresses the diverse needs and backgrounds of students. Our Problem of Practice being; How can we foster a student-centered classroom that prioritizes equity while navigating the complexities of individual differences and needs?
|
Focus Student 1:Rationale: Student One has been selected because I would like to support their development in understanding and empathizing with the perspectives of their peers. This student has exhibited occasional outbursts, which could indicate difficulty in managing emotions or conflicts.
|
Focus Student 2:Rationale: Student Two's selection is based on their desire for materials or items that others possess, which may indicate a need for support in developing self-regulation skills and fostering a sense of contentment and gratitude for what they have.
|
PDSA Cycle 1In my classroom, I co- created anchor charts and visuals with my students about what finished work looks like.
|
PDSA Cycle 2For PDSA Cycle 2, we decided to continue what we did in the first cycle in order to gain more DATA on our focal students and if they continue to change the outcome of their work.
|
Anticipatory PlanningThis prep work was done by us as the educating team as well as some of our classmates. We will use this to predict the various strategies and solutions students might employ based on their prior knowledge, experiences, and mathematical development.
|
CGI worksheetThrough our PDSA cycles we realized that having a visuals and another box, for a different strategy was beneficial for the students to try another strategy.
|
CGI with Grilled CheesesThis CGI lesson not only helps students practice subtraction skills but also encourages critical thinking, problem-solving, and real-world application of mathematical concepts through a relatable and engaging story problem about food and their current project.
Data Collection |