Professional Development Quest PortfolioCarol Ann ...



Unit 4: Assignment 4.1b PMI Graphic Organizer Student Engagement StrategyCarol Ann BarryNational University In partial fulfillment of the requirements forMAT 671: Application of Best Practice Strategies in the ClassroomProfessor Alexander VellanowethMay 04, 2012AbstractThe purpose of this paper is to talk about the value of the PMI (Plus, Minus, Intriguing) strategy as it engages students in learning, and how it was implemented in a content standards-based lesson that refers to multiplication facts in a third grade classroom. Then, a short reflection is given as to how it works, and finally, there is a conclusion that talks about its value in the classroom.IntroductionBy the end of grade three, students must deepen their understanding of place value and their understanding of and skill with addition, subtraction, multiplication, and division of whole numbers. Students estimate, measure, and describe objects in space. They use patterns to help solve problems. They represent number relationships and conduct simple probability experiments. I personally feel that the basis for all of the above is being able to master the multiplication facts. In order to have the students understand the importance of them, I will conduct a PMI (Plus, Minus, Intriguing) activity in which the students will first work with a partner, and then we will all come together as a group to fill in the graphic organizer for everyone to see. The standard that his organizer helps support has to do with Number Sense, and it is 2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10. Other standards that it would support are: 2.3 Use the inverse relationship of multiplication and division to compute and check results; 2.4 Solve simple problems involving multiplication of multi digit numbers by one-digit numbers (3,671 × 3 = __); and, 2.6 Understand the special properties of 0 and 1 in multiplication and division.Implementing the PMI in MathematicsThe instruction that would give way to the students’ work will be: “Please come to the carpet and bring your white boards to lean on and a pencil. First, take one minute to think, quietly, about what you like about learning multiplication facts.” After a moment I will say: “Now, I will pass out a graphic organizer called PMI. If you notice, the ‘P’ stands for ‘plus’, that means things you like. Turn to your partner and discuss what both of you like or what you find is easy about multiplication facts. When you have organized your ideas, please write them in the space beside the ‘P’. Only one of you will write this time and that person will put his or her name right under de ‘P’”.When the students are finished with this step, I will continue on to say: “Now, I will ask you to think quietly again, about what are things you don’t like about multiplication facts.” After a couple of minutes I will say: “Now, please turn to your partner again and discuss your opinions. When you have organized your ideas, please write them in the space beside the ‘M’. ‘M’ stands for ‘minus’, which means things you don’t like or find difficult about multiplication facts. This time the other person in each group will write, and he or she will put her name under the ‘M’”.After 10 minutes, I will say: “To finish our activity, you will each think of two questions you might have about having to learn multiplication facts. When you have your questions you will write them down beside the space that says “Intriguing”. Each person will write his or her own questions. I will come around and listen to your discussions. When you are finished simply raise your hand, and wait for my instructions. In the end, you will all help me fill in my PMI organizer in the front for everyone to see.”These are the answers the students came up with:Learning my Multiplication Facts PMI Graphic OrganizerPluses (+)I can multiply automatically, without having to think too muchI will do good in MathIt will help to prove my DivisionsI can do problems fasterI can learn to skip count quicklyI will have an advantage over someone who doesn’t know themI can sing a song to learn themI can learn tricks for some, like the finger game for the 9 tableThe 1, 2, 3, 4, 5, 10, and 11 times tables are easyI will use them all my lifeKnowing them makes me smartYou can figure out patternsI can switch the numbers around if I don’t know them, like 9 x 5 would switch to 5 x 9, and that makes it easier to knowMinuses (-)It is hard workIt is boring to learn them and repeat them so muchIt requires a lot of practiceMultiplication facts for 6, 7, 8, and 9 are hardEverything has to be memorizedThey are confusingIntriguing (Questions or Thoughts) (?)How will I use multiplication in real life?How long does it take to know them all well?What would happen if I don’t learn them?What happens if I multiply incorrectly?Can I estimate every time?Why do they say multiplication and addition are similar?ReflectionThe value of the PMI strategy for engaging students in learning is great. Implementing this strategy for any topic, at the beginning or the end of a lesson, not only engages students in what they have to learn, but it also makes them aware of why they must learn it. When the students are able to participate in this analysis, then they find the value of learning for themselves. Ventriglia, L. (2010) states, “Graphic organizers encourage learners to work together to visually record their thinking on a topic.” (p. 107). In this example, I had the students working individually (thinking), then in pairs (to discuss and fill in the PMI), then individually again (to record plusses and minuses, which shows accountability for each student), and finally as a whole group, to include everyone’s opinions on a general PMI chart for everyone to see. It is important to mention that in order to fill in the PMI, I led them one step at a time, so it would not be overwhelming for them. Once the PMI is finished, it is clear to see visually and outside of everyone’s head, what are things students like and don’t like about a topic. In a sense, this relates also to the advantages and disadvantages of a topic, and in this case, the “plusses” outnumber the “minuses”. This is a wonderful tool to help the children realize that in the end, there are far more advantages than disadvantages to knowing multiplication facts, which in turn will convince them of their importance and finally help them feel at ease with the thought that they must master them as soon as possible, and that this “activity” applies to them all.ConclusionPMIs are organizers that help explore ideas, suggestions, or proposals. It first makes you think about the things you like (P = Plus), then it makes you realize the things you don’t like (M = Minus), and finally what you find intriguing (I), or interesting, or what you still want to know (questions), or overall thoughts about the topic. This is a very valuable exercise because instead of just liking or dismissing an idea, you can explore more ideas or thoughts related to it and make a better decision in the end about whether or not to implement it. I like the fact that you analyze ideas by first stating the “positive” factors and then the “negative” factors, and the last sections allows for further exploration questions or statements that will help make the final decision. In some cases, PMI is useful because without it, you may reject a valuable idea or proposal that seems bad at first. On the other hand, without a PMI, you are unlikely to see the disadvantages of an idea you like very much. This type of graphic organizer also helps because without it, most judgments are based not so much on the value of the idea itself, but on the emotions of the person analyzing the idea at that time. The PMI can show that ideas are not just good or bad, but it can also lead to other ideas. In addition, once you do a PMI, you decide whether or not you like an idea after you have explored it instead of before. It helps you think clearly and critically and can be used in any subject area, and in almost every grade.ReferencesVentriglia, L.D. (2010). Best Practices Motivation & Student Engagement. Creating Power Learneers. (8th ed.). México, D.F.: Litográfica Ingramex, S.A. de C.V. Language Development Standards for California Public Schools Kindergarten Through Grade Twelve. Retrieved from . PMI (2009). Retrieved from ................
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