Hillcrest Professional Development School
Using Story Problems to Increase Mathematical Application
Primary Researchers
Deborah Chou, Intern, Baylor University
Tamara Holey, BSEd, Mentor Teacher, Hillcrest PDS, Waco ISD
Darlene Bolfing, MSEd, Intern Supervisor, Baylor University
Rationale/Introduction
When teaching mathematics to my first-grade class, my goal is to guide students into higher applications of the concepts beyond a concrete understanding. However, when working with students on word problems that assess application, I noticed that student engagement and conception decreased. I decided to implement story problems into math lessons, as the National Research Council (2001) found that "story problems can be powerful tools for engaging young children in mathematics." My plan is to utilize this type of problem to increase the application of math concepts and foster mathematics discourse that leads students to make connections.
Question/Wondering
In what ways does engagement in story problems affect application of math concepts for four of my lower-level first-grade students?
Methodology/Results
I conducted research on the four students in my first-grade class who were identified as struggling in mathematics based on beginning-of-the-year testing. The participants are two Latina females and two Latino males from lower to middle socioeconomic backgrounds. These students are 6-7 years old. One student receives special education accommodations, one is an English Language Learner, and one of the students is in Tier 2 instruction for math. Mathematics is the subject that this group shows strengths in, as they perform higher on math assessments than on reading assessments.
Over three weeks, I taught the four students math in a small group setting and collected data from student discourse, engagement, and weekly assessments. I created and administered a pre- and post-test to the students on the concepts the class learned during the research period: reciting numbers forward and backward and skip counting (TEKS 1.5A and 1.5B). The assessments contained application-level problems. For four days a week, the small group would meet for 10-15 minutes during the math block. On Days 1-3 of each week, I read a mathematics book connected to the content. After reading the book, I involved the students in story problems by creating scenarios and asking them to think about the narrative before doing the math. The students created their own story problems at the end of every small group time. On Day 4 each week, I gave the students a word problem and a story problem to solve. Once a week, I filmed a small group time to record the discourse and student engagement.
The results of the research study showed the effectiveness of utilizing story problems versus word problems. I created math scenarios with "a more familiar context or personalization so that the child[ren] and [their] friends are characters in the story" (Jacobs & Ambrose, 2008). I also included manipulatives and food as math tools to formulate the story problems. This sparked curiosity on how to apply the content to their own lives and got the students excited to solve the problems. The mathematics literature was visually and auditorily engaging, which initiated student conversation on number patterns and relationships. Student participation was high during the small group times recorded, with a 98% on-task engagement for all four students. As the study progressed, I noticed the students used more mathematical language in our small group, like "If I had five candy bars and I ate four candy bars…" and looked forward to meeting. The assessment data reflected student growth in the knowledge and application levels of understanding. From the pre- to the post-tests, the data showed the students had an average increase of 65.1%. The students answered all the story problems with an average of 95.75%, but they only got an average of 22.5% correct on the word problems given. While the pre- and post-assessments consisted of word problems based on the math workbook, the story problem data highlights how using mathematics scenarios increases understanding and the application of skills.
Implications/Recommendations
After conducting the research study, I saw the positive effects of utilizing story problems in small group settings. Every student met the objectives and applied their learning to word and story problems. They showed capabilities in higher-level discussions about math concepts and an increased engagement in the subject. I noticed the four students respond better to small group settings and enjoy more one-on-one instruction. I highly recommend implementing story problems in math to increase student application, which should be the ultimate objective of every lesson. Other students in the class were less motivated to learn math when it did not relate to their own life. Using story problems in the general classroom could look like reading a book and creating scenarios based on the story or allowing the students to work with more manipulatives to make better connections. In the future, I wonder if pulling a guided math small group during stations could promote mastery of standards. Including story problems in smaller groupings of students may foster further discourse and encourage students to think like mathematicians in all areas of their life.
Reference(s)
Jacobs, V. R., & Ambrose, R. C. (2008). Making the Most of Story Problems, Teaching Children Mathematics, 15(5), 260-266. Retrieved Nov 9, 2022, from https://pubs.nctm.org/view/journals/tcm/15/5/article-p260.xml
Tick, A. (2007). Application of Problem-Based Learning in Classroom Activities and Multimedia. Retrieved Nov 9, 2022, from http://bmf.hu/conferences/sami2007/36_Andrea.pdf
Janes, R. C., & Strong, E. L. (2014). Numbers and stories: Using children's literature to teach young children number sense. Corwin Press, https://doi.org/10.4135/9781483330907
Individual Personalized Behavior Plan
Primary Researchers
Jessica Farmer, Intern, Baylor University
Amon Harris, BS Psychology, Mentor Teacher, Hillcrest PDS , Waco ISD
Darlene Bolfing, MS Ed, Intern Supervisor, Baylor University
Rationale/Introduction
In my first grade classroom, focus and attentive listening is very important in all subject areas throughout the day. Much information is given in the forms of visual and auditory both for instruction and directions before, during, and after activities. The inability to focus during instruction affects a student’s learning ability overall, and may miss many of the foundation skills needed to become successful learners. Multiple factors such as lack of motivation, not getting proper sleep or nutrition (Oxford Learning, 2018). Disorganization problems or school anxiety are a few examples of why students may have difficulty focusing during instructional time.
Question/Wondering
In what ways will implementing a personalized behavior plan for a first-grade male student improve his academic focus during the afternoon reading workshop?
Methodology/Results
One male student in my first-grade classroom was chosen for this study. This male student has not been able to focus during the afternoon reading workshop time. He has difficulty listening and following behavior corrections, getting his work completed, although he has the potential to do so. He also distracts many other students, causing them to not complete their work during this reading instruction time.
To begin my study, I administered an engagement assessment with the result of 15% engagement. At the beginning of week one, I met with the student and administered an interest inventory and discussed with him about his interests and what might be motivations to help him gain focus during this afternoon instructional time (Incentives: School counseling, behavior plans, Elementary School Counseling, 2023). I then implemented a personalized behavior plan over the course of the next three weeks, involving stickers and glow and grow notes to his parents. Each week, an individualized sticker chart with his choice of Minecraft stickers was placed on his desk as a visual reminder. He received a sticker for his focused and correct behavior and completing his work throughout the afternoon reading instruction with the expectation of receiving at least three stickers for the week. At the end of the first week, he earned a total of three stickers. I discussed with him at the end of each week and after receiving his stickers why he earned the stickers. He was able to articulate the reasons for not earning more stickers and what he could do to earn more the following week. As an extra incentive, he would be able to share his success and sticker chart with his previous Kindergarten teacher at the end of each week, if he earned the prescribed number of stickers. During the second week, the students earned his stickers and also a positive note of glows and grows to his parents. During the final week, he earned his stickers and was able to share his charts with his past Kindergarten teacher.
The results of this research study showed significant improvement in the student’s focus, behavior and completing his work. The sticker chart strategy of his personalized behavior plan, along with the positive notes home and sharing his success with his former Kindergarten teacher, supported the research that positive rewards and feedback are effective tools when motivating students. The student’s engagement went from 15% to 30% over the course of the three-week research study.
Implications/Recommendations
This study and practice of using rewards to help with behavior management will affect my future instructional practices, because of the success I experienced during this experience. One strength of this study was the student being involved in the process of choosing the incentives and seeing the progress or non-progress of his behavior visually on his desk through the sticker chart. One weakness of the study was the ability to be consistent with giving the stickers as the student showed positive focus and behavior attributes, along with keeping the individualized plan away from the focus of the other students in the classroom.
Reference(s)
Kontos , A. (2014, December 30). Incentives: School counseling, behavior plans, Elementary School Counseling. Pinterest. Retrieved March 6, 2023, from https://www.pinterest.com/pin/123567583501994939/
Sara. “10 Reasons Your Child Can't Focus in School.” Oxford Learning, 25 Apr. 2018, https://www.oxfordlearning.com/why-cant-my-child-focus/.
Stephanie. (2021, May 21). 11 inexpensive behavior plan rewards for students. Mrs. D's Corner. Retrieved March 6, 2023, from https://www.mrsdscorner.com/behavior-plan-rewards/
Sic’ Em Germs! Effects of Inquiry Lessons on Hygiene and Germs
Primary Researchers
Yenna Park, Intern, Baylor University
Greg Oubre, Mentor Teacher, Hillcrest PDS, Waco ISD
Darlene Bolfing, MS Ed, Intern Supervisor, Baylor University
Rationale/Introduction
In my third grade classroom, I analyzed the impact on whether a health science inquiry lesson on Hand Hygiene/Germ Theory will influence students’ understanding of germs and hygiene practices. All classroom students participated in the lessons and activities, but four students were chosen for the study. The four students had shown either a lack of or ignorance of germs due to their actions regarding sneezing, coughing, or hand washing technique. “Germs” encompass bacteria, viruses, fungi, and protozoa, which are all transmitters of disease or illness. Children are often exposed to high rates of skin, ear, gastrointestinal, and respiratory tract infections because of exposure to germs (Collins and Shane 2018). Furthermore, these infections and diseases cause students to miss days off school or decrease participation, which negatively affects their learning experience overall. However, hand washing is an effective way in decreasing the spread of such infections, like diarrhea and pneumonia (Tidwell et al., 2020). Teaching handwashing in school is important because of multiple reasons including long-term behavior into adulthood and sharing information to family (Tidwell et al., 2020). Such benefits encourage educators to promote awareness of personal hygiene to decrease likelihood of sickness among students. Third grade students need to explain how personal hygiene and health behaviors influence spread of disease according to the TEKS. As a result, I wanted to implement this study and see if any changes in behavior and/or knowledge would occur.
Question/Wondering
For four of my 3rd grade students, in what ways does participation in a Hand Hygiene inquiry project impact their understanding of germs and hygiene practices?
Methodology/Results
Four students were chosen as participants in this study. I had two boys, one Caucasian and Hispanic, and two girls, one Hispanic and one African American. All students were 9 years old.
The study was conducted over a span of three weeks in the fall and two in the spring. I first gave a pre-assessment to my students asking about the concept of germs, hygiene, hygienic practices, and steps to proper hand washing. I also took qualitative data about the way they washed their hands prior to lunch for three days to have a baseline for comparison. Then, we initiated the Hand Hygiene inquiry project that took place over three days. Day one focused on the Engage and Explore lesson phases that included a skit, baton pass, and Glo Germ lotion activity. The skit was performed by two Baylor track athletes, and they took charge of asking questions and modeling how the Glo Germ lotion looked. Day two focused on the Explain phase, where I facilitated a discussion to build understanding of germ theory and proper handwashing techniques. I read the book Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome to teach students about germs and correct misconceptions. I also had a PowerPoint created by a Baylor graduate student that shared information about germs and hygiene. Day three focused on the Elaborate lesson phase, where students applied their understanding by creating a Hygiene poster. Throughout the span of three weeks, I took notes of the students when they washed their hands and observed any changes or improvements to their hand washing technique. Finally, I administered a post test on hygiene and germ concepts to students two weeks later. When spring semester started, I briefly reviewed the Hygiene activity with the students and observed hand-washing again for two weeks to see any noticeable changes in hygienic behavior. In addition to my observation and assessments, I also will be taking data about their poster analysis from Dr. Nesmith and her team once they are released. As of right now, the results are still pending, but I personally noted that my students had put both visuals and words about the lessons learned over the course of a few days. All posters were created individually.
When analyzing the pre and post assessments, all four students improved their scores. Only one student had more knowledge about hygiene and germs prior to the 5E lesson compared to the other students; she had scored ⅘ answers correct while the others scored at or below ⅖. After the lessons, their scores increased at or above ⅘.
During the weeks of observations for handwashing, I noticed most students only slightly improved their technique. However, this was not due to a lack of understanding or retention; rather, the students already had proper technique when washing their hands. For example, I noted that one student sang her ABCs to wash her hands, which she distinctly shared during the Explore unit. I only noticed two instances where there was a decrease in proper handwashing technique. One student did not wash in between his fingers after lathering with soap twice, and another incident was when one student washed his hands properly but did not have enough soap. Overall, my students had proper hand washing technique prior to the 5E lesson and maintained the same practices afterwards. Even in the spring semester, a quick reminder did not change practices much since students still washed their hands properly. All students showed appropriate hand washing technique, so it is difficult to determine if participation in the project influenced them to improve their handwashing. Nevertheless, they maintained their proper hand washing techniques, so the lesson is effective in reinforcing appropriate hand washing practices for the long term.
Implications/Recommendations
This study showed that my students were receptive to the inquiry project because their understanding of germs and hygiene practices increased. Many of my students had a lack of understanding about the concept of hygiene. but they now can share through writing and drawing what good hygiene is and specific practices to implement. The students were more engaged in the lesson and applied a plethora of knowledge onto their final posters that I would not have thought of previously. In addition, their handwashing practices stayed consistent over time. I recommend that other teachers and schools implement an engaging 5E model about hygiene to increase knowledge and practice of proper hygienic care. I believe that students at a younger grade level can learn the importance and steps of hygienic practices while older grade levels can use this as a long-lasting reminder about the importance of hygiene. I also believe that other behavioral patterns could be observed to see whether different styles of hygienic practices improved over time. For example, it would be interesting to see if students showed a difference in the way they sneeze and use proper hygiene after participating in the Hand Hygiene project.
Reference(s)
Collins, Jennifer P., and Andi L. Shane. “Infections Associated With Group Childcare.” Principles and Practice of Pediatric Infectious Diseases., pp. 25–32.
Tidwell, James B., et al. “Impact of a Teacher-Led School Handwashing Program on Children’s Handwashing with Soap at School and Home in Bihar, India.” PLOS ONE, edited by Vijayaprasad Gopichandran, vol. 15, no. 2, Feb. 2020, pp. 1–8. DOI.org (Crossref), https://doi.org/10.1371/journal.pone.0229655.
Bears Sic’ Germs
Primary Researchers
Hailey Ryberg, Intern, Baylor University
Karen Reeves, MEd, Mentor Teacher, Hillcrest PDS, Waco ISD
Darlene Bolfing, MSEd, Intern Supervisor, Baylor University
Rationale/Introduction
Germs are spread very easily in a variety of ways. When you come in contact with these germs and exhibit poor hygiene practices, this will lead to a higher chance of illnesses. Correct handwashing can prevent these illnesses greatly (Centers for Disease Control and Prevention, 2020). Young children are more susceptible to illnesses. The amount of germs that are in schools is very high, with a large number of students in a small proximity. These germs result in sicknesses and are spread to families and other places. It is important to understand the effect of germs and how to protect your students from them (SafeSpace, 2021). Infections affect children’s and teachers' health and cause missed school days and educational opportunities. Hand washing is one of the most important steps to keep schools, children, and staff healthy. Fourth grade students will learn the importance of staying clean and practices for good hygiene during science. The students will be assessed with a pre- and post-assessment of hygiene knowledge and handwashing.
Question/Wondering
In what ways does participation in a science inquiry-based lesson impact four of my fourth-grade student's (two boys and two girls) personal hygiene practices and germ understanding?
Methodology/Results
I taught an inquiry-based science lesson throughout a 3-day period on November 3, 7, and 8, in my 4th-grade classroom, including 11 girls and 9 boys. This lesson included information on personal hygiene practices, germs, and bacteria. The students completed a poster on how to fight off germs and a formal pre- and post-assessment of their knowledge of hygiene. I also observed the handwashing technique of the four students before and after the lesson. One day before I started my lesson, I observed the student's handwashing techniques. The first day the lesson started with a pre-assessment. For the engage section, two women from the Baylor Acrobatics team came to the classroom to perform a skit. This skit told the story about how germs can spread in contact and how to stop the spread of germs. After the skit, we moved on to the explore section. In small groups, we had the students put the glo germ gel on their hands, look at the germs underneath an LED light, wash their hands, then look under the LED light again to see how well or not well they washed their hands. We moved into a discussion with the class about the gel and what they noticed. Some of the students found that they had germs left on their hands after they had washed them. One student pointed out that she had germs stuck where her ring was and under her fingernails after she washed her hands. The end of the lesson included the explain section. I read the book Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome to the class. After reading, I transitioned into a PowerPoint presentation that covered what germs are and what they do, how to protect yourself from germs, the five steps for handwashing, and hygiene. This PowerPoint concluded day one of the lesson. The second day, we started with a discussion to review what we learned the day before. We then moved into the elaborate section. The students created a poster individually on how to stop the spread of germs. The students completed their posters on the third and final day of the lesson. For the evaluate section, I gave the students the post-assessment and watched for changes in their handwashing techniques. I compared the pre- and post-assessments of the four students, excluding one student for the pre-assessment due to an absence. I also compared the four students' handwashing techniques before and after the lesson was taught. For the pre-assessment data, student one showed a basic knowledge of germs, hygiene, good hygiene practices, and partial correctness of handwashing steps. Student two had basic knowledge of germs and good hygiene practices and little to no knowledge of hygiene and handwashing steps. Student three showed little knowledge of germs and the steps of handwashing and no knowledge of hygiene or good hygiene practices. Student four was absent for the first day of the lesson, so there are no results for the pre-assessment. For the post-assessment data, student one exemplified complete knowledge of germs, hygiene, good hygiene practices, and steps for handwashing. Student two showed complete knowledge of germs, hygiene, good hygiene practices, and steps for handwashing. Student three showed little knowledge of germs, basic knowledge of hygiene and good hygiene practices, and complete knowledge of handwashing steps. Student four showed complete knowledge of germs, hygiene, and good hygiene practices and almost complete knowledge of the steps for handwashing. Based on the results of the pre- and post-assessment, the inquiry-based science lesson showed an impact in each of the students' knowledge of germs, hygiene, good hygiene practices, and steps for handwashing. Their knowledge in each category has grown from before the lesson. I observed the student's handwashing before the lesson was taught. Student one put soap on their hands, scrubbed for about five seconds, turned on the water, rinsed for about five seconds, turned off the water, then dried their hands. Student two turned on the water, put soap on their hands, scrubbed for about five seconds, turned on water, rinsed for three seconds, turned off the water, then dried their hands. Student three turned on the water, put soap on their hands, scrubbed for about 11 seconds, turned on the water, rinsed for about eight seconds, turned off the water, then dried their hands. Student four turned on the water, put soap on their hands, scrubbed their hands for about five seconds, rinsed for about four seconds, turned off the water, then dried their hands. After I taught the science lesson, I observed the same four students wash their hands again. Student one turned on the water, put soap on their hands, scrubbed both sides of their hands and in between fingers for about 20 seconds, rinsed for about 15 seconds, got a paper towel to turn off the sink, then dried their hands. Student two turned on the water, put soap on their hands, scrubbed both sides of their hands and in between fingers for about 20 seconds, rinsed for about seven seconds, got a paper towel to turn off the sink, then dried their hands. Student three turned on the water, put soap on their hands, scrubbed both sides of their hands and in between fingers for about 14 seconds, rinsed for about five seconds, got a paper towel to turn off the sink, then dried their hands. Student four put soap on their hands, turned on the water, scrubbed both sides of their hands and in between fingers for about 15 seconds, rinsed for about four seconds, got a paper towel to turn off the sink, then dried their hands. Based on these results, the lesson positively impacted the student's handwashing techniques. This lesson impacted the attention to detail of their handwashing and how long they wash their hands.
Implications/Recommendations
Completing this study has opened my eyes to the lack of knowledge students have of germs and good hygiene practices. I believe this lesson had a big impact on my students and how they go about their daily lives. I would like to incorporate this lesson into my future classroom. I believe it would be beneficial for my students to have complete knowledge of germs, hygiene, and proper handwashing techniques. Many students miss school because of illnesses. The incorporation of this lesson would give the students insight into how to stop the spread of germs and limit the spread of illnesses. A strength of this research is the incorporation of the Glo Germ kit. The students were able to put the gel on their hands and look at the germs under an LED light. The students then washed their hands and looked under the LED light again. The students' eyes were opened to how well or not well they washed their hands. We also tested putting on the gel, opening the door, and shining the LED light on it. The students were able to see how easily germs can spread if you aren't careful. Something that could improve this project is the incorporation of a reteach after some time has passed to remind the students of the importance of handwashing and how to stop the spread of germs. I could give my students the same assessment they took at the time of the lesson to see how much information they have retained and review the topics we learned. An additional wondering I have is how the lesson could have impacted the students' home lives. I can see the changes the students made at school and the ideas of changes they shared in class. However, I am unable to see the changes in their daily lives. I think it would be interesting to have the students come up with ideas to implement in their homes. Then after a couple of weeks, the students take a survey about the ideas they implemented at home and how well they have kept up with them.
Reference(s)
Centers for Disease Control and Prevention. (2020, September 10). Show Me the Science - Why Wash Your Hands? Centers for Disease Control and Prevention. Retrieved November 8, 2022, from https://www.cdc.gov/handwashing/why-handwashing.html
SafeSpace. (2021, December 3). Germs in Schools: What You Need to Know. SafeSpace. Retrieved November 8, 2022, from https://safespaceco.com/germs-in-schools/