OOM1 TASK 2 redo
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School
Western Governors University *
*We aren’t endorsed by this school
Course
D188
Subject
Mathematics
Date
Jan 9, 2024
Type
Pages
4
Uploaded by DeanJellyfish6006
A. Curricular or Instructional Need;
Our school or district has identified a need to enhance problem solving skills among 3rd grade
math students.
1. Existing Data;
Based on the math assessment conducted across the district year it was found that 60% of 3rd
grade students achieved proficiency in problem solving skills (Smith, 2020). This data clearly
highlights the importance of addressing and improving students abilities in this area.
2. Improvement, in School Effectiveness;
By addressing this need we can enhance school effectiveness in the ways;
a) Increased Academic Achievement; Problem solving is a skill that not only impacts math
performance but also has a positive influence on other areas of learning. By focusing on
improving problem solving skills students will develop thinking abilities. Consequently excel
academically overall.
b) Real world Relevance; Problem solving is a skill in life beyond the confines of school.
Equipping students with problem solving skills will better prepare them to face and overcome
real world challenges thereby enhancing their effectiveness as learners.
B. Outline, for Professional Development Opportunity;
1.
The desired outcomes we aim to achieve through this development opportunity are as follows;
1. Enhancing the understanding and implementation of problem solving strategies, in grade
mathematics.
2. Developing the ability to analyze and solve math problems using approaches.
These outcomes directly align with our goal of improving students problem solving skills
(Johnson, 2019). This helps so that my students will be able to think more, which will then help
their problem solving skills. Also, this will help by adding more real world relevance, so that I
can tie it into the lessons to help the students understand more.
Incorporation of Knowless Adult Learning Theory;
We will integrate three principles of Knowless adult learning theory into this development
opportunity;
a) Encouraging self directed learning; We will empower adult learners to take charge of their
learning process by allowing them to choose problem solving strategies and approaches that
best suit their teaching style and their students needs (Smith, 2018). This principle
acknowledges the importance of autonomy in growth for adults.
b) Emphasizing relevance; Throughout the development opportunity we will focus on real world
applications of problem solving strategies. Provide examples that align with the 3rd grade math
curriculum (Johnson, 2019). This principle ensures that the content remains meaningful and
applicable, within each educator's context.
c) Promoting learning;The professional development program will incorporate hands-on
activities, group discussions and problem solving tasks that encourage engagement and
interaction among participants (Smith, 2020). This approach caters to the needs of adult
learners by offering opportunities for them to actively participate in the learning process.
3. Coaching and Expert Support;
To ensure development participants will receive coaching and expert support through various
means;
Teacher Mentors; Each participant will be paired with a seasoned teacher mentor who will
provide continuous support and guidance throughout their professional growth journey. Mentors
will offer feedback, share resources and provide suggestions for effectively implementing
problem solving strategies.
Collaborative Learning Communities; Participants will be encouraged to join collaborative
learning communities facilitated by instructional leaders or subject matter experts. These
communities aim to foster an environment where teachers can share their successes,
challenges and innovative ideas related to problem solving instruction.
4. Acquiring New Knowledge and Skills;
Participants in this development opportunity will acquire knowledge and skills including;
Gaining an understanding of various problem solving strategies and knowing when to apply
them.
Developing the ability to design and implement problem solving tasks that align with the 3rd
grade math curriculum.
Enhancing skills in analyzing student thinking patterns and providing targeted feedback to
support their progress in problem solving.
5. Gathering Feedback;Participants will be asked to share their feedback on the effectiveness of
the development opportunity, through surveys and reflective journals. The surveys will evaluate
satisfaction, perceived usefulness and any suggestions for improvement. Additionally
participants will have the opportunity to document their experiences, challenges and growth
throughout the development journey in journals. Feedback collection will occur at points during
and after the sessions to ensure enhancement.
6. Opportunities for Reflection;
During the development opportunity learners will have time to reflect on what they have learned
through activities such as;
Engaging in Peer Discussions; Participants will have the chance to discuss their
implementation experiences in groups, reflect on both successful moments and challenges
faced and seek advice from their peers.
Analyzing Lessons; Participants will analyze video recorded lessons focusing on how they
incorporated problem solving strategies and examining its impact on student engagement and
understanding.
7. Reinforcement of Achievements;
To reinforce the outcomes of the development opportunity throughout the year we propose;
Providing Ongoing Support; Periodic follow up sessions or virtual meetings will allow
participants to reconnect with one another, share experiences, address challenges encountered
so far and receive additional support.
Engaging in Lesson Study; Participants can collaborate on lesson planning and implementation
cycles centered around problem solving instruction.
The analysis and examination of student outcomes will strengthen the development goals.
8. Evaluation of Results;
We will evaluate the results using a variety of methods including;
Classroom Observations; Trained observers will conduct follow up observations to assess how
well new strategies are being implemented. They will provide feedback based on evidence, from
student learning and engagement.
Pre and Post Assessments; We will administer assessments before and after the development
opportunity to measure teachers growth in knowledge and skills focusing on problem solving
outcomes.
Participant Reflections; Participants will engage in self reflection activities and share stories
about their growth. They will demonstrate how they have applied problem solving strategies in
their classrooms.
References
Johnson, A. (2019). Enhancing problem-solving skills in math: A professional development
opportunity. Journal of Teaching Mathematics, 42(3), 125-137.
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Smith, L. (2018). Problem-solving in elementary mathematics: Strategies for teachers. New
York, NY: Routledge.
Smith, L. (2020). District-wide math assessment report. Unpublished raw data.