REFLECTION

What I learned

Through this experience, I learned that growth is much more important than proficiency. While proficiency is often the goal on topics and assessments, I had several students that had already met the end of the year goal, or were very close. Through my research action in my classroom, I pushed students to go further than where they already were. As I stated earlier, even the highest students at the beginning of the year made growth in our Math Computation Assessment. Their strategies changed on how to solve each problem, which allowed them to be more efficient. These students could then apply the strategies to higher-level problems. Learning does not stop when goals are met.

I also learned that math stations are not only an effective way to teach math instruction, but the best practice for meeting all students at their individual needs. Students need specific and individual instruction because no two students are the same.

Students also need to be engaged during the other math stations while I am meeting with a small group. While it was a challenge to find engaging, meaningful math games, I found that it was worth it because students were engaged and applying the skills to a real scenario.

As a teacher, I have learned that not every program works for every student and it takes time to master math facts. Going into this process, I thought all of my students would show progress immediately if they just focused on math facts a little more. However, that was not the case. It took many weeks to see progression in some students and there were set backs at times.

I have learned how important math facts are for students to succeed and how important it is to monitor the students' progress. I also learned that number sense is pivotal to understanding math concepts. Students need to be able to solve problems in many different ways and contexts. I am very confident in math stations used in the classroom, and I have learned that with a lot of time and effort, they can be very effective.

Because of Capstone, I feel I understand data being used and implemented in the classroom. Not many teachers have experience in implementing new programs to increase results, and I am proud that I have done that and helped students along the way. I am very proud of the results from my action research. It helped my students, and I see it in their confidence in math now.

Lastly, I learned the importance of being open-minded in teaching and sharing ideas with colleagues. It is important to have a willingness to try new things in the classroom. With this positive attitude, success will happen in the classroom, with relationships with colleagues, parents, and students.

Best Teaching Practices

The strategies implemented in this action research align with the 21st century skills and best teaching practices. Math stations allow students to receive small group focused instruction, work on problems in their zone of proximal development, and interact with peers and technology. I have consistently displayed best practices through math stations and skill groups, as I have committed to my students and their learning, as Proposition 1 states. I continued to grow in the area of Proposition 2 this year as I learned more about the content learned in first grade. I used the research in this action plan to improve my knowledge and instruction during math stations. I continuously monitored students and their learning through all three of my teaching strategies (Proposition 3). I documented math scores, Xtra Math fact fluency progress, strategies used, topic math tests, and daily work. I really grew this year in the area of Proposition 4, as I planned more meaningful and purposeful lessons for my math instruction. As I stated previously, my math stations were a work in progress, but I was determined to make them work effectively, efficiently, and to maximize learning.

This Capstone experience has taught me that research and knowing best practices in teaching is the best way to increase instructional skills, both for students and educators.

This experience has also taught me the importance of building positive relationships and rapport with students, their parents, colleagues, and professionals. When those around you feel comfortable to collaborate, offer constructive feedback, success happens in the classroom.

Looking Forward

In the future, I would like to continue to implement Math Stations and Skill Groups into my math instruction. Math Stations are the best way to meet all students’ needs, at their level, each day.

Xtra Math The action research implemented in my classroom was successful, but there were certain elements that were more effective than others. Xtra Math had a positive impact on single digit fact fluency, but the time management of the students logging in and getting started with the program was not ideal. Next year, I would like to implement addition and subtraction flashcards in my classroom, rather than the Xtra Math program. This seems more realistic for first graders and the way math stations are set up in my classroom. The most common response from students is that they did not like the time factor on Xtra Math, meaning that they felt rushed to solve the problem in 3 seconds.

Math Stations The most effective strategies implemented during the action research were Math Stations and Tuesday Skill Groups. Math stations were a constant work in progress this year. I made many changes to best meet the needs of my students, classroom management, and best practices of teaching. My students and I found our groove with math stations halfway through the action research. The biggest realization at this time was that I needed to manage the Math with the Teacher station more effectively. The tone of my group set the tone for the rest of the class. With the help of my principal and mentor, I discovered that the most effective way to manage my group and improve instruction, was to have hands-on learning at the carpet. This meant not doing worksheets or paper-pencil activities, but instead using manipulatives to learn more concretely. This also meant that students had less to bring with them as they transitioned between stations. This small change made all of the difference! Students were prepared and I was teaching more purposeful lessons with each small group. Students at math with someone were playing games that aligned with the curriculum but also kept them engaged. These games were changed out each week to match the topic we were learning, which also required me to plan more purposeful games and activities.

Skill Groups

The other effective strategy that I implemented in my classroom was pulling skill groups every Tuesday, while the rest of the class was practicing skills on iXL on the computers. All first graders take one day a week to practice the necessary skills on iXL, so this was an activity already in my schedule. However, I pulled small groups to work on the addition and subtraction strategies that students needed to work on. I believe this was extremely effective for students because I could work on the specific skill they needed, while catching small mistakes that they make so that we could correct them. We focused solely on the types of problems that they see on the Math Computation assessment. Within the skill groups, we learned and practiced place value and strengthened single digit addition and subtraction. We also discussed test taking skills and how to read out signs carefully and check over our work. The above-level group also worked on borrowing and carrying when adding and subtracting. They did not master this skill, but they were introduced and given practice on these problems. These discussions and math talks were effective because students were more aware of the assessment and they gained confidence in their addition and subtraction skills. The growth on their assessment scores is a reflection of the effectiveness. Skill Groups were effective this year, and because we have the same curriculum next year, I know that I will want to implement them again. It was necessary to continue addition and subtraction instruction and practice throughout the entire year, and using math talks helped students understand WHY and HOW to solve the problems using the best strategies.

Professional Growth

Overall, this Capstone experience has made me realize the importance of meaningful and purposeful instruction. When lessons are thoughtfully planned out, they run smoother and learning is maximized and I learned this throughout the last year in my classroom. Feeling prepared for instruction each day has made me feel more at ease when teaching small group instruction.

Prior to this Capstone experience, I worried about teaching the above-level students in my class. Several students in my class were above grade-level since the beginning of the year. I quickly realized that these students needed meaningful instruction and practice to keep them engaged, and most importantly, continue growth and learning. The math curriculum provided in our district offers many lessons and activities for below-level and on-level instruction, but there were not quality enrichment lessons. In order to utilize the small group instruction, I had to supplement activities. I collaborated with second grade teachers, my first grade team of teachers, and principal to gather ideas and activities. While it was time consuming and required a great deal of effort, supplementing meaningful lessons with this group of students was beneficial to making adequate growth in math education.

Throughout the year, I have also grown as a professional in my teaching practices, with coworkers, parents, and my grade-level team. I've learned to find my voice and ask for help if I need it. When something is not working efficiently, it is okay to ask for advice and suggestions to make it better. I reached out to my principal for advice on my math stations because they weren't working effectively and she offered valuable solutions to try. I observed a veteran teacher, which gave me a clear idea of how to accomplish the changes I wanted to see.

My grade-level team has been wonderful to work with. I have learned how to collaborate effectively with each other so that we can maximize teaching and learning in our classrooms. We have learned how to build off of each other's strengths and ideas. Likewise, I have realized that I have many ideas and suggestions to offer as I build confidence in my teaching and professionalism.