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Assignment 2 EDN470 PROJECT PROGRESS REPORTStudent Name: Kristen RichesTutor’s Name: Sandra Hesterman Your email address (please type): kristenriches@Google Docs/Weebly Address/ Other (please type): words-20 marks Due: Monday 25th MayThe Project Progress Report must be submitted electronically via LMS.The Project Progress Report marks are allocated on the extent to which the student does not meet, meets or exceeds the following criteria:1) Overview of the teaching context and the action research aim/s 0-1Does not meet requirements1-2Meets requirements2)Identification of the strategies undertaken to achieve the aim/s0-1Does not meet requirements1-2Meets requirements3)Discussion of the data collection and data analysis processes0-2Does not meet requirements3-4Meets requirements4)Discussion of the preliminary findings0-2Does not meet requirements3-4Meets requirements5)Critical Reflections on future strategies/action to be undertaken to achieve aim/s0-2Does not meet requirements3-4Meets requirements-Page 1-6) Google Doc – inclusion of appendices:Hyperlink to your Marked Assignment 1 ( Your Rationale and Plan)Hyperlink to one item of evidence (transcript, student work sample etc.) These appendices are not included in your word count0-1Does not meet requirements1-2Meets requirements7) Professional Presentation Work is presented in a scholarly fashion using APA referencing, correct punctuation, spelling & grammar, clear headings. Assignment adheres to word limit/ and includes a word count.0-1Does not meet requirements1-2Meets requirementsGeneral Comments: Mark: /20As part of my action research project I have been researching my topic;FINDING A WAY FOR YEAR THREE STUDENTS TO LEARN DOUBLE DIGIT ADDITION THROUGH EXPERIENTIAL LEARNINGThe aims for this cycle is to explore how I can improve my mathematics teaching and make lessons engaging to raise participation rates in mathematics, use discussions and group work, teach addition through “doing” and gain more confidence when teaching within this learning area. To achieve these aims I have used a number of strategies; Developing fun and engaging addition lessons to ensure the students want to participate, including a discussion circle to conclude each lesson and gain some student feedback to reflect upon, using concrete materials and connections to real-life, and ensuring lessons are planned and well thought out so I have a framework to follow while teaching. The first step for my project was discussing my topic with the year three teacher of the students I will be working with. Upon this discussion, the teacher advised me that she is currently in the midst of teaching her year three students double digit regrouping, which she then asked if I could work on with the students I work with. Honestly, I didn’t feel very comfortable with this, however I felt that I should work around my teacher and try my best to incorporate regrouping into my project.Therefore, I started to brainstorm ideas on how I could teach the students double digit regrouping and addition through experiential learning (refer below).From here, I started to plan the activities that I would do with the students. I decided that I needed to find out what the students already knew about addition and regrouping and what strategies they use to solve problems. Therefore I designed a simple lesson where they were required to solve simple double digit addition problems related to shopping; a real life situation (see appendix 2). It was here where I gained an understanding of what levels the students were working at. The data I collected throughout my time spent with the students has allowed me to reflect on how I can improve and successfully reach the aims in my project. The first item of evidence collected was the worksheets and photos from the first lesson (see appendix 3). It is here where I gained an insight into what strategies the children already know and use to solve addition problems. I noticed that when one student (Student B) was adding her long list of double digits together that she was adding two double digits at a time, and then she went on to add those together at the end; a strategy that works well for her (see appendix 3.1). Another student (Student A) (see appendix 3.2) seemed to struggle with identifying what numbers were hundreds, tens and ones and resorted to using lines to distinguish these, and also used his fingers to help him solve the problems. During another lesson the students used dice to make their own addition problems. We then represented the problems using base ten blocks ensuring that the correct amount of blocks were placed in the corresponding hundreds, tens or ones column on their placemat (see appendix 4.1). They were then asked to solve the problem using the base ten blocks and show their trading. It was here where I saw Student A struggling, which is why he struggles when practicing double-digit regrouping, therefore I adapted the lesson so I could work with him on this area (see appendix 4.3). While doing so I spontaneously created a practical and engaging addition game for the other students using a snakes and ladders rug that I found in the storeroom, which surprisingly turned out to be a very successful hands-on learning experience (see appendix 4.2).Upon my data analysis it came to my attention that the students only know one or two strategies to solve addition problems. It is now my aim to help foster their development of a range of strategies through practical experiences, this way ‘the children can develop to the point where they can flexibly use either strategy according to their preference’ (Wright, Stanger, Stafford & Martland, 2006, p. 124). The strategies I hope to develop with the children include the jump strategy, the split strategy and the compensation strategy. The difficulties I experienced during cycle one was trying to think of ways to teach regrouping through experiential learning and relating content to real-life. When I planned my project topic I was really excited to challenge myself by choosing to teach mathematics, however since talking with my teacher and adapting my project to fit in regrouping I am now not feeling as excited as I am battling to find ways to teach it through “doing.” However, I feel that starting with trading activities such as the ones conducted in lesson one and two, is a good start as I can already see the students improving. James Gentry states that ‘the term “experience” implies a real world contact (or at least a “real-world-like”) contact,’ (Gentry, 1990, p. 13) therefore I intend to keep trying to relate my lessons to real-life situations. Another area I wish to improve on is exploring different ways of assessing the students. To achieve this I intend on using a number of different assessment strategies such as checklists. Checklists would be useful to use when I need to assess what strategies my students use when solving addition problems. ‘A major benefit is that checklists usually provide teachers with valuable information on how a student is developing according to a particular theory of learning. They provide valuable baseline data for subsequent comparison, and can also assess the process and product of learning’ (Brady & Kennedy, 2012, p. 62). Shirley Grundy states that during action research ‘we plan what we are going to do, carry out our plans, collect evidence along the way about what happened and reflect upon our evidence in order to make judgements about the improvement that occurred’ (Grundy, 1995, p. 12). Hence, I plan to improve my reflection processes and collect more of a range of items of evidence during my next cycle. For example, at the end of each lesson I will ask the students to rate and comment on the lesson using a simple rating scale that I will develop. Overall, my time with the students during this cycle has been successful, however I have much more to learn and improve on. I hope that through more research of experiential learning, careful planning and reflection, I can gain more confidence with teaching addition through experience and successfully teach my students a range of strategies to help them succeed when solving double digit addition problems. APPENDICES1 - Assignment 12 - Lesson Plan3 – Lesson 13.1 – Evidence3.2 – HYPERLINK "" Evidence Evidence (page 2) Photo4 – Lesson 24.1 – Evidence (photo) Evidence (photo) 4.2 – Snakes & Ladders Game (photo)4.3 - Evidence (photo)5 – Consent FormsConsent formConsent formConsent form6 – Amended timeline REFERENCESBrady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement (4th ed.). Frenchs Forest, NSW: Pearson Australia.Gentry, J. W. (1990). Guide to business gaming and experiential learning: What is experiential learning? Retrieved May 22, 2015 from , S. (1995). Action research as professional development. West Perth: Arts Accord.Wright, R.J., Stanger, G., Stafford, A.K., & Martland, J. (2006). Teaching number in the classroom with 4-8 year olds. London: Sage publications. ................
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