Explaining learning gaps in Namibia: The role of language ...
New Closing Learning Gaps · 2018. 6. 21. · Action Research Project Development. 14 Background...
Transcript of New Closing Learning Gaps · 2018. 6. 21. · Action Research Project Development. 14 Background...
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Tiffany NgMath Teacher
San Francisco International High School
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Presentation
Content
3
Background
Project
Development
Action Research
Results
Conclusion
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1. Background
Background ConclusionResultsAction
Research
Project
Development
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Background ConclusionResultsAction
Research
Project
Development
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Background ConclusionResultsAction
Research
Project
Development
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Background ConclusionResultsAction
Research
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Development
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Background ConclusionResultsAction
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Put a star next to all the places you’ve lived in.
Background ConclusionResultsAction
Research
Project
Development
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Background ConclusionResultsAction
Research
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Development
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Graduation
Background ConclusionResultsAction
Research
Project
Development
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College, Work, & Life
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Graduation
Background ConclusionResultsAction
Research
Project
Development
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13Learning
Culture
at SFIHS San Francisco International High School
Language development through dialogues.
Collaboration and team work.
Learning together & peer support.
Experiential and Project-Based Learning
Background ConclusionResultsAction
Research
Project
Development
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Background ConclusionResultsAction
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Learning gaps are more easily observed.
Steeped in a depth of knowledge but limited in breadth.
Background ConclusionResultsAction
Research
Project
Development
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Background
Differentiate Content to…
Better Prepare
Students For
Life After
Graduation
Learn More
Topics
Review &
Strengthen Math
Knowledge
Fill Learning
Gaps
ConclusionResultsAction
Research
Project
Development
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2. Project
Development
Project
DevelopmentBackground ConclusionResults
Action
Research
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Project
DevelopmentBackground ConclusionResults
Action
Research
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Learning
Platform
Project
DevelopmentBackground ConclusionResults
Action
Research
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Action
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DevelopmentBackground ConclusionResultsAction
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DevelopmentBackground ConclusionResults
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3. Action
Research
Action
ResearchBackground
Project
DevelopmentConclusionResults
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Engagement
ConfidenceMath
Knowledge
Student’s NeedsOnline Differentiated Mathematics Lessons
Action
ResearchBackground
Project
DevelopmentConclusionResults
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Observation
Tool
Teacher
Journal
Canvas
Quiz
Scores
Student Self-
Reflections
Action
ResearchBackground
Project
DevelopmentConclusionResults
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Introduction Background Development Action Research
38Action
ResearchBackground
Project
DevelopmentConclusionResults
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Introduction Background Development Action Research
39Action
ResearchBackground
Project
DevelopmentConclusionResults
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Introduction Background Development Action Research
40Action
ResearchBackground
Project
DevelopmentConclusionResults
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Introduction Background Development Action Research
41Action
ResearchBackground
Project
DevelopmentConclusionResults
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Four Week
Iterative
Process
01 02 03 04
Imp
lem
en
t L
es
so
n
Ob
se
rva
tio
ns
& D
ata
Co
lle
cti
on
Info
rma
l A
na
lys
is o
f D
ata
Re
vis
e f
or
Fo
llo
win
g
We
ek
Action
ResearchBackground
Project
DevelopmentConclusionResults
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Action
Research
Week 1 Week 2 Week 3 Week 4
Observed: Quick
lesson completion
Revision: Created
additional lesson for
subsequent weeks
Observed: Seating &
increased distractions
Revision: Assigned
Seating
Observed: Placement
test time crunch
Revision: Earlier
lesson in the week
Observed: Students
were overwhelmed
with placement test
approaching &
incomplete lessons
BackgroundProject
DevelopmentConclusionResults
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4. Results
ResultsBackgroundProject
Development
Action
ResearchConclusion
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75%
16%
9%
Engaged
Both
Disengaged
ResultsBackgroundProject
Development
Action
ResearchConclusion
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ResultsBackgroundProject
Development
Action
ResearchConclusion
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ResultsBackgroundProject
Development
Action
ResearchConclusion
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ResultsBackgroundProject
Development
Action
ResearchConclusion
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91%
7%
2%
ResultsBackgroundProject
Development
Action
ResearchConclusion
Neutral
Disengaged
Engaged
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ResultsBackgroundProject
Development
Action
ResearchConclusion
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59%
33%
8% Unconfident
Both
Confident
Results ConclusionBackgroundProject
Development
Action
Research
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Results ConclusionBackgroundProject
Development
Action
Research
Difficu
lty to
Ide
ntify
Ea
sie
r to
Ide
ntify
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94%
6%
0% Unconfident
Neutral
Confident
ResultsBackgroundProject
Development
Action
ResearchConclusion
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ResultsBackgroundProject
Development
Action
ResearchConclusion
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ResultsBackgroundProject
Development
Action
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Online Differentiated LessonsTraditional Lessons
Week 1
Week 2
Week 3
Week 4
Week 1
Week 2
Week 3
Week 4
Results ConclusionBackgroundProject
Development
Action
Research
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Student BStudent A
ResultsBackgroundProject
Development
Action
ResearchConclusion
Week 1
Week 2
Week 3
Week 4
Week 1
Week 2
Week 3
Week 4
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Average & Higher Skilled StudentsLower Skilled Students
Results
• Had difficulty completing lessons
• Some students only completed 1 to 2 lessons
• Lesson level was too high for some students.
BackgroundProject
Development
Action
ResearchConclusion
• Successful self-regulated learners
• Able to individually learn new content
• Had enough lesson to learn
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ResultsBackgroundProject
Development
Action
ResearchConclusion
Two students needed
SEVEN attempts
to pass the lowest
level lesson.
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5. Conclusion
ConclusionBackground ResultsProject
Development
Action
Research
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Student’s Needs
Engagement
Confidence
Math
Knowledge?
Background Results ConclusionProject
Development
Action
Research
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Background Results ConclusionProject
Development
Action
Research
Learning More Lessons
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Background Results ConclusionProject
Development
Action
Research
Learning More Lessons
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Background Results ConclusionProject
Development
Action
Research
Fill Learning Gaps Learning More Lessons
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Background Results ConclusionProject
Development
Action
Research
Fill Learning Gaps Learning More Lessons
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Background Results ConclusionProject
Development
Action
Research
Lower Starting Point1
Options for
struggling students2
Differentiate
Teaching Strategies3
Further differentiate
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Background Results ConclusionProject
Development
Action
Research
Lower Starting Point1
Options for
struggling students2
Differentiate
Teaching Strategies3
Further differentiate
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Background Results ConclusionProject
Development
Action
Research
Lower Starting Point1
Options for
struggling students2
Differentiate
Teaching Strategies3
Further differentiate
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Background Results ConclusionProject
Development
Action
Research
Lower Starting Point1
Options for
struggling students2
Differentiate
Teaching Strategies3
Further differentiate
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““Rather than focusing on how students
need to change and improve, I learned to
focus on how to improve lessons for
students.”
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Impact on My Teaching Practice
Background Results ConclusionProject
Development
Action
Research
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Thanks!Dr. Grace, Critical Friends, all LTEC faculty and classmates, &
SFUSD colleagues and students.
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Presentation template by SlidesCarnival & Photographs by Unsplash.
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“Any Questions or
Comments?
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