WICKED PROBLEM PROJECT

PROBLEM

I teach Integrated Geometry Strategies, which is a 10th grade math support class that students take in addition to their regular math class if they historically have had trouble with math. I have tried several differentiated instruction ideas; however, I have not been able to fully engage my students to learn the curriculum, which in turn produces behavior issues.

SOLUTION

I wanted to find a way to assess my students’ learning but also keep them engaged in an activity. From doing research and having discussions with colleagues, I decided to utilize student response devices with this group of students in order to engage them in learning the Geometry curriculum. I hoped to be able to see directly if their engagement affects their learning based on their results from the response devices. I will use the data to shape my practice as well as get students more involved.

To evaluate the success of this solution, I will focus on several areas including my students’ learning and my effectiveness as a teacher due to the student response devices. I will be able to tell if students are engaged if they actively participate, seek to understand why they got a problem incorrect, and get excited to use the technology. By using this system, I will be able to monitor my students’ individual responses, track their progress, and students will get immediate feedback. I will also be able to tell when a majority of students have a misconception about a question and can address it on the spot, which I hadn’t been able to before.

TPACK

When determining the educational need for my students, I immediately thought of this support math class because many of my students lack the motivation to learn, which affects their behavior in class. Their current need is engagement in their lessons, which should increase their motivation. I chose to use the CPS Student Response Devices as a way to engage my students in their lesson, to allow them to receive immediate feedback, which should in turn motivate them to improve their scores the next time around. This would be where technology meets with pedagogy. With the availability of immediate feedback, I will be able to address the educational needs of my students and/or alter my lessons and examples if necessary.

Standardized testing is a major component to the Integrated Geometry curriculum. Something that should help my students achieve success on these assessments is the practice of answering multiple-choice questions along with the ability to quickly see their results. Because the Student Response Devices that students will use allows for only multiple-choice answering, this should help them to better comprehend test-taking strategies for these types of questions. Alternately, I may have the students do the work on paper and explain the steps they had to take before they can select the correct answer. Then they can turn the work in at the end of the review session. Also, the CPS results will help direct me in the type of classroom instruction I will give my students in the days leading up to their final exam. This is where technology and content overlaps. By reviewing lessons that cover the content that students have misconceptions about, it will improve overall understanding of the curriculum. Another thought would be to have students monitor their progress using the CPS data and then review their most-missed problems each night.

The teaching approaches that I will use during this review lesson that specifically address the Integrated Geometry Strategies course will focus on students’ prior knowledge from previous lessons or courses. Another pedagogical approach I will use will be addressing misconceptions about the content. Since my students’ needs fall under engagement and motivation, having various representations of questions, answers, and feedback will help cover a wide range of the learners in my class. Keeping the lesson moving with minimal distractions will also keep my students focused and engaged with the content. Finally, students will be receiving grades for participation and possibly for accuracy, which can be altered depending on their behavior. These approaches demonstrate the connection between pedagogy and content knowledge.

Link to Entire Wicked Problem Project

Link to Part A

Link to Part B

Link to Part C

Link to Part D