Take Action - Teaching Plan


How can the use of robotics and learning within collaborative groups be used to promote student engagement and have positive impacts on mathematical outcomes?

From my baseline assessment of student data, I know that multiplication is an area that my students need more direct instruction in.

I have compiled this rotation for the first teaching week of the term.

1) Teacher-led group - multiplication - explicit teaching using Bee Bots. Discuss groups of. Make 'groups of' using multi link cubes. These are heterogeneous groups so students will be working on different times tables. Using one times table (2s, 5s or 10s) put the multiples on a number track. Program the Bee-Bot to walk up and down, pausing on the numbers in the correct order for that times table. 2) Kid Bots - a fun independent activity where the students are the robots, coders, and robot managers. Using the 100 square or the snakes and ladders on the concrete, 3) Book based multiplication maintenance - practising times tables. Writing them out in maths books as a refer to guide. Practice on Basic Facts Maths Practice Tables 4) Bee-Bot exploration - some suggestions for activities were given but students had the opportunity to freely explore what Bee Bots can do.
  • Put out some bean bag obstructions and then have a Bee-Bot race with your buddy
  • Challenge your buddy to get around the race track in one go.

  • Tape a pen to your Bee-Bot. Can you draw a square? How many different rectangles can you make?



Comments

Post a Comment

Popular posts from this blog

Week 29 - Consider your audiences (Take action)

Image
D uring my inquiry into the use of robotics in maths to increase engagement in maths learning, and subsequently to improve learner outcomes, I have made changes in my practice. My plan is for this change to filter down through my team to other Year 5 teachers at my school. Here I will critically reflect on my wider audiences using Rolfe’s Model of Reflection . S tep 1 - W hat L ooking at my practice within a wider, national, context I need to consider the future of education and the role of new technologies within this. Bolstad et al (2012) suggest that 21st-century learning is ‘an emerging cluster of new ideas, beliefs, knowledge, theories and practices”. Whilst their research project is now 7 years old, one of Core Educations 10 trends for 2019 is Human Capital which states that “we must keep learning and changing to acquire skills and dispositions that meet the needs of different contexts and emerging opportunities.” Essentially 21st Century Learning for 2019. S tep 2 - S o
Read more

Week 30 Reflect on Your Evidence (Take Action)

Image
S tep 1 : D escribe the data you have collected A s part of my inquiry, I collected data during the “Scan” phase of the Spiral of Inquiry, the aim of which was to find out how my students-to-be felt about learning particularly maths and robotics. This data was used to refine my area of further research.  S ince then all of my data collection has been during the “Take Action” phase as per my Action Plan . O n a daily basis, I have been collecting quantitative data on student collaboration and engagement using tally marks on interval behaviour logs, to see if students were actively collaborating and engaged in their learning when using the Bee-bots. Qualitative data has been collected daily in the form of post-observation interviews with each of the four target students, in order to clarify the findings from the interval behaviour logs.  N umber Knowledge tests were carried out before and after the teaching intervention to obtain before and after quantitative d
Read more

Week 31 - Evaluate Your Impacts (Check)

Image
S tep 1 : W hat is the observed impact after the ‘Take Action’ phase? T he evidence from the ‘Take Action’ phase is that students were engaged in their learning (as long as the activities were pitched at the right level) which resulted in positive student learning outcomes. H owever, there is no evidence that it was actually the robotics that has improved outcomes and not other factors. I needed to have a control group, that I taught without the use of robotics, to compare with, in order to obtain evidence that robotics increased engagement and therefore student outcomes. W hen researching for the ‘Learn’ phase it was evident that there is no research around teaching maths using robotics, only information on using robotics to teach technology such as coding. This research, if conducted again with a control group, could provide valuable information in this field. F inally, my inquiry did not provide evidence for collaborative groups improving student outcomes as I focuse
Read more