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STAD and collaborative peer learning in Mathematics Primary 3 [2015]

This proposal outlines the use of Student Teams Achievement Divisions (STAD) and collaborative peer learning as a teaching strategy to improve students' mathematics performance in Primary 3. The proposal includes a modified version of STAD and practical action research approach to meet students' needs. Teachers will be involved in the research journey and will serve as resources and learners throughout the process.

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STAD and collaborative peer learning in Mathematics Primary 3 [2015]

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  1. STAD and collaborative peer learning in Mathematics Primary 3 [2015] A Proposal by NorsinahBteSuadi

  2. Practical Action Research in 2015 The JOURNEY

  3. Stringer’s (2007) Action Research Interacting Spiral Look Look Look Look • Reflexive • Recursive • Dialectical Act Act Act Think Think Think

  4. Implications to P3 Teachers (2015) • Teachers are all RESEARCHERS, fully involved in this Practical Action Research journey throughout the year • Teachers are all RESOURCES that the level needs to tap on to discuss the sow, activities and materials used and to design the Pre and Post tests • Teachers are all LEARNERSas they continuously engage in purposeful quality discussions after each sub-unit or lesson taught and after each post test

  5. Special Request: Norsinah • Teach P3 Mathematics in 2015 • Get to be part of the Practical AR team to work together with the P3 teachers in:- • studying the current resources • designing the pre and post tests • Have a greater clarity of issues, constraints and challenges faced by teachers and work together to find practical solutions

  6. Why STAD? Student Teams Achievement Divisions [Slavin, 1995)

  7. Student Teams-Achievement Division [STAD] as a teaching strategy to improve students’ performance in Mathematics (Slavin, 1995) STAD from the cognitive-developmental perspectives: Piaget & Vygotsky Piaget – social arbitrary knowledge, language, values, rules, morality and symbol systems can only be learned with interaction with others. Vygotsky – functions are first formed collectively in the form of relations among children and then becomes mental functions for the individual. (Slavin, 1995) • 3 Key Concepts: • Team Rewards • Individual Accountability • Equal opportunities for success (Slavin, 1995) • Positive effects: • Student achievement • Self esteem • Liking of class • Attendance • Behaviour • Research on STAD (Slavin, 1995): • Implemented in regular public schools for students in grades 3 to 12 • 17 out of 22 studies found significantly higher students’ achievement A regular cycle of 4 instructional activities

  8. 4 or 5 students in a team representing a cross section of class performance, sex, gender and race/ethnicity • Major function: to prepare members to do well in the tests/quizzes • Form: Students discuss problems together, compare answers and correct any misconception if teammates make mistakes • Emphasis at every point: (1) team members doing their best for the team and (2) on the team to do its best to help members • Strengths: Team provides (1) peer support for academic performance [effects on learning] and (2) mutual concern and respect [effects on intergroup relations, self-esteem and acceptance] STAD – A regular cycle of 4 instructional activities (Slavin, 1995) • Main Strategy • Teacher’s explicit instruction • Supported strategies • Teacher-led discussion • Pupil presentation • Audio-visual presentation • (1) Individual Improvement Scores • Based on student’s performance from pre to post test • (2) Team Recognition in the form of certificates or other rewards such as newsletter recognition, bulletin board displays, special privileges, small prizes etc. • Post test to check on pupils’ understanding and mastery • Student is NOT allowed to help peers • Ensures individual responsibility

  9. Through the Practical Action Research approach of using STAD in the local context, researcher saw a need to modify Slavin’s STAD strategy to further meet students’ needs. STAD by Slavin (1995) Modified STAD by Researcher

  10. Modified STAD Teacher-Facilitator to check on peer coaching and pupils’ (mis)understanding of concept and/or skill. Focused Remediation • Tr selects pupils who still showed weak mastery; or not up to mark with peers, for remediation. • Process is cut down to 3 activities. Tr-Facilitator to re-teach any misconception or demonstrate how peer coaching should be carried out using common mathematical language.

  11. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  12. Preparation BEFORE STAD in each term (1) Materials Materials include: (1) SOW / lesson plan (2) Pre and post-tests* of a few sub-units (3) Textbook and Activity book (4) Supplementary worksheets [dept] (5)Focused remediation with individual tr-prepared worksheets (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments *A combination of sub-units prepared by one tr i/c e.g., algorithms on renaming involving addition with two, three and four place values. (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  13. Preparation BEFORE STAD in each term (1) Materials Steps involve: (1) Team Summary Sheets for each team (2) Rank students from highest to lowest [based on school exams e.g., SA2 of previous year, CA1 of current year etc.] (3) Decide on the number of teams [4-5 per team] (4) Assign students to teams (5) Fill out Team Summary Sheets (6) Determine initial base scores [based on pre-test] (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  14. Refer to the two excel documents: • Math groupings • Team Score Sheet Please complete BEFORE the next PS: 15 January 2015, Wednesday

  15. Preparation BEFORE STAD of each term (1) Materials Steps involve: (1) Teachers introduce the teams (2) Teachers have students move their desks together to make team tables (3) Tell teams they will be working together for the whole term and will earn certificates or other rewards on their team’s total performance (4) Students take 10 mins to come up with team name [Follow Alphabet] (5) Students to come up with the team cheer (6) Administer post test (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  16. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams • A cycle of 4 activities: • Teach and re-teach • Team Study • Quiz/Test • Team Recognition (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  17. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams (3) Getting Started • Steps include: • Figure improvement scores • Announce at the beginning of the next lesson • This will make connection between doing well and getting the due recognition • Hence, improve motivation to do their best (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  18. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities • 2 levels of team accomplishments: • Great team • Super team • Rewards or recognition in the forms of: • Team certificates • Bulletin-board display of the recent post-test super teams and great teams; may come with pictures of each team (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  19. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams (3) Getting Started Rationale for Improvement Point System The FIRST post test that is returned, tr to emphasize the following:- Main Purpose: Equal opportunity for everyone to beat their pre test score. Second Purpose: Team accountability as every member is important in contributing points to the team. Third Purpose: Point system is fair as everyone only competes to improve his/her own performance regardless of what the class does. (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  20. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes New base score is computed based on the pre-test of a few sub-units. (8) Recomputing Base Scores (9) Changing teams (10) Grading

  21. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments Reassign students to new teams after each exam e.g., CA1, SA1 and CA2. Rationale 1: Gives students from low scoring teams a new chance. Rationale 2: Allows students to work with other classmates. Rationale 3: Keeps the program fresh. (7) Returning the different quizzes (8) Recomputing Base Scores (9) Changing teams (10) Grading

  22. Preparation BEFORE STAD in each term (1) Materials (2) Assigning students to teams (3) Getting Started (4) Schedule of Activities (5) Figuring Individual and Team Scores (6) Recognising Team Accomplishments (7) Returning the different quizzes Grading is based on student’s achievement in CA1, SA1, CA2 & SA2. Individual pre and post tests performance to be put into the PERI Holistic file. Rationale: Parents to see their child’s progress. (8) Recomputing Base Scores (9) Changing teams (10) Grading

  23. FORMATIVE ASSESSMENT-Dylan William- How does STAD support FA?

  24. William, D., (2011) Embedded Formative Assessment

  25. STAD – A vehicle to drive the 5 key strategies of FA [William (2011), p. 46]

  26. What is a Practical Action Research design?

  27. About Action Research • Seeks to improve specific, local issues in a specific school situation. • Involves teachers in research to study concerns in their own schools or classrooms and to implement site-based councils or committees in schools to enhance research as an integral part of daily classes and education. • In this spirit, educators and teachers can test their own theories, and explore the impact of approaches on parents, colleagues, and administrators within their schools.

  28. About Action Research:

  29. What is to be done NOW?

  30. Dialectic Action Research Spiral (Mills, 2011) Identify an Area of Focus Develop an Action Plan Collect Data Analyze and Interpret Data

  31. Dialectic Action Research Spiral (Mills, 2011) P3 Mathematics Identify an Area of Focus Develop an Action Plan Collect Data Analyze and Interpret Data

  32. Dialectic Action Research Spiral (Mills, 2011) Identify an Area of Focus Develop an Action Plan Collect Data Find out from the current P3 & P4 teachers on their:- (1) strategies to teach math (2) their struggles in teaching math Analyze and Interpret Data

  33. Dialectic Action Research Spiral (Mills, 2011) Identify an Area of Focus Develop an Action Plan Collect Data Analyze and Interpret Data Clusters the findings into themes and shares at management

  34. Dialectic Action Research Spiral (Mills, 2011) Identify an Area of Focus Develop an Action Plan Collect Data Implement STAD with P3 teachers to improve student performance in Math Analyze and Interpret Data

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