FS 2 Learning Artifacts

LE 1: The Teacher We Remember
Prepared by: Carl Joel Tilos BSEd-IV

Work on my Artifacts: Attach your reflections here.
“Teaching is a very noble profession that shapes the character, caliber, and future of an
individual. If the people remember me as a good teacher that will be the biggest honor for me” says P. J.
Abdul Kalam. Indeed, teachers play a very critical role in imparting knowledge in learners and
transforming them into better people in the society. To be an effective teacher, there are some
fundamental characteristics BOTH professional and personal that one has to exhibit. One such
characteristic is creativity. A teacher must be able to address unique problems of the learners uniquely.
Self-confidence, dynamisms, and ability to engage learners are also important characteristics that a
teacher must have. All these characteristics are mastered through practice and experience. At the end of
the day, teachers have the very important responsibility of shaping the lives of the young, impressionable,
and highly curious children. With this responsibility comes great pride and joy. Therefore, all teachers
should strive for what can be considered to be a "good teacher” --- a teacher we can, and we will always
remember.
A good teacher can be defined as someone who always pushes students to want to do their best
while at the same time trying to make learning interesting as well as creative. A positive or negative
influence from a teacher early on in life can have a great effect on the life of a child. Teachers, especially
at the elementary level, must be very creative with their teaching styles. Not every child learns the same
way, nor are they interested in the same things. It is difficult to keep the attention of 15-20 children under
the age of ten. Classroom setup and design is a good way to get and keep the attention of students.
Workstations are a good way to encourage different types of learning. By allowing children a chance to
choose which activities they want to participate in, children are taking control of their own education. At
the elementary level, children are always learning and sometimes don't even know it. When I was in
kindergarten, I can remember being stimulated with the different things in the classroom. One place was
for gardening, and we could plant seeds and check them every day to see how much they had grown.
Another station in that classroom that sticks out in my mind is the arts and crafts station. There was a
large array of crayons, markers, scissors, construction paper and building materials we could use to make
pretty decorations to give to our parents for our homes. You see, kids can see through to the truth of the
matter. And while the flashy stuff can entertain them for a while, it’s the steady constancy of empathy
that keeps them connected to us. It’s the relationships we build with them. It’s the time we invest. It’s all
the little ways we stop and show concern. It’s the love we share with them: of learning, of life, and most
importantly, of people.
And while we continually strive for excellence in our profession as these days of fiscal restraint
and heavy top-down demands keep coming at us, relentless and quick, we need to stay the course. For
ourselves and for our students. Because it’s the human touch that really matters.
It’s you---it’s us, their teacher, that really matters.
LE 2: Embedding Action Research for Reflective Teaching
Work on my Artifacts: Your artifact will be an Abstract of a completed action research.
Title: INCREASING STUDENT LEARNING IN MATHEMATICS WITH THE USE OF

COLLABORATIVE TEACHING STRATEGIES
Authors: Jenna Di Fatta, B.A. Sarah Garcia, B. S. Stephanie Gorman, B. S.
ABSTRACT. Three teacher researchers conducted this action research project to increase their 54 high
school students’ achievements in mathematics. The teacher researchers had noticed a trend of low scores
on teacher-made chapter tests and non-completion of daily homework. Standardized tests showed that
most students scored below average on the mathematics portion, and the number of students having to
repeat mathematics courses had increased. The students’ overall grades in mathematics have dropped,
along with their attitudes towards mathematics learning. The project included 40 high school students
enrolled in either Algebra 1-2 or Geometry classes, from August 27, 2008, through January 17, 2009. In
each mathematics classes, there is a mixture of both freshmen and sophomores containing ten boys and
ten girls. Both mathematics classes are collaborative classes where a regular education mathematics
teacher and a special education teacher teach collaboratively. The teacher researchers planned three
different interventions including incorporating multiple intelligence-based lessons, offering positive
reinforcement for homework, and involving the students in more regular group work. The teacher
researchers started by having their students participate in a multiple intelligence survey and based their
lessons on intelligences most prominent in their classes. To increase homework completion, the teacher
researchers rewarded students who completed five consecutive assignments with a free homework pass.
The group work took place during homework time in class. Students were divided into groups of four or
five based on their ability level and worked as a team on homework and other activities. The teacher
researchers gathered data using three different tools which included obtaining average test scores, average
homework completion, and student surveys to understand how the collaborative setting affected their
learning. They found that some of the interventions did not work as planned. For example, offering
positive reinforcement to increase homework completion had a negative effect on the students. The
decline in the average homework completion was 0.68% in one class and 6.22% in the other mathematics
class. There were mixed results from both classes regarding the average test scores. Overall, most of the
students felt that being in a collaborative setting helped to improve their learning in mathematics.
LE 3: Understanding AR Concepts, Processes and Models
Work on my Artifacts: Your artifact will be a full blown action research.
INCREASING STUDENT LEARNING IN MATHEMATICS WITH THE USE OF COLLABORATIVE

TEACHING STRATEGIES
Jenna Di Fatta, B.A.
Sarah Garcia, B. S.
Stephanie Gorman, B. S.
An Action Research Proposal Submitted to the Graduate Faculty of the School of Education In Partial
Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership
Saint Xavier University
Chicago, Illinois
May 2009
ABSTRACT
Three teacher researchers conducted this action research project to increase their 54 high school students’
achievements in mathematics. The teacher researchers had noticed a trend of low scores on teacher -made
chapter tests and non-completion of daily homework. Standardized tests showed that most students scored
below average on the mathematics portion, and the number of students having to repeat mathematics
courses had increased. The students’ overall grades in mathematics have dropped, along with their
attitudes towards mathematics learning.
The project included 40 high school students enrolled in either Algebra 1-2 or Geometry classes, from
August 27, 2008 through January 17, 2009. In each mathematics classes, there is a mixture of both
freshmen and sophomores containing ten boys and ten girls. Both mathematics classes are collaborative
classes where a regular education mathematics teacher and a special education teacher teach
collaboratively.
The teacher researchers planned three different interventions including incorporating multiple intelligence
based lessons, offering positive reinforcement for homework, and involving the students in more regular
group work. The teacher researchers started by having their students participate in a multiple intelligence
survey and based their lessons on intelligences most prominent in their classes. To increase homework
completion, the teacher researchers rewarded students who completed five consecutive assignments with
a free homework pass. The group work took place during homework time in class. Students were divided
into groups of four or five based on their ability level and worked as a team on homework and other
activities.
The teacher researchers gathered data using three different tools which included obtaining average test
scores, average homework completion, and student surveys to understand how the collaborative setting
affected their learning.
They found that some of the interventions did not work as planned. For example, offering positive
reinforcement to increase homework completion had a negative effect on the students. The decline in the
average homework completion was 0.68% in one class and 6.22% in the other mathematics class. There
were mixed results from both classes regarding the average test scores. Overall, the majority of the
students felt that being in a collaborative setting helped to improve their learning in mathematics.
TABLE OF CONTENTS
CHAPTER 1 – PROBLEM STATEMENT AND CONTEXT

General Statement of the Problem………………..……………………………….1
Immediate Problem Context………………………...…………………………….1
Local Context of Problem……………………………...…………………….……4
National Context of Problem…………………………….………………………..6
Reflection…………………………………………………...……………………..6
CHAPTER 2 – PROBLEM DOCUMENTATION
Problem Evidence…………………………………………...…………………….8
Probable Causes………………………………………………………………….12
CHAPTER 3 – SOLUTION STRATEGY
Literature Review………………………………………………..……………….17
Project Objective and Process………………...………………………………….22
Processing Statements…………………...……………………………………….22
Project Action Plan…………………………………...………………………….23
Methods of Assessment………………………………………………………….23
CHAPTER 4 – ANALYSIS AND CONCLUSIONS
Historical Description of the Intervention…………….…………………………26
Presentation and Analysis of Results…………………………………………….27
Conclusions and Recommendations………………….………………………….32
Reflection…………………………………………….…………………………..35
REFERENCES…………………………………………………………………..39
APPENDIXES
Appendix A: Collaborative Teaching Survey Pre and Post……………………...43
Appendix B: Strategy Survey……………………………………………………44
Appendix C: Multiple Intelligence Online Survey………………………………45
Appendix D: Multiple Intelligence Lesson #1………………………...…………46
Appendix D.1: Parallel and Perpendicular lines Card Activity Worksheet...……48
Appendix D.2: Examples of Parallel and Perpendicular lines Cards.……………49
Appendix E: Multiple Intelligence Lesson #2…..…………………………...…..50
Appendix E.1: The Wave Activity…………………..…………………….……..52
Appendix F: Multiple Intelligence Lesson #3…………………………...………55
Appendix F.1: The Carousel Activity……………………………………………57
Appendix G: Multiple Intelligence Lesson #4……………………………......….58
Appendix G.1: Triangle Inequality Game…………………………………...…..60

1
CHAPTER 1
PROBLEM STATEMENT AND CONTEXT
General Statement of the Problem
Three high school teacher researchers observed that within their high school there had been a recent
increase of academic failure within mathematics, and they questioned whether a collaborative setting
would help increase their students’ success in these areas. Initial evidence of this problem included low
standardized test scores and an increase in the number of students who had to repeat a mathematics course
in order to receive sufficient credits for graduation. The teacher researchers believed that this was
evidenced in the classroom setting by the lack of daily homework completion and by the students’ poor
motivation succeed.
Immediate Problem Context
The three high school teacher researchers conducted this research in their classrooms in the same high
school building. Their high school is described in detail in the following section. All the data was drawn
from the 2007 State School Report Card. High School
The High School is a public school located in a suburban community that was established in 1962. It is a
large brick building that houses a total of 2,289 students and 157 full-time faculty members. This high
school has five computer labs as well as at least one computer in each classroom. It also houses a fine arts
academy where students can study drama, dance, band/orchestra, or chorus, for students that have applied
and been accepted. The breakdown of student ethnicity is 41.5% Caucasian, 9.6% African American,
44.8% Hispanic, 3.5% Asian/Pacific Islander, 0.1% Native American, and
0.5% Multiracial. Among these students 45.3% of them came from low income families
The limited English proficiency rate of the students was at 16%. The high school dropot rate in 2006 was
6.3% while the chronic truancy rate was at 7.4%.
The financial earnings of the teachers and administrators at this district average at $62, 452 per year. The
teachers in this district have been working for an average for 12.5 years. The number of teachers with a
bachelor’s degree is 41.1%. The number of teachers with a master’s degree and or higher degree is
58.7%. The ethnic background of teachers in this district is 84.7% Caucasian, 2% African American,
12.6% Hispanic, 0.6% Asian/Pacific Islander, and 0.1% Native American. In this district 22.4% of the
students are male, and 77.6% are female. The average class size at this high school as of the first school
day in May 2006 was recorded at 18.9. The ratio of students to teachers is 20.9 students to one teacher.
The graduation requirements and curriculum are described in the Table 1. Table 1: High School
Graduation Requirements
Academic Area Duration Semester(s)/Credit(s)
English 4 years 8
Freshman English, Sophomore English (Writing intensive),
Junior English (Writing intensive)
Senior English
Mathematics 3 years 6
Algebra 1-2, Geometry 1-2, Algebra 3-4
Science 2 years 4
Biology, Physical Science either Chemistry, Geology Intro
to
Physical Science or Physics
Social Studies 1 year 2

U.S. History: 1 semester 1
Civics (Pass the U.S. and Illinois Constitution Tests), 1 semester 1
Economics (Includes consumer education as required by
law)
Physical Education 3.5 years 7
Health Education 1 semester 1
Art or Music or Career & Technical Education Family and 1 year 2

Consumer Science, Health Occupations, Business
Education,
Industrial Technology or World Language
Electives 8
Total Required for Graduation 40
Source: School District Website

The graduation rate for all students in this high school is 80.1 %. The graduation rates by category are as
follows: 72.4% male, 87.1% female, 88.7% Caucasian, 70.1% African American, 70.5% Hispanic, and
82.2% Asian/Pacific Islander.
The American College Testing (ACT) composite score for the 2007 graduating class was 18.7 out of a
total of 36. Broken down by sections, the class scored 17.9 on the English portion, 18.9 on the
mathematics, 18.6 on the reading, and 18.8 on the science. The overall Prairie State Achievement
Examination performance for the 2006-2007 school years was 44.1%. This score represents those who
met or exceeded the Illinois Learning Standards.
The High School has one principal and two assistant principals, one of which acts as a dean. In addition,
there are four other deans who handle discipline issues in the school. Every department is assigned a
department head who deals with scheduling, and curriculum structure. The department head is also
responsible for conducting teacher evaluations.
The High School is known for its fine arts academy. In this fine arts academy, students audition to be
accepted, and are allowed to attend even if it is outside of their geographical school boundaries. In the
academic setting, students who score below the average on the Explore Test (the high school placement
test) are placed into a program with extended meeting times, such as 75-minute periods for mathematics
and science. A normal period at this high school lasts for 50 minutes. The extra time allotted in this
program allows teachers to incorporate additional reading strategies and basic mathematics skills, which
can bring the students up to sophomore standards. Additionally, new in the 2007-2008 school year, this
high school has incorporated a
mathematics resource room that also serves as a test make-up center. This center enables students to
receive additional help provided by mathematics teachers.
When approaching this high school, one notices a baseball field, an outside track, tennis court, a soccer
field, but no football field. All football games are conducted at a different high school within the district.
There are five computer labs accessible to students and staff, including twenty five computers in the
library. The High School is forty-five years old that had three additions during that timeframe. The
teacher researchers believe that the poor morale of the High School is directly related to the building’s
poor physical condition. This includes leaking ceilings, falling chalkboards, bathrooms with overflowing
toilets, desks covered in graffiti and broken chairs. These conditions may also affect the students’ lack of
motivation and attention during class.
The teacher researchers have noted that the students tend not to take daily notes in class and that the
students do not see the relevance in doing homework for practice. Students are also performing poorly on
tests in their mathematics classrooms. There is little access to new technology and other tools for
learning. A class size of 30 students for this school seems large for one teacher. Most students come from
a lower economic status and many parents are preoccupied with more than one job and are often hard to
reach.
Local Context of the Problem
This high school is located north west of a major midwestern city. In 2000 the city had a population of
94,487. There are 3,118 people per square mile with a population growth rate of 11%. To separate the
population by age groups, 38.03% are residents between the ages of 1 and 24, 54.01% are between 25 to
64, and 7.98% are of ages 65
5
and up. Caucasians make up 69.75% of the population, while African-Americans are at 5.66%, Asians at
4.97%, American Indian at 0.41%, Hispanics at 36.22%, and others at 19.09%. A total of 59.99% of the
population claim to be religious. Several religions are represented: 34.39% of the population is Catholic,
15.74% Protestant, 0.39% Latter Day Saint, 5.05% other Christian faith, 0.25% Jewish, 0.04% of eastern
faith, and 0.12% Islamic. The number of people with a two-year college degree is 7.1% of the population,
15.01% have obtained a four year college degree, while 5.76% hold a graduate degree and 76.36% have a
high school degree.
The average household income is $24,278, while the average number of people in a household is 2.95.
The unemployment rate in this community is 4.30%. The job growth is 1.14%. The prediction for job
growth within the next ten years is 21.38%. The majority of the population works in sales or an office
position.
The city was founded in 1835 by two men who settled on a nearby river. Over the next 165 years, this city
would include the world’s largest watch making factory, and the largest producer of dairy products in the
Midwest. This city also houses a number of facilities, including a recreational and fitness center, a
cultural center which houses their own world-renowned orchestra, golf courses, and a riverboat casino.
This high school is the product of 10 elementary schools and 2 middle schools. The mission of this High
School is “ …to provide all students with quality curricula and programs to meet intellectual, emotional,
physical and moral potential in a safe environment which respects the dignity and value of the
individual.”
The district consists of 64 schools and one superintendent. The High School’s tax base is $293,111,241.
6
National Context of the Problem
Catherine Gewertz of The Civic Enterprises for the Bill and Melinda Gates Foundation recently studied
the reasons why students drop out of high school (Gewertz, 2006). Catherine Gerwerz obtained the
viewpoints of diverse high school dropouts between the ages of 16 and 25. According to her findings, the
major reasons why students leave school are that they are bored with school, could not keep up with the
work due to frequent absenteeism, influence from their peers, lack of rules with too much freedom, and
they were failing classes, along with personal reasons of parenthood or the need to provide for their
family. The majority of the dropouts in her research commented on becoming uninterested in school
starting within the first two years of high school. The author, Gewertz, conducted interviews of 467 drop-
out students in Philadelphia and Baltimore. Results from the interviews confirmed that students were
dropping out of school because they were unmotivated to attend classes the classes were uninteresting to
them and unchallenging.
In 1999, the College Board reported on the trend for lower academic achievement by students (mainly
minority). In response, the Mid-Continent Research for Education and Learning combined seven papers
from known experts on diverse issues to generate a list of causes for this low achievement along with
offering suggestions for district and state policy makers to help teachers improve students’ academic
success.
Reflection
Students are showing a steady decline in achievement in mathematics and we would like to identify
methods that will increase this area of decline. Looking at the demographics of the community that holds
this high school, we suspect that some of the
7
student behaviors and problems stem from a low average household income and a lack of educational
background. We intend to increase our knowledge of collaboration and cooperation with our students and
other teachers in this process. By looking at our students tests scores, homework completion, and their
opinions on collaborative teaching, we will be able to tell if our efforts are successful and in turn will be
growing in our profession.
8
CHAPTER 2
PROBLEM DOCUMENTATION
Problem Evidence
The three teacher researchers involved in this action research project include two general education
teachers who teach mathematics and one special education teacher. The teachers had a common goal of
increasing overall student learning within their mathematics classes. The teacher researchers noticed a
common trend of students scoring low on tests, not completing homework, and having overall poor
motivation to learn and do well in their mathematics class.
To fully understand the current situation of their students, the teacher researchers gathered baseline data
from test scores, homework completion and surveys.
Test Scores
Teacher researchers calculated average test scores from both the mathematics classes from the first
quarter, which consisted of 9 weeks. Teacher-made tests were worth 25% of the student’s grade. This data
was gathered using a computer program, called Grade Machine, which calculated class averages when
individual grades were entered into the program.
9
Table 2: Average Test Scores Pre-Intervention
85.5
85
84.5
84
83.5 Average Test
Scores
83
82.5
82
Classroom Classroom
A B
The average tests scores for both classroom A and B are shown in Table 2. The data shows that in
classroom A, the average was 83.1%, and the average for classroom B was 85.1%.
Average Grades for Homework
The teacher researchers calculated average homework scores within all the classes from the first quarter.
Homework was worth 15% of the student’s grade. This data was also gathered using Grade Machine.
Table 3: Average Homework Completion Pre-Intervention
90
89
88
87
Average
86
Homework
85 Completion
84
83
Classroom Classroom
A B
The average homework completion for both classrooms A and B are shown in Table 3.
10
The data shows that in Classroom A, the average was 85.6% and in Classroom B, the average was 89.5%.
Student Survey
Students were given the Collaborative Teaching Survey (see Appendix A) to gather their thoughts about
being in a collaborative setting. The pre-surveys took approximately 15 minutes during regular class time,
and was given during the first week of school. Students were asked questions such as how much help they
received the first quarter and what they thought about having two teachers in the classroom. The student
survey was intended to gather more qualitative data as opposed to the quantitative data gathered from the
average test and homework scores.
Table 4: Percentage for Question #1: Do you feel that you are getting more help by having two teachers?
100
80
60
40
20
0 YES
Classroom Classroom
A B
NO
Table 5: Percentage for Question #2: Do you feel that having two teachers have helped you learn the
mathematics concepts better?
50
90 40
80 30
70 20
60 10
0
Classroom Classroom
A B
YES
NO
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Table 6: Percentage for Question #3: Do you feel that having two teachers has helped you to perform
better on tests?
70
60
50
40
30
20
10 YES
0
Classroom Classroom
A B NO
Table 7: Percentage for Question #4: Do you feel that having two teachers has helped you to complete
more homework assignments?
80
70
60
50
40
30
20 YES
10
0
Classroom Classroom NO
A B
Tables 4-7 show the percentages of the responses for the four questions asked on the Collaborative
Teaching Survey. Overall, more than 50% of the students felt that being in a collaborative setting would
be beneficial to them.
As the baseline data shows, student achievement, as far as homework completion, test scores, and attitude
towards mathematics was in the average range. The students were on the low end of the average range of
performance on standardized tests. The teacher researchers believed that if homework completion
increased, combined with an increase in classroom test scores and an improvement in attitude, this would
affect students’ standardized test scores and overall success. With this goal in mind, the teacher
12
researchers gathered information concerning why their students are under-performing, and narrowed it
down to three probable causes.
Probable Causes
As the demographics in Chapter One showed, the High School at which the research project took place
has a diverse population. In addition there are other issues that may impact student achievement in high
school mathematics. These include socio-economic status, parental involvement, and both students’ and
parents’ attitudes on mathematics education.
Socio-Economic Status
“To reach the goal of mathematics achievement for all, we must understand and address the obstacles
faced by economically disadvantaged students” (Lubienski, 2007, p. 55). Socio-economic status (SES)
has become more of an issue recently in the United States. Disparities between low and high socio-
economic statuses have been researched and have become more prevalent, as Lubienski found. Lubienski
further discovered that in low-SES students, their willingness to learn mathematics is not as high as their
higher-SES peers. Lubienski (2007) states, “Their higher-SES students have the confidence to make sense
of mathematics for themselves; in contrast, more lower-SES students would often ask me to just ‘explain
how to do it’ or ‘tell the answer’” (p. 56). He also said that as far as being interested and engaged, the
higher-SES students enjoyed discussions on certain conflicting mathematics topics; the lower-SES
students often complained that they would get confused about which mathematics ideas were right and
which were wrong (2007).
Lower-SES students view mathematics has merely memorizing facts. Lubienski

13
(2007) has found that this belief in the lower-SES students is negatively correlated with achievement.
Therefore, they are more likely to forget what they have learned. These students are less likely to retain
mathematics information as opposed to those students who have a deeper understanding of mathematics
concepts and relationships.
When the students are not at school, Lubienski (2007) found that “working class parents tend to be more
overtly directive with their children, often showing or telling the children how to do things” (page 54). In
contrast, he says, middle class parents find playful ways to help their children through certain
mathematics problems, guiding them through the problem solving process through questioning and
focusing on the general structure of the problems.
Furthermore, according to a study by the faculty in education at the Chinese University of Hong Kong,
students in richer or more egalitarian countries and with higher SES were more interested in mathematics.
These students put forth more effort and had higher self-concepts and self-efficacy. The study involved
questioning and testing, using the Programme for International Student Assessment (PISA) mathematics
test, of 107,975 15-year old students (Chiu and Xihua, 2008).
In another study that focused on patterns of Hispanic students’ mathematics skills, mainly lower-SES
groups, the results confirmed that these students displayed the lowest level of mathematics skills
throughout elementary school (Reardon and Galindo, 2007). This study included a nationally
representative sample of Hispanic students who were assessed in their mathematics skills from
kindergarten through 5th grade. Data from these tests were gathered and patterns revealed lower
mathematics skills for lower-SES students.
14
Parental Involvement
The teacher researchers have noticed a trend of parents of the high school students being so busy that they
cannot be involved in their child’s education, as exhibited through their poor attendance at open houses
and parent-teacher conferences. Hoover (2001) investigated the relationship of parental involvement with
student achievement in the classroom. He found that parental involvement correlates with student success
and performance in school through modeling and reinforcement. A major concern amongst teachers is
homework completion. Teachers complain that students do not attempt to complete homework or give up
easily on homework assignments. It was found that students are most attentive on homework assignments
when they had a parent working with them or overseeing them while doing their homework (Xu, 2005).
Moreover, the environment created by the parents was found to be linked with a student’s own self-
regulation of homework completion.
Data gathered from the National Education Longitudinal Study was used in a study conducted by Andrew
Houtenville and Karen Smith Conway to investigate parental effort and student achievement. Their
results confirmed that parental effort had a strong, positive effect on student achievement (Houtenville
and Conway, 2008).
Attitudes of Students and Parents on Mathematics Education
“According to a 2007 Public Agenda report called Important, But Not for Me, the majority of students
and their parents polled believed that studying higher level mathematics is not essential for life in the ‘real
world’ “(Scherer, 2007, p.7). Scherer also discovered that students are only studying higher level
mathematics courses to ensure graduation requirements.
15
Colin Foster (2007) found that students dislike mathematics due to not knowing the acceptable
mathematic behavior; they fail to distinguish which behavior is appropriate and which is not. He explains
that sometimes in mathematics there are problems that require a lot of work while other problems require
little to no work (mathematic behavior). Students often get confused about what problem requires what
amount of work and thus hesitate to answer, or even ask, questions. When they do feel that they need to
answer a question, they will do so with sarcasm which provokes the teacher and leads to punishment. For
example, Foster (2007) had students that always responded with “pi,” no matter what the context of the
problem was.
In the article, Important, But Not for Me, researchers found that local parents in Kansas and Missouri
realized that mathematics is important in education, but not vital in the need for personal growth or
opportunities. This resulted in the lack of parental encouragement for their children to better their test
scores within mathematics. Moreover, the parents do not see the need to improve mathematics education
in their local schools, as their children lack interest and motivation when entering mathematics classes.
These same parents claim that understanding higher level mathematics like calculus is not absolutely
essential while in high school. In fact only 23% of the parents polled say that higher level mathematics
classes are absolutely essential to be studied during high school (Public Agenda, 2007).
Classroom Possibilities
Many factors can cause a student’s lack of achievement or learning. However, not all of these causes can
be addressed in our research project. For example, the teacher researchers are not able to change their
students’ parent’s attitude or thoughts on
16
mathematics education. They can not change their student’s families’ socio-economic status, nor can they
easily change how much the parents are involved in their student’s educational experience. However, they
can influence their student’s attitudes on mathematics through various instructional strategies. The teacher
researchers wanted to be able to help their students perceive their math education as beneficial and
valuable to their future.
17
CHAPTER 3
SOLUTION STRATEGY
Literature Review
The literature on helping students retain and develop higher level thinking skills focuses mainly on
creating lessons based on different multiple intelligences, incorporating more group work, and the use of
positive reinforcements in the classroom. Three instructional strategies drawn from the articles provided
the processes and uncovered the advantages of using these strategies in mathematics courses.
Use of Multiple Intelligences
The use of multiple intelligences in the classroom lessons is a widely popular technique to help students
retain and develop higher level thinking skills. The potential of students is no longer just based on a
student’s IQ. Research has shown that a students’ IQ accounts for only 20% of the students’ potential.
The use of multiple intelligences has been described as “a framework allowing teachers to explore their
teaching styles and to assist them in making decisions about ways to structure teaching and learning
experiences for students” (Ozdemir & Tekkaya, 2006). The approach has been described as serving three
main purposes: 1) matches teaching to the way students learn, 2) encourages students’ development, and
3) encourages diversity (Ozdemir & Tekkaya, 2006). A research study done by Teele Inventory for
Multiple Intelligence (as cited in Ozdemir & Tekkaya, 2006) has shown that out of seven of the multiple
intelligences, students are strongest in both linguistic and logical-mathematical when entering elementary
school and are the weakest in these two by the end of high school. After conducting a study on students in
a science classroom incorporating a pre- and post- test along with activities that addressed all
intelligences, Teele reportedly found that the
18
multiple intelligence instruction allowed students to retain more information and started using the other
intelligences besides linguistic and logical-mathematical (Ozdemir & Tekkaya, 2006).
Another teacher in Pennsylvania also found benefits of using multiple intelligences within her classroom
(Emig, 1997). She gave two examples of lessons that incorporated activities that addressed each of the
multiple intelligences. When she would finish an activity she would then evaluate her work using a chart
that she developed and determine the students’ content knowledge. By doing several lessons that spanned
throughout a year, she concluded that within each unit she was able to address all intelligences and that
students felt more competent and confident in their work and found enjoyment in learning new
information (Emig, 1997). By using all of the multiple intelligences it has been shown that lessons can be
presented in more interesting ways and leads to students’ having a confidence in themselves and more of
a desire to learn the material.
“Multiple intelligences have been praised as one of the most important new ideas on the educational
horizon” (Gardner, 1997, p. 20). It does take time to develop implications of these intelligences but,
according to Gardner, “it can be a partner in the process of creating an excellent school” (p.20). He has
discovered that it allows students to be engaged with what they are learning and better prepares them for
work after school. Teachers who have experience in the use of multiple intelligences have expressed its
strength in “conveying interdisciplinary content and concepts” (p.21). Gardner refers to a teacher who has
a decade’s worth of experience who has determined that these ideas have greatly improved student
progress, parental communication, and growth amongst his
19
colleagues. Gardner concludes that the use of multiple intelligences within the classroom is an ongoing
process, but research shows that it can be highly beneficial.
Grouping students
Grouping students in the mathematics setting is very substantial and effective according to many sources
(Lee, 2006). For example, the author of The Power of Groupthink, Lee, states that when people pull
together their knowledge, they can outperform the brightestest of individuals. In this article, researchers at
the University of Illinois conducted a study that included 760 college students. They asked these students
to crack a code that tested mathematics and logic skills, some worked alone while others worked in small
groups. Partners who teamed up outshone even the top-scoring solo individuals at this school. One of the
researchers explained that groups have an edge because they build on each other’s insights, making it
easier to recognize correct answers.
According to Theodore Panitz (2000), the author of Using Cooperative Learning in the Mathematics
Classroom, there are many benefits to cooperative learning. It not only benefits the students and their
learning, but it also benefits the teachers. As she interviewed her students after they had worked in
groups, one of her students responded to her question by saying, “Before your class, I disliked math. I
was always getting aggravated and scared by it. Working together with those around me in a group was a
great help in understanding the material and the many different ways in which a problem can be tackled
and solved” (Panitz, 2000, p.8). Grouping students motivates them and their critical thinking skills are
enhanced, as well, students becoming more familiar with their peers while still enjoying mathematics.
“I felt so isolated and frustrated when I was asked to work by myself; I had no
20
one to bounce ideas off of!”(Williamson, 2006, p.195). This was a statement made by a 12-year-old
student in a mathematics class. Their teacher, Williamson, who is the author of Group and Individual
Work (2006), concluded that group work increased the opportunities for communication and made
problem solving a richer experience for students. Her research process was to have half of her class work
as a team for the lesson, and the other half work individually. She found that the teams that worked
together were very confident and felt less frustrated with the material. The groups that worked together
also had no problem with reporting to the class on something they had produced as a group (Williamson,
2006).
Positive Reinforcement
There have been many debates about whether teachers should incorporate positive reinforcements to their
students. Some argue that students should not be rewarded for things that they should be doing anyway,
while other teachers believe that student demographics are changing and that education and pedagogical
practices need to follow that change in order to better help our students (Lysakowski & Walberg, 2001).
Despite both of these views, there have been many studies that have shown the benefits of giving positive
reinforcements to students with an increase in student learning.
Patzelt (1992) reported one case where a 9-year-old student was failing to complete daily homework
assignments. In response, the teacher with the student created a three-week contract that required the
student to complete homework assignments neatly, check homework with the teacher, and complete a
homework recording chart with the teacher. As a reward for the student complying with the contract, the
teacher gave positive reinforcements, such as certificates of accomplishment, food, verbal praise and
21
encouragement, and being able to function as the teacher’s helper. At the end of this study, this student
took responsibility for checking and correcting homework, and completing the homework chart
individually (Patzelt, 1992).
In a study conducted by Lysakowski and Walberg at the University of Illinois at Chicago Circle in 2001,
the effects of reinforcement had an impact on students’ percentile ranges. A sample of students was split
into two groups, one group receiving positive reinforcement while the other group did not. The
researchers found that the group which received positive reinforcement averaged at about the 88th
percentile compared to the group which did not receive reinforcements which averaged at the 50th
percentile (Lysakowski & Walberg, 2001).
Awarding points has been discovered to be a way to help students stay on task and as a way to implement
positive reinforcement. Cruz and Cullinan (2001) described a mathematics class of students with social-
emotional disabilities, learning disabilities, and other health impairments where the teacher created a
definite on-task behavior plan and recorded the results each day. The students were on a token-reward
system based on points. Within this system, there are three different types of behaviors that students could
received points for. These included behaviors such as following general classroom rules, achieving goals
set by an individualized learning plan, and for going “above and beyond” interactions with other students.
As a result, the teacher noticed that the classroom on-task behavior had improved, and eventually most, if
not all of these students exhibited on-task behavior (Cruz & Cullinan, 2001).
22
Conclusion
The literature supports using multiple intelligences, incorporating more group work, and using positive
reinforcement to increase student achievement in mathematics. The articles provided the processes and
uncovered the advantages of using these strategies. Through the use of lessons driven by the multiple
intelligences, it has been found that teachers have reached more of the students’ needs. Grouping students
together in the classroom not only supports their learning of mathematics, but improves their confidence
as well. Positive reinforcement gives the students the extra incentive needed for them to do well in
mathematics. It also becomes a way for students to take responsibility for their choices. All three of these
strategies together would contribute to student success in mathematics.
Project Objective
The objective of this research project is to increase student learning in mathematics classes. As a result of
using multiple intelligences in lessons, assigning more group work, and using positive reinforcement for
homework during the time period of September 1, 2008 through January 17, 2009, the students of teacher
researchers A, B, and C aimed at improving homework completion, increasing students’ performance on
tests, and affect students’ thoughts and feelings about collaborative teaching in a positive way.
Processing Statements
To complete this research, the teacher researchers had to complete certain tasks that included creating
surveys, lessons, and deciding the types of positive reinforcement. Students’ opinions on collaborative
teaching were gathered through surveys. The lessons
23
needed to be developed so that they touched upon the different multiple intelligences of
the students. The teacher researchers needed to devise an action plan to give positive
reinforcement to the students to address the lack of homework completion.
Project Action Plan

Week 1 (August 27 – August 29)
Pass out consent forms for students and parent/guardian. These will be collected by the end of the week.
Week 2 (September 1 – September 5)
Conduct Pre-Collaborative Teaching Survey asking students how they feel about their classroom
environment..
Week 3 – Week 8 (September 8 – October 24)
Traditional co-teaching styles. The general education teacher teaches the lesson, while the special
education teacher keep students on task.
Week 9 (October 27 – 31)
Teacher researchers will gather data on the following from the first quarter:
Average homework completion in each class o Average test scores for each class
Week 10 – Week 18 (November 3 – December 19)

Have students participate in the multiple intelligence online survey in class.
Implement different multiple intelligences lessons into the classroom. Distribute strategy survey to
students after each multiple intelligence
lesson or group work activity.
Incorporate more cooperative learning groups.
Give positive reinforcement for homework completion.
Winter break Week 21 (January 5 – January 9)
Teacher researchers will gather data on the following from the second quarter:
o Average homework completion in each class o Average test scores for each class
Distribute post collaborative teaching survey.

Week 22 (January 12 – January 17)
Teacher researchers will collect and analyze data and compare results from the first quarter to the second
quarter.
Teacher researchers will meet as a group to compare and evaluate results.
Methods of Assessment
The teacher researchers created two different surveys to gather data on their
24
students’ views on collaborative teaching as a whole. One was a Collaborative Survey and the other was a
Strategy Survey (see Appendix B).
Student Surveys
Collaborative Teaching Survey
The Collaborative Teaching Survey was given before and after the interventions in this research process.
The survey asked students for their thoughts and feelings about collaborative teaching. The purpose was
to determine if students see collaborative teaching as beneficial to their learning, homework completion
and performance on tests. This survey was given during the week of September 1, 2008 and again during
the week of January 5, 2009 to see if there was a change in the students’ attitude towards having two
teachers. All three teacher researchers administered the survey in their classes to gather data about how
the students perceived their collaborative class.
Strategy Survey
The Strategy Survey was given after each multiple intelligence-based lesson was taught. This survey was
an open-ended question that asked students for their comments about how the lesson did or did not help
improve their understanding in mathematics.
25
Homework Completion
Another assessment tool used was the Quarterly Average Homework Assessment. The teacher researchers
kept a daily record book of homework completion and then calculated the homework average on a
quarterly basis. This data gathering tool was used starting in the week of September 1, 2008 and ending in
the week of January 5, 2009. The teacher researchers calculated averages from the first quarter and then
compared the averages from the second quarter after the interventions took place. The first quarter was
done the week of October 27, 2008 and the last quarter was done in the week of January 5, 2009. This
data was then graphed to show changes in homework completion as a result of the interventions.
Test Scores
Test scores were gathered from all the students and were used as the last data tool. The tests in the teacher
researchers’ classrooms were teacher-designed. The teacher researchers calculated their averages at the
end of each grading quarter. The first was done the week of October 27, 2008 and the last was the week
of January 5, 2009. This data compared the two time periods to assess any changes in students’ test scores
after the intervention strategies were implemented.
26
CHAPTER 4
Historical Descriptions of the Interventions
The three teacher researchers had a common goal of increasing overall student learning in their
mathematics classes. In particular, they wanted to increase homework completion, increase test scores,
and improve students’ attitude toward being in a collaborative setting.
In the first week of this action research project, the teacher researchers distributed and collected student
consent forms to be signed by their parent/guardian. During that same week, the students themselves
signed consent forms allowing the teacher researchers to collect data. After consent forms were signed
and turned in, the teacher researchers had students participate in the Collaborative Teaching Survey. This
survey gathered information concerning the students’ attitude towards the collaborative setting. The rest
of the first quarter, which was the third through the eighth weeks of the research project, the teacher
researchers taught in a traditional collaborative setting. During this time period, there were no
interventions implemented and students, for the most part, worked individually. At the end of the first
quarter, Week 9, the teacher researchers gathered data from test scores and homework completion, and
found the average for each classroom.
Soon after, during Week 10, the teacher researchers conducted the Multiple Intelligence Online Survey
(see Appendix C) to find what multiple intelligences were prominent in each classroom. The teacher
researchers used the statistics from the surveys to design lessons that appeal to those types of intelligences
(see Appendices D-G). Throughout the second quarter, weeks ten through eighteen, these lessons were
27
implemented and the Strategy Surveys were given to gather information about students’ attitudes toward
how that lesson improved their understanding of that particular topic. During this time, the teacher
researchers also rewarded students with a homework pass for every five consecutive homework
assignments completed. Lastly, the teacher researchers divided their classes into groups of four or five,
according to their ability level, and had them work together within their group on homework assignments
and other activities.
During Weeks 20 and 21, data from test scores, homework completion, and the Collaborative Teaching
Surveys from the second quarter were gathered and tabulated. Then, as a group, the teacher researchers
compared their data between both quarters.
Presentation and Analysis of the Results
Test Scores
After the second quarter was completed, the teacher researchers gathered the average percentage of test
scores from their classes. The data was gathered using the GradeMachine program, which was the same
program used to gather the data before interventions were implemented.
28
Table 8: Average Percentage of Test Scores Pre- and Post-Intervention
90
88
86
84
82
80 Average Test
78
Classroom Classroom
A B Scores Pre-
Intervention
Average Test
Scores Post-
Intervention
In Table 8, the data displays the average test scores before and after the intervention strategies were
implemented. Within Classroom A, the average test score increased by 5.03%, while Classroom B
decreased by 3.3%.
Average Grades for Homework

The program GradeMachine was also used to gather the average percentages for homework completion.
Table 9: Average Homework Completion Pre-Intervention and Post-intervention
90
88
86 Average Homework
84
Completion Pre-
82
Intervention
80
Classroom Classroom Average Homework
A B Completion Post-
Intervention
29
Table 9 illustrates the average homework completion scores pre- and post-intervention strategies.
Classrooms A and B both experienced a decrease in their average homework completion, 0.68% and
6.22% respectively.
Student Survey
Table 10: Percentage for Question #1-Do you feel that you are getting more help by having two teachers?
Pre-Survey Post-Survey
100
80
60 100
40 80
20 60
0 40
Classroom Classroom YE 20 YES
S
A B 0
Classroom Classroom
A B NO
NO
In Classroom A, there was an increase by 9.5% in students’ attitudes about having two teachers within the
classroom, while Classroom B experienced a decrease of 7.3%.
30
Table 11: Percentage for Question #2 – Do you feel that having two teachers have helped you learn the
mathematics concepts better?
90
80
70 100
60 80
50 60
40 40
30 YE 20 YES
S
20 0
10 Classroom Classroom
0 A B NO
NO
Classroom Classroom
A B
Both Classroom A and B saw an increase in the students’ attitudes concerning having a better
understanding of mathematical concepts. Classroom A increased by 8% and Classroom B increased by
1.4%.
31
Table 12: Percentage for Question #3: Do you feel that having two teachers has helped you to perform
better on tests?
70
60
50 80
40 70
30 60
20 50
10 YE 40 YES
S
0 30
Classroom Classroom 20
A B 10 NO
NO
0
Classroom Classroom
A B
Table 12 shows that for Classroom A, the number of student responses for feeling that having two
teachers helped improve test performance decreased by 14.1%. On the other hand, the students’ feeling
for having two teachers helping to improve their test scores in Classroom B increased by 2%.
32
Table 13: Percentage for Question #4 – Do you feel that having two teachers has helped you to complete
more homework assignments?
80
70
60 90
50 80
40 70
30 60
20 YE 50 YES
S
10 40
0 30
Classroom Classroom 20 NO
NO
A B 10
0
Classroom Classroom
A B
In Classroom A, there was a slight increase of 0.2% of students responding “Yes” to the question
regarding the students’ attitudes towards completing more homework assignments due to having two
teachers. Classroom B had a more significant increase of 10.1% in response to the same question.
Conclusion and Recommendation
Through analyzing the data, the teacher researchers have concluded that the strategies that were
implemented had a positive affect on the students’ attitude towards being in a collaborative setting. With
an increase of group work and incorporating more multiple intelligence based lessons into the classroom,
the data showed, through Tables 10-13, that the majority of the students either had similar thoughts or had
changed their thinking for the better. On the other hand, within Classroom B, after the interventions, more
students felt that they were not getting more help by having two teachers, considering the data decreased
by 7.3% as shown in Table 10. Also, Classroom A saw a
33
decrease in the number of positive responses in regards to performing better on tests while having two
teachers in the classroom.
Another area where difference within classrooms was shown was in the average classroom test scores.
Classroom A experienced an increase of 5.03%, whereas Classroom B experienced a decrease of 3.3%.
Interestingly, this does not correlate with the student responses from the Collaborative Teaching Survey
concerning collaborate teaching. Even though there was an increase in the average test scores in
Classroom A, fewer students felt they performed better on tests due to having two teachers in their
classroom. In Classroom B, after the interventions, more students felt they performed better on tests, even
while their average test scores were lower after the interventions.
Another interesting finding was concerning the students’ feelings of having two teachers to better learn
mathematics concepts. As shown in Table 11, both classes felt that by having two teachers their
mathematics learning improved. This data supports the increase in the average test scores in Classroom A,
but contradicts the actual data for Classroom B. In Classroom B, the students felt that by having two
teachers helped improve their test scores, but in actuality their scores decreased.
In addition to the discrepancies in the test scores and student perceptions, there were also inconsistencies
amongst average homework scores. The intervention that aimed to increase homework completion was
the awarding of a free homework pass to students who completed five consecutive homework
assignments. Within both classrooms, the average homework completion percentage decreased (see Table
9). However, the students, in the Collaborative Teaching Survey, expressed their thinking that having two
teachers helped them to complete more homework assignments (see Table 13).
34
In an effort to improve mathematical knowledge, test scores, and homework completion, the teacher
researchers created and implemented lessons based on Gardner’s multiple intelligences that were most
prominent in the classrooms. Those prominent intelligences that were in Classrooms A and B were
visual/spatial and bodily/kinesthetic. After each lesson, the students were given the Strategy Survey to
collect their thoughts and feelings as to whether they thought the lesson improved their understanding of
the content at hand. The results were grouped into three different categories: It helped, It somewhat
helped, It didn’t help. The results are shown in Table 14.
Table 14: Explain in complete sentences how you felt the activity done in class today did or did not help
you to better understand the mathematics concept we have been studying.
Classroom A Responses to
Classroom B Responses to
Strategy Survey
Strategy Surveys
7% It helped 9%
21
%
It helped
It somewhat
helped It didn't help
91%
It didn't
72% help
In both classrooms, the majority of the students felt that the multiple intelligence lessons helped with their
understanding of the mathematical concepts.
After reviewing and analyzing the data results, the teacher researchers recommend that there be further
study of the use of incentives to increase homework completion as their students did not increase
completion of their homework assignments after they gave incentives. The teacher researchers believe
that this strategy either needs to be modified or eliminated. For example, a possible modification of this
intervention would be to award the students with a free homework pass for every five cumulative
35
homework assignments completed, instead of every five consecutive. The teacher researchers felt perhaps
their students felt discouraged after completing only five consecutive homework assignments as opposed
to having longer opportunities to succeed.
On the other hand, the teacher researchers feel that the group work and using multiple intelligence-based
lessons helped their students improve their understand and retain mathematical content knowledge. The
teacher researchers recommend adding multiple intelligence lessons more frequently in mathematics
classes. They also feel that their students need to be transitioned into different teaching methods as the
students are accustomed to lectures and taking notes when introduced to new lessons. Possibly, they were
uncomfortable with the new approaches. Although the students said they felt that the multiple intelligence
lessons were beneficial to them, as indicated in the strategy surveys, the teacher researchers felt that the
average test score data did not reflect any benefits from the MI lessons. Again, if more multiple
intelligence lessons were implemented, perhaps their average test scores would have been higher.
Overall, the teacher researchers felt that with modifications to this research project, student learning
within the mathematical content area would increase. In addition to the modifications above, if the time of
the study were lengthened, the results could be more complete and thorough.
Reflection
As we complete this research project, we decided to pull together as a group and reflect together; since we
have been communicating together throughout this process and
36
share the same opinions on the results. Being together at the same site and all being in a collaborative
setting was helpful and made the process go more smoothly. We saw each other on a daily basis and were
able to discuss what we were doing in our classrooms; therefore, we were more motivated throughout the
development of our research project. Even though we were advised not to work with friends, we felt it
comforting to be able to express our thoughts, feelings, and frustrations freely with each other.
Although it was convenient to be in the same school, it would have been more beneficial to be teaching
the same content. The two teachers that taught in Classroom A taught Algebra 1-2 and the other teacher
that taught in Classroom B taught Geometry. We felt this to be challenging due to the fact that we were
using the same interventions and strategies for each of our classes, yet it was difficult to determine the
effectiveness of these interventions because the content was different. If the research project was repeated
by other individuals we would be curious to see if the data would result differently having the same exact
content throughout the classes.
We feel there could have been many other factors that influenced the students during this research
process. In mathematics, having a solid foundation is very important and each lesson is a building block
for the next lesson. If the foundation is not concrete and mastered, students will struggle on a daily basis
in their mathematics class. We feel that today, students do not have specific prerequisites met before they
enter into our classroom. We are constantly spending more time reviewing the basics than concentrating
on the new content at hand. We think this has hindered our results because as content is increasing in
difficulty, students are still struggling with basic mathematical knowledge.
37
Motivation also has a considerable effect on our students’ performance. From the years of service within
this high school, we have noticed that within our school as a whole, students are facing many challenges
including single family homes, gangs, pregnancy, low socio-economic status and the overall failing
economy. For the majority of the families facing these challenges, their children’s education is not their
main priority. Most of our students come to school and work an after school job to help support their
family, and therefore do not have the extra time to be working on homework assignments. When in class,
it seems that students are not attentive and have other issues that are occupying their thoughts. At this
time it seems that the motivation to do well in school is not apparent or important.
We feel that we were able to do this research project more effectively because we were in a collaborative
setting. Having two teachers in each classroom aided the lessons, the group work, and the collection of
data. We would be interested to see if this research project would be feasible if implemented in a non-
collaborative setting.
Through this research project we have learned a great deal about each other and ourselves. We have
learned that even though we have all been teaching for years, in a sense we are still novice teachers. We
believe that as teachers we are life long learners ourselves, and that there is always new strategies to use
in our classrooms. However, those new strategies can not be blindly brought into our classrooms without
carefully reviewing the process and the data that supports its effectiveness. In order to be effective
teachers we need to be able to adapt to our students and find new ways to reach them year after year.
While doing this research we realized that there is isn’t necessarily a right or wrong technique that can be
applied to all of our students and that it is a trial and error
38
process. With these realizations we do feel that we have grown as teachers and are better prepared to
effectively teach our population of students.
39
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APPENDICES
43
APPENDIX A
PRE
CODE NAME_____________________
DATE___________________________

Directions: Please check the appropriate box for each question.
YES NO
1. Do you feel that you are getting more help by having two
teachers?
2. Do you feel that having two teachers has helped you

learn the mathematics concepts better?
3. Do you feel that having two teachers has helped you to

perform better on tests?

complete more homework assignments?
Comments:
___________________________________________________________________
___________________________________________________________________
POST
CODE NAME_____________________
DATE___________________________

Directions: Please check the appropriate box for each question.
YES NO
1. Do you feel that you are getting more help by having two
teachers?
2. Do you feel that having two teachers has helped you

learn the mathematics concepts better?

perform better on tests?

complete more homework assignments?
Comments:
___________________________________________________________________
___________________________________________________________________
44
APPENDIX B
CODE NAME_____________________
DATE___________________________
Strategy Survey
Explain in complete sentences how you felt the activity done in class today did or did not help you to
better understand the mathematics concept we have been studying.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
45
APPENDIX C
Multiple Intelligence Online Survey
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/q uestions.cfm
This survey will be given to the students as a means to determine their method of learning through the use
of multiple intelligences. The teacher researchers will only be using this as information to help better
group students in activities and guide their lesson planning process.
46
APPENDIX D
Multiple Intelligence Lesson #1
Mathematics Instructional Planning Guide for Algebra 1-2
Chapter: Chapter 5 – Analyzing Linear Equations
Topic/lesson: Section 5.6 (Parallel and Perpendicular Lines)
PART ONE: GOALS AND OBJECTIVES
Objectives –
To see the relationship between the slopes of parallel lines and perpendicular lines.
Formulate and solve linear and quadratic equations and linear inequalities algebraically and investigate
nonlinear inequalities using graphs, tables, calculators and computers.
Problem Solving: apply and adapt a variety of appropriate strategies to solve problems
Communication: communicate their mathematical thinking coherently and clearly to peers, teachers, and
others
Representation: create and use representations to organize, record, and communicate mathematical ideas
PRE-REQUISITE KNOWLEDGE:
Know how to find the slopes of lines that are in slope-intercept form and be able to write equations in
slope-intercept form when given the slope and a point that passes through the line.
PART TWO: TEACHING MODEL
Opening Activity/Beginning of class –
Bell Ringer – questions that go over the previous day’s lesson
Go over questions from homework.
Developmental Activity –
Students will be divided into groups of 3.
Each group will be given an answer sheet (see Appendix D.1)

47
APPENDIX D (cont.)
Two sets of six different cards were created; one set had a purple background while the other had an
orange background (see Appendix D.2). There were two lines graphed on a coordinate plane on each
card. The purple cards had two parallel lines (one blue line and a red line) and the orange cards are two
perpendicular lines (also one blue and the other red).
Each group received one card (first start with the purple set of cards, then move to the orange once all the
purple cards had been analyzed). Their assignment is to visually determine the slope of each line and
write it on their answer sheet. After sufficient amount of time, each group passed their card to the next
group. Again, each group needs to determine the slope of each line.
After all cards have been evaluated (purple and orange), each groups needs to analyze and generalize their
findings.
Each group will report their findings to the whole class.
Teacher will go over the relationship between the slopes of parallel lines and perpendicular lines.
Teacher will go over examples that will be on their homework.
Closing Activity -
If time left over, have students start working on their homework.

48
APPENDIX D.1
Parallel and Perpendicular Lines Card Activity Worksheet
Purple Cards
Find the slope for each line:
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______

Orange Cards
Find the slope for each line:
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______
Blue ______ Red ______

49
APPENDIX D.2
Examples of Parallel and Perpendicular Lines Cards

50
APPENDIX E
Mathematics Instructional Planning Guide for Algebra 1-2
Chapter: Chapter 5- Analyzing Linear Equations
Topic/lesson: Covering Sections 5-7 (Line of Best Fit and Data Analysis)
Objectives –
By the end of this lesson students should be able to: o Find the equation of the line of best fit.
o Find the equation of a line given two points or a point and the slope information.
o Predict using a mathematical model.
State Goal – (8.B.4a)
Represent algebraic concepts with physical materials, words, diagrams, tables, graphs, equations, and
inequalities and use appropriate technology.
State Goal – (10.A.4a)
Represent and organize by creating lists, charts, tables, frequency distributions, graphs, scatter plots and
box plots.
National Goals -
others
Pre-requisite knowledge:
Students need to know how to how to calculate slope, plot coordinates on a coordinate plane, and plug in
an x value to get a linear equation.
51
APPENDIX E (cont.)
Bell ringer- review of concepts learned the day before. Go over questions from homework.
Explain to the whole class the activity that is going to take place (see Appendix E.1)
Three students will first make “The Wave” by standing and sitting down in their seats.
When the wave is happening a student will be keeping a record of how long it takes for students to
complete this with a stopwatch.
The same process is repeated for 6, 9 and 12 students. Then students will record their data in a data table.
After the previous steps were completed students then had to graph and analyze the data.
The information they had to find was:
The slope given two points
Students had to use the slope and a point from their data table to find an equation for the line of fit.
When the students were completed with analyzing and graphing the data, they had to predict the time it
would take for 20 people to do “The Wave,” using their equation.
CLOSING ACTIVITY:
Students will reflect with each and discuss their findings.

52
APPENDIX E.1
The Wave Activity

53
APPENDIX E.1 (cont.)

54
APPENDIX E.1 (cont.)

55
APPENDIX F
Mathematics Instructional Planning Guide for Geometry
Chapter: Chapter 5 – Relationships in Triangles
Topic/lesson: Covering Section 2 (Inequalities and Triangles)
Objectives –
To determine if a triangle can be formed using specific measured straws.
State – (9.B.3)
Identify, describe, classify and compare two- and three- dimensional geometric figures and models
according to their properties.
(9.B.4)
Recognize and apply relationships within and among geometric figures. National –
others
Recall properties of triangles.

Check and go over questions from homework.
Explain to the whole class the activity that is going to take place (the activity is briefly explained below).
Divide the class into groups of three to four students. Pass out the instruction sheet (see Appendix F.1)
that has the steps and instructions for the activity along with a table to write down the data found for
everyone in the group.
Pass out a bag of straws and dice to all groups.
56
APPENDIX F (cont.)
Each student will have the opportunity to roll the three dice to determine what lengths of straws they must
use. They will then try to use those straws to form a triangle. If the straws make a triangle they will
receive a point.
Each student gets ten turns total. At the end of all turns the student that was able to form the most
triangles wins.
Both during and at the end of the activity students will have to discuss and analyze why triangles were
formed or not formed based on the lengths of straws that they had.
CLOSING ACTIVITY:
Answer the questions at the end of the sheet to prepare them for the upcoming section tomorrow.
57
A
D
APPENDIX F.1
The Carousel Activity =
Geometry 1-2 Name _____________________ _

Per. _____ Date _____________ _
CAROUSEL _
REVIEW _
_
Station # ________ _
_
y
_
List the ordered pairs given and graph them on the coordinate plane.
C
D
=
A __________ B __________
_
_
_
_
C __________ D __________ _
_
_
_
Station # _________
Find the slope for the following sides given the coordinates of this station.
You must show your work!!!
AB = ________BC = ________
Station # _________
Find the length of each side using the distance formula for the given coordinates of this station. You must show
your work!!!
AB = ________BC = ________
AD = ________CD = ________
Station # _________
What is the most precise name for this figure (at this station) and why? (Explain in a complete sentence!!!) Name
_________________________ Why? _________________________________________________
x
58
APPENDIX G
Mathematics Instructional Planning Guide for Geometry
Chapter: Chapter 6 – Quadrilaterals
Topic/lesson: Covering Sections 1-7 (Properties of Quadrilaterals)
Objectives –
To determine what kind of quadrilateral is formed based on it’s coordinates on the coordinate plane and
using other formulas to find measures of parts of the quadrilaterals.
State –
(9.B.1a)
Identify, and describe characteristics, similarities and differences of geometric
shapes.
(10.B.1c)
Analyze data, draw conclusions and communicate the results. National –

others
Recall properties of quadrilaterals, distance and midpoint formulas, and graphing points on the coordinate
plane.
Check and go over questions from homework.
59
APPENDIX G (cont.)
Explain to the whole class the activity that is going to take place (the activity is briefly explained below).
Divide the class into groups of three to four students. Pass out the activity sheet (see Appendix G.1) that
has the steps and instructions for the activity along with a table to write down the data found for everyone
in the group.
There are four stations set up with posters around the room. Each one has a different set of coordinates
that will form a particular quadrilateral.
Each group will have to travel to each station doing a particular step of the problem having to use
information from the previous group.
After the groups have traveled to all stations and filled in the data on their sheet, the groups must come to
a conclusion as to what the quadrilateral is at the last station they are at.
Both during and at the end of the activity, students will have to discuss and analyze the data collected and
make sure that it is correct and how it can be useful for them.
Each group will then have to present the poster for the last station they were at and discuss the findings.
CLOSING ACTIVITY:
Discuss with their group the similarities and differences between all the types of quadrilaterals and where
they found certain formulas useful.
60
APPENDIX G.1
Triangle Inequality Game

APPENDIX G.1 (cont.)
61
LE 4: Matching Problematic Learning Situation with Probable Action
Work on my Artifacts: Your artifact will be an Abstract of a completed Action Research
I. Title of Action Research

INCREASING STUDENT LEARNING IN MATHEMATICS WITH THE USE OF COLLABORATIVE
TEACHING STRATEGIES
II. Author/s
Jenna Di Fatta, B.A., Sarah Garcia, B. S., & Stephanie Gorman, B. S.
III. Abstract
Three teacher researchers conducted this action research project to increase their 54 high school
students’ achievements in mathematics. The teacher researchers had noticed a trend of low scores on
teacher-made chapter tests and non-completion of daily homework. Standardized tests showed that most
students scored below average on the mathematics portion, and the number of students having to repeat
mathematics courses had increased. The students’ overall grades in mathematics have dropped, along
with their attitudes towards mathematics learning. The project included 40 high school students enrolled
in either Algebra 1-2 or Geometry classes, from August 27, 2008, through January 17, 2009. In each
mathematics classes, there is a mixture of both freshmen and sophomores containing ten boys and ten
girls. Both mathematics classes are collaborative classes where a regular education mathematics teacher
and a special education teacher teach collaboratively. The teacher researchers planned three different
interventions including incorporating multiple intelligence-based lessons, offering positive reinforcement
for homework, and involving the students in more regular group work. The teacher researchers started by
having their students participate in a multiple intelligence survey and based their lessons on intelligences
most prominent in their classes. To increase homework completion, the teacher researchers rewarded
students who completed five consecutive assignments with a free homework pass. The group work took
place during homework time in class. Students were divided into groups of four or five based on their
ability level and worked as a team on homework and other activities. The teacher researchers gathered
data using three different tools which included obtaining average test scores, average homework
completion, and student surveys to understand how the collaborative setting affected their learning. They
found that some of the interventions did not work as planned. For example, offering positive
reinforcement to increase homework completion had a negative effect on the students. The decline in the
average homework completion was 0.68% in one class and 6.22% in the other mathematics class. There
were mixed results from both classes regarding the average test scores. Overall, most of the students felt
that being in a collaborative setting helped to improve their learning in mathematics.
IV. Identify the Problem in the Study
Three high school teacher researchers observed that within their high school there had been a recent
increase of academic failure within mathematics, and they questioned whether a collaborative setting
would help increase their students’ success in these areas. Initial evidence of this problem included low
standardized test scores and an increase in the number of students who had to repeat a mathematics course
in order to receive sufficient credits for graduation. The teacher researchers believed that this was
evidenced in the classroom setting by the lack of daily homework completion and by the students’ poor
motivation succeed.
V. Identify the Action Taken in the Study
The teacher researchers planned three different interventions including incorporating multiple
intelligence-based lessons, offering positive reinforcement for homework, and involving the students in
more regular group work. The teacher researchers started by having their students participate in a multiple
intelligence survey and based their lessons on intelligences most prominent in their classes. To increase
homework completion, the teacher researchers rewarded students who completed five consecutive
assignments with a free homework pass. The group work took place during homework time in class.
Students were divided into groups of four or five based on their ability level and worked as a team on
homework and other activities.
The teacher researchers gathered data using three different tools which included obtaining average
test scores, average homework completion, and student surveys to understand how the collaborative
setting affected their learning.
Week 1 (August 27 – August 29)

Pass out consent forms for students and parent/guardian. These will be collected by the end of the week.
Week 2 (September 1 – September 5)
Conduct Pre-Collaborative Teaching Survey asking students how they feel about their classroom
environment..
Week 3 – Week 8 (September 8 – October 24)
Traditional co-teaching styles. The general education teacher teaches the lesson, while the special
education teacher keep students on task.
Week 9 (October 27 – 31)
Teacher researchers will gather data on the following from the first quarter:
Average homework completion in each class o Average test scores for each class
Week 10 – Week 18 (November 3 – December 19)
Have students participate in the multiple intelligence online survey in class.
Implement different multiple intelligences lessons into the classroom. Distribute strategy survey to
students after each multiple intelligence
lesson or group work activity.
Incorporate more cooperative learning groups.
Give positive reinforcement for homework completion.
Winter break Week 21 (January 5 – January 9)
Teacher researchers will gather data on the following from the second quarter:
o Average homework completion in each class o Average test scores for each class
Distribute post collaborative teaching survey.
Week 22 (January 12 – January 17)
Teacher researchers will collect and analyze data and compare results from the first quarter to the second
quarter.
Teacher researchers will meet as a group to compare and evaluate results.
LE 5: Preparing the Learning Environment: An Overview
Work on my Artifacts: “My Conducive Learning Environment”
Just as the teacher is essential in the teaching-learning process, the learning environment
especially now in the context of the pandemic is all the more important. The term learning
environment encompasses learning resources and technology, means of teaching, modes of learning, and
connections to societal and global contexts. The term also includes human behavioral and cultural
dimensions, including the vital role of emotion in learning, and it requires us to examine and sometimes
rethink the roles of teachers and students. The focus on information technology in education is expanding
from the enhancement of learning spaces to include factors beyond hardware, software, and the network.
The learning environment is a composite of human practices and material systems, much as an ecology is
the combination of living things and the physical environment. (Learning Environments, 2015)
For a classroom to be effective, there must be an engaging learning environment. Many different
elements contribute to making a classroom effectively, and it is important to take each of these elements
into consideration. Thinking about the types of activities your class will do regularly is essential to make
sure that the classroom works for you and your students. There will be occasions when students need
to work independently and when they will work within a group. Similarly, they will sometimes complete
written tasks, and sometimes they will work on practical projects. It would help if you tried to create
different classroom areas so that the different functions that take place can all be fulfilled.
Accessibility is crucial to bear in mind. This is especially the case if you or any of the students or
other staff members have any additional needs. Try to identify any problem areas and then think of
solutions. It is vital that everyone can access everything they need safely. Creating a sense of
belonging and ownership for students is another factor of an effective classroom to take into account.
Displaying their work is one strategy to use that will do this, and it will also promote their learning. You
will likely have students from all backgrounds in your class. This means a diverse mix of cultures,
religions, ethnicity, and socio-economic groups. Reflecting the diversity in your classroom will raise
awareness of each of the students’ differences and individuality in your class and build a sense of unity
between the class members. This, in turn, will help your students to engage and learn effectively.
Not all students learn in the same way. Some are auditory learners, others are kinesthetic learners,
and a further group has a visual learning style. However, many students use a combination of learning
styles. Using visual displays is a great way of creating an effective learning environment. Similarly,
making full use of the resources available will help students who prefer a hands-on approach. One of the
greatest resources you have in a classroom is the whiteboard. Not only will this support visual learning,
but it also creates opportunities for student interaction, and this is fantastic for kinesthetic learners.
The organization of your classroom is another element that will impact a positive learning
environment. At the beginning of the school year, think carefully about what resources and materials your
students will need as part of their lessons. It is important to review the materials throughout the school
year and replace things that the students have used but still need for their lessons. Storage and access are
two further considerations. Everything needs a storage place to keep the classroom tidy, but students still
need to access any resources they need. Take a look at the space you have available in the room and the
different resources. This will help you to choose the best storage solutions for each item. You will also
need to ensure that the students can get to the materials on their own when they are working
independently. Similarly, materials should be stored so that students can return items they have finished
using on their own.
Although parents will rarely be in the classroom, usually just at parent-teacher meetings, they
play an important role in their children’s education. It would be best if you tried to promote positive
connections between yourself, the students, and their parents. So that everything runs smoothly and an
effective learning environment is supported, you should have a system for organizing students’
homework and the return of their work. For this to work well, you need to keep parents fully informed
about what homework their children will be doing, when the homework will be set, when it should be
returned, what the expectations are of parents in terms of their support, and when you will provide
feedback on the homework. Likewise, you will need a system in place for parent reminders. This could
relate to special events throughout the school year and any materials students need to bring from home,
special projects, or school trips. When parents are fully informed about what is going on with school life,
it allows them to be as supportive as possible to their child’s education. (Netuk, 2020)
‌
LE 6: Enhancing a Face-to-Face Learning Environment
Work on my Artifacts: “The Face-to-Face Learning Environment”
School: Pasig Elementary School (Online)

Describe the physical environment:
With regards to the spaces inside the room, it is fairly designed to be spacious enough to be filled
with chairs and two tables. The room arrangements are traditional but with some new spots like a mini
library etc. Visual displays are somehow outdated, but the contents are still in good condition. There are a
lot of colors and visual elements present; cartoon characters; and lots and lots of figures and pictures
rather than texts. They can be really attractive and pleasing with the eyes. As I walked into the classroom,
I noticed many visuals, hands on materials, child size tables and chairs. The visuals around the classroom
were pictures/ descriptions that can help the children identify things around the room. For example:
centers, a word wall that consisted of sight words that they have learned in the past and words that are
being added, shapes and colors, a calendar, classroom rules, and a sign language chart so that the children
can learn his or her alphabets in sign language. In addition, the children’s authentic artwork were posted
on the art board. For a large group of 15 children, the classroom space was very limited. In this specific
classroom, the ratio was 2:15 (1 teacher, 1 aide and 15 children) and this classroom isn’t shared with
another class. The classroom has two long tables with six chairs per table: six red chairs and six blue
chairs.
Describe the psychological environment:

With due diligence to follow the protocols, the school is able to implement COVID-19 protocols
such as temperature check, washing of hands, etc. Learners are expected to be participative but with
limitations in terms of socializations and interactions as to avoid the spreading of the virus. There is still,
however, bond and relationship even with a much stricter learning environment. The teacher is able to
conduct a classroom atmosphere built on trust, cooperation, and empathy. And with less one-on-one
interaction, there are less ridicule, sarcasm, and superiority that can be observed in the classroom. Most
importantly, in contrast with the modular learning scheme, the students have the more opportunity to
learn and share their experiences with their fellow learners.
Describe the social environment:

Reiterating the contrasting situation of a modular distance learning and the limited F2F classes,
the interaction levels are obviously changed and was improved for the better. There are limited physical
activities that which involves direct interaction; however, it doesn’t mean that there will be no
engagement that will happen. Individual needs and differences are catered by the teacher more closely
now that classes are physical. Most importantly, the students’ interaction skills are really improved and
established well. Classes which are held in limited F2F therefore is more effective in creating a better
learning environment for the students especially a year of not socializing and attending a classroom setup
where we can socialize.
LE 7: Making On-line or Virtual Learning Environment Safe and Conducive
Work on my Artifacts: “LIST OF WEBSITES and the TITLES of the CONTENTS
Name of Website Topics/Title of Content or Instructional

Materials
1. Understanding Science UC Berkeley's Understanding Science website is a
"must use" for all science teachers. It is a great
resource for learning more about the process of
science. The resource goes much deeper than the
standard "PHEOC" model of the scientific method
by emphasizing peer review, the testing of ideas, a
science flowchart and "what is science?"
checklist. Understanding Science also provides a
variety of teaching resources including case
studies of scientific discoveries and lesson plans
for every grade level.
2. Field Research Journals The Field Book Project from the National
Museum of Natural History and the Smithsonian
Institution Archives intends to create a "one stop"
archive for field research journals and other
documentation. You can find plenty of examples
from actual field research journals for your
classes.
3. Evolution Berkeley's Understanding Evolution website is the
precursor to their Understanding Science efforts.
The Understanding Evolution website provides a
plethora of resources, news items and lessons for
teaching about evolution. Lessons provide
appropriate "building blocks" to help students at
any grade level work towards a deeper
understanding of evolution. The Evo 101 tutorial
provides a great overview of the science behind
evolution and the multiple lines of evidence that
support the theory.
4. PhET Simulations PhET from the University of Colorado provides
dozens of fantastic simulations for physics,
chemistry and biology. The website also includes
a collection of teacher contributed activities, lab
experiences, homework assignments and
conceptual questions that can be used with the
simulations.
5. Earth Exploration The Earth Exploration Toolbook provides a series
of activities, tools and case studies for using data
sets with your students.
6. EdHead Interactives Edheads is an organization that provides engaging
web simulations and activities for kids. Current
activities focus on simulated surgical procedures,
cell phone design (with market research), simple
and compound machines, and weather prediction.
7. Plant Mentors Planting Science is a learning and research
resource, bringing together students, plant
scientists, and teachers from across the nation.
Students engage in hands-on plant investigations,
working with peers and scientist mentors to build
collaborations and to improve their understanding
of science.
8. Periodic Table of Videos The Periodic Table of Videos offers a wide array
of videos about the elements and other chemistry
topics.
9. 21 Smithsonian scientists Videos includes including a volcano watcher,
fossil hunter, art scientist, germinator and zoo vet.
10. SciShow It is all about teaching scientific concepts in an
accessible and easy-to-understand manner. This
channel includes a variety of short (3 minute) and
long (10 minute) videos. New videos are released
weekly.
Brunsell, E. (2012, February 7). Ten Websites for Science Teachers. Edutopia; George Lucas
Educational Foundation. https://www.edutopia.org/blog/websites-for-science-teachers-
eric-brunsell
‌
LE 8: Establishing My Own Classroom Routines and Procedures in a Face-to-Face/Remote Learning
Classroom Routines/Procedures Matrix
Routines/Procedures Explanation
Preliminaries:
Teacher asks a student to lead the prayer and give The preliminaries create the foundation of the
SCIENCE FACT of the Day routine in the classroom. Praying is fundamental
as we are in a Catholic school, and it also develops
the communication skills of the students. On the
other hand, SFOTD is also a process of harnessing
the curiosity of the learners by stimulating them
with new information or Science Facts given by
their fellow students.
Attendance checking Attendance is check or downloaded automatically

but still the teacher will prompt if its done or not.
Recitation of the Life Performance Outcomes To determine what is essential for students to
know, a teacher must consider the particular
Presentation of ILOs by teacher. course or unit in the context of the LPOs of the
school, future coursework and the curriculum as a
whole. This contributes to the development of a
coherent curriculum within a decentralized
institution while maintaining instructor autonomy
and helps to ensure that students are prepared for
future work and learning.
Additionally, the application and integration of

learning emphasized by intended learning
outcomes reflect and support the contemporary
nature and priorities of the university, enhancing
student engagement, uncovering opportunities for
interdisciplinary, and providing guidance and
support for students with many kinds of previous
academic preparation.
Motivation Motivation will increase students' time on task and

is also an important factor affecting their learning
and achievement. Motivation enhances cognitive
processing.
Class Proper Students will have shift of focus to the teacher as
the class discussion officially starts.
Activities Depending on the topic, class activities can be
individual or by group.
Assessment/s Assessments include pre/posttests; formative and
summative examinations.
Wrap-up/Generalizations/Prayer The teacher will always end up the class with a

generalization in the form of Reflection of
Learning. Prayer is also to conclude the whole
class.
Work on my Artifacts: Classroom Routines/Procedures Snapshots
Preliminaries: Prayer and Science Facts of the Day (and class greetings)
 It is important to be genuine and sincere in your greetings with students. They need to feel that
you are really interested in them
 It is also important to allow students choices of greetings that make them most comfortable and
feel welcomed. Visuals assist students to know the available choices and make them quickly.
 Teach and practice the greetings in the same manner as you would teach any other important
classroom routine.
 Monitor students’ moods and responses as they enter the classroom. Check in with any students
who seem down and spend some time providing extra attention and/or problem-solving.
Science Facts of the Day: This routine will give the students something to look forward to each and every
day. Students assigned will also be responsible in preparing that one thing to share in the class.
Presentation of LPO/s & Presentation of the Topic/Learning Outcomes
Both LPOs and Learning outcomes are like navigation tool, such as GPS. Once destination is fed
to GPS the device guides the driver throughout the journey and takes the driver to the mentioned
destination correctly without fear of losing the way. Even if the driver takes a wrong route, the GPS
guides the driver and helps to join the route which leads to the intended destination. Similarly learning
outcomes are guiding tools which guide the students to the desired results of the planned course. They
also show and help the teachers the path to be followed and make the students aware what they will be
able to achieve at the end of the course. Also, they help the teachers, and the students know the route to
be followed.
A good learning outcome contributes to the learning management system of an institution. It aims
in focusing on applying and integrating the knowledge and skills acquired in a particular unit of course
program. Hence it is crucial in any part of any institution, which cannot be dodged when developing a
course content.
Learning outcomes are statements that describe the knowledge or skills students should acquire
by the end of a particular assignment, class, course, or program, and help students understand why that
knowledge and those skills will be useful to them. They focus on the context and potential applications of
knowledge and skills, help students connect learning in various contexts, and help guide assessment and
evaluation.
Good learning outcomes emphasize the application and integration of knowledge. Instead of
focusing on coverage of material, learning outcomes articulate how students will be able to employ the
material, both in the context of the class and more broadly.
Finally, learning outcomes provide structures from which courses and programs can be evaluated
and can assist in program and curricular design, identify gaps or overlap in program offerings, and clarify
instructional, programmatic, and institutional priorities.
LE 9: Creating my Classroom/Remote Learning Management Plan
Work on my Artifacts: Classroom /Remote Management Plan
Philosophical Statement
I am committed to making my classroom a safe and challenging environment and engaging my
students through the curriculum as well as getting to know them and interacting with them one-on-one.
I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to
be comfortable with the other students, as well as me, so that there can be meaningful discussions and
interactions. Talking will be commonplace in my classroom, along with group work. I want to
encourage all students to participate in class so that they can learn from each other as well as me. I
want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I
can be, so the students trust me.
Classroom Rules and Procedures (F2F)
1. Turn off cell phones & electronic devices: Electronic devices (I-pods, handheld games, mini-TVs or
personal DVD players, cell phones, etc.) are NOT permitted in my classroom. Cell Phones should be
turned off and invisible during the class period (unless you are told to use by me). If I see or hear your
phone it will be taken away and given to you at the end of class. If this continues to happen your phone
will be given to an administrator and will be at the discretion of administration. Refusal to turn over the
cell phone will be treated as insubordinate behavior and will result in either a detention or a phone call
home.
2. No food or drink, except water: You may drink bottled of water in the classroom. If a spill occurs,
please clean it up immediately and inform the teacher. No other food or beverage is permitted without a
doctor’s note.
3. Arrive to class on time & ready to learn: When the class begins, you need to be sitting in your
assigned seat. You should immediately begin on the “Do Now”. Be “physically” and “mentally”
present in the classroom
4. Never line up at the door before dismissal: Please remain in your seat until I have dismissed you.
Never line up at the door before dismissal. Remember, I dismiss you.
5. Do not cheat, plagiarize, or copy work: Cheating is completely unacceptable. If I see you cheating
on any assignment… even for another class… I will give you a zero and report the incident to the other
teacher as well as your assistant principal and parents. Plagiarism (copying work from another source
without giving proper credit) is completely unacceptable. If you plagiarize on any assignment you will
earn a “0” on that assignment with no opportunity to re-assess the work for credit.
6. Use polite and appropriate language: Offensive, derogatory, and profane terms are not tolerated. In
order to have a safe classroom environment where all students feel comfortable, no put downs, swear
words, or slang words with demeaning connotations will be accepted. Remember, if you don’t have
something nice to say, don’t say it at all!
7. Do your best work & turn it in on time: Remember that the work that you turn-in is a reflection of
your effort on the assignment. Think about the following expectations when you are preparing an
assignment that I will review: Write your full name and hour on all assignments. All work must be
neatly done and legible in order to receive credit. If you print, capitalize properly (do not write using all
capital letters). Assignments that are bunched up, crinkled, illegible, sloppy, or contain stains or holes
are unacceptable. ALL MAJOR ASSIGNMENTS, ESSAYS & PROJECTS MUST BE TYPED. If you
don't have a computer at home, the public library is a great place to work on essays! Final draft format
for typewritten work is as follows: 12-point font, double-spaced, 1” margins, and use Times New
Roman.
Teacher-Student Relationships
The teacher-student relationship shall be personal and yet professional. The teacher shall not allow
biases and prejudices to happen in the classroom. There shall be fairness at all times.
Schedules and Timeframes
12:45-1:00 Homeroom Time
1:00-1:45 Class with Grade 10 St. Mark
1:45-2:30 Class with Grade 10 St. Matthew
3:15-4:00 Class with Grade 10 St. Luke
Classroom Structure, Design and Arrangements
All students should have a clear view of the teacher and vice versa, at all. In addition, the traffic
pattern in the classroom allows the teacher to be in close physical proximity to high maintenance
students. There is some evidence that it is useful to limit visual and auditory stimulation that may
distract students with attention and behavior problems. There is good reason to strategically place
students with special needs or behavior problems in close proximity to the teacher’s desk. This is to be
done not only to monitor student problem behaviors, but also to facilitate teacher delivery of positive
statements when compliant or otherwise appropriate behaviors are exhibited. Finally, it is advantageous
to keep the classroom orderly and well organized.
Classroom Safety Rules and Procedures
When it comes to keeping kids safe in school, rules should cover two main categories: behavioral and
environmental. This accounts for emotional, psychological, and physical safety.
1. Behavior rules cover issues like:

bullying, both physical and verbal
interrupting other students or the teacher
respecting other students’ possessions
speaking respectfully to others
moving safely
2. Environmental rules, developed by adults but practiced by both adults and kids, include:
inspecting and maintaining equipment to assure it’s working properly
creating a space that is orderly
putting supplies in areas that are easy to access
supervising activities that require potentially dangerous equipment
Strategies for Rewards and Consequences

CLASS CONSEQUENCES
1. Verbal warning
2. Call home
3. Detention/Handbook Guidelines
4. Referral to assistant principal
However, instead of focusing solely on the misbehavior in the classroom, I want to focus on the
good behavior and attitudes in my classroom. I will have the students fill out postcards at the beginning
of the year with their address on them. I will use these postcards throughout the year to send positive
feedback to the parents at home every week. I will focus on sending a few postcards home each week. I
want to acknowledge and encourage good behavior and academic success in my classroom. I think that
letting parents know at home is another way to involve parents in the classroom as well as reinforce
good behavior and learning by the students. I will make sure that positive post cards home will be
given out for all students no matter how big or how small the accomplishment. I will also make some
positive phone calls home as these have worked well for me this year. I think parents really appreciate
positive phone calls home and it also sets up a dialogue between parents and teachers.
LE 10: Writing My Learning/Lesson Plans
Work on my Artifacts: Paste one (1) lesson plan and write your simple reflection
Reflection:
All teachers require a lesson plan that is thoughtfully prepared regardless of their ability,
experience, or what their field of training involves. The importance of a lesson plan is emphasized by the
need for clarity and comprehension regarding how the entire learning process will be handled as well as
how students can understand and store the knowledge that is being passed onto them.
Lesson plans are necessary for helping students accomplish their goals within a learning
environment on a short-term and long-term basis. Studies show the value of envisioning success in order
to attain it. Similarly in a classroom setting, failing to have a lesson plan in place minimizes the prospects
of envisioning certain outcomes and fulfilling your expectations.
It is essential for educators to prepare their lessons on a daily basis beforehand and implement the
most ideal teaching methods. Attending classroom sessions without a lesson plan is detrimental to
teachers and students. When an educator is not properly prepared, they will create the impression of being
unprofessional and incompetent among their peers, administrative staff, and students.
A lesson plan serves as a guide that a teacher uses every day to determine what the students will
learn, how the lesson will be taught as well as how learning will be evaluated. Lesson plans enable
teachers to function more effectively in the classroom by giving a detailed outline that they adhere to
during each class. This helps to make sure that every moment spent in class is used to teach meaningful
concepts and have worthwhile discussions rather than figuring out what you are supposed to do as time
goes on.
Lesson plans generally consist of essential components such as objectives, requirements,

resources, procedures, and evaluation techniques. Since every part of an effective lesson plan has an
impact on the learning process for students, it is crucial to handle them by taking a strategic approach.
A lesson plan is a vital step towards creating a complete curriculum. It delves deeper into the
details to make sure that you provide your students with the right information at an appropriate time while
making your career easier by giving you a clear sense of direction that you can follow each day . While
science may appear to be an easy subject for teachers due to its factual and logical content, in reality, it
can be very challenging to teach science. Even the most highly trained and experienced teachers will be
overwhelmed if they do not have a lesson plan. For the students to understand what they are being taught;
a lesson plan is a critical part of the process that determines how the topic will be delivered during class
periods.
This type of plan should ideally be based on how students comprehend concepts and retain them after the
lesson is completed. Teaching science is an extremely rewarding experience when the learning process is
successful. Science lessons are complicated as teachers not only have to provide extensive knowledge;
they are also responsible for dispelling various myths.
Students are expected to consider other perspectives of the world and be receptive to concepts
that defy logic. Therefore, a science lesson should be planned carefully to make sure it is effective instead
of ending up with confusion. It is also important to structure science lessons in the form of relatable
stories that make the teaching procedure clear and worthwhile.
When lessons are organized, students can visualize much more and in case they get lost along the
way, they will be able to get back on track. There are several ways to implement lesson planning for
science but regardless of the approach that you choose to take, the goal is to plan lessons that will allow
students to make great progress.
LE 11: Delivering My Lessons
Work on my Artifacts: Attach pieces of evidence of your delivery of (lesson plans, pictures, screenshots
and the like)
Learning Plan
Preliminaries
Lesson Proper
Motivation
Assessment
LE 12: Selecting Non-digital or Conventional Resources and Instructional Materials
Work on my Artifacts: Attach pieces of evidence of what you have accomplished in this episode.
Topic: Biomolecules
Resource Used Equivalent Non-Digital Resource
Microsoft PowerPoint Pictures, displays, models
Google Jamboard Physical Jamboard w/ sticky notes
Worksheet/s Worksheet Print-outs (Hard Copy)

LE 13: Utilizing Applications (Apps) for Teaching and Learning
Application based on the Pedagogy Wheel Model V 5.0 (Allan Carrington)
Apps plan to utilize in the lesson Description

By using YouTube in the classroom, teachers
are a better position to offer clear and easy to
understand illustrations which will in turn
demystify the tough concepts and make it
easy for students to understand and
comprehend complex topics. Creates more
engagement from students Learning primarily
comprises of audio and visual components.
PowerPoint can be used in the classroom to

perform great PowerPoint presentations and
you can take advantage of recycles
presentations to prepare your classroom
presentations or create a new presentation
from scratch.
Google Classroom is a free blended learning
platform developed by Google for educational
institutions that aims to simplify creating,
distributing, and grading assignments. The
primary purpose of Google Classroom is to
streamline the process of sharing files
between teachers and students.
Google Forms is a survey administration

software included as part of the free, web-
based Google Docs Editors suite offered by
Google. The app allows users to create and
edit surveys online while collaborating with
other users in real-time. The collected
information can be automatically entered into
a spreadsheet.
LE 14: Utilizing Learning Management Systems
Learning Management System: Microsoft Teams (Paulinian Blended Learning)
Learning online can be just as personal, engaging and socially connected as learning in a
classroom. Students and educators can stay in touch and help each other using conversations and
can feel like they are meeting in person using live meetings. Educators can track student progress
in their daily work using Assignments. No one needs to feel out of touch. Many students who
learn online say they feel they have more of a voice, and they feel more connected to their
educators and peers than they did in the classroom. And just like in a classroom, educators can
use the apps and functions of Teams to support how they work best.
Microsoft Teams is a digital hub that brings conversations, content, assignments, and
apps together in one place, letting educators create vibrant learning environments. Build
collaborative classrooms, connect in professional learning communities, and connect with
colleagues – all from a single experience.
Within Teams, educators can quickly converse with students, share files and websites,
create a OneNote Class Notebook, and distribute and grade assignments. Built-in OneNote Class
Notebooks and end-to-end assignment management allow educators to organize interactive
lessons and provide effective and timely feedback. Educational institute administrators and staff
can stay up-to-date and collaborate using Staff Teams for announcements and topical
conversations. Educators can share instructional material using Professional Learning
Communities.
Use the best practices in this article to start using Teams for your educational needs to
enable remote learning capabilities. Class Teams can be used to create collaborative class spaces,
provide a virtual meeting platform, facilitate learning with assignments and feedback, and lead
live calls with students.
Teams has clients available for desktop (Windows, Mac, and Linux), web, and mobile
(Android and iOS) to make sure all your staff and students can stay connected.
Teams leverages Microsoft 365 capabilities to authenticate users and provide services.
Staff, instructors, and students should have identities established to facilitate collaboration. If
identities do not already exist, follow this process to establish them.
Licenses need to be assigned to the users before they can use Teams capabilities. Teams
relies on additional Microsoft 365 capabilities such as Microsoft 365
groups, Exchange, SharePoint and OneDrive to enable collaborative scenarios. Users receive the
best Teams experience if all these services are also enabled. Teams is supported for users who
have email hosted by Google.
Microsoft Teams is included in Office 365 A1, which is free for educational institutions.
For IT guidance on how to deploy Office 365 and get your entire educational institution started
on Teams, check out this page. For support, you can file a ticket here and for trainings on Teams,
visit your local Microsoft Store to speak with a Specialist.
MicrosoftHeidi. (2021, October 27). Get started with Microsoft Teams for remote learning - Microsoft Teams.
Microsoft.com. https://docs.microsoft.com/en-us/MicrosoftTeams/remote-learning-edu#:~:text=Microsoft
%20Teams%20is%20a%20digital%20hub%20that%20brings,with%20colleagues%20%E2%80%93%20all%20from
%20a%20single%20experience.
‌
LE 15: Utilizing Web-Conferencing Apps for Synchronous e-learning
Inquiry Detail
Teaching Presence -the teacher keeps the student engaged and
participating
-keep the students on-task in a way
-encourage students to explore new concepts
-reinforce the development of a sense of
community among students
-help to focus on relevant discussion in the
class
Social Presence -there is an online/web-based communication
-there is an interaction with other classmates
through the chatbox
-there is a development of the sense of
belongingness
-points of view are acknowledged
Cognitive Presence -combining new knowledge with prior
knowledge
-problems posed increased student’s interest
in course issues
-students feel motivated to explore content-
related questions
-students utilize variety of informative
sources
LE 16: Assessing FOR, AS, and OF Learning
Work on my Artifacts: Compile activities/techniques in formative assessment and in self-assessment used
by your FS Resource Teacher in the classes you observed. Include your annotations/improvements on the
assessment tasks.
Formative/Self-Assessment Annotations/Improvements
Active Questioning -students can participate and
answer in the questioning
- should be more into higher
order thinking skills
- those students who rarely
talked in class should be given
more spotlight
- the goal should help you
determine what levels of
questions you will ask
- the teacher can also listen to
non-verbal cues
- praises are also present
Reflection of Learning -students are actively writing
their own reflection of
learning with the lesson
tackled
- some of them wrote theirs
after class ends
K-W-L-A Chart -few students submit the form
on time
-there should be emphasis on
the submission of this forms
to highlight pre & post results
Practice Quiz -the exercises given are

sufficient and have really
given practices to students to
do an augmentation of the
lesson discusses
-students should be given
proper timings when to give
the specific exercise so as to
give them the sense of
accomplishment/responsibility
.
Formative Assessment Techniques
Several short assessment techniques listed below can be used well for formative assessment (that
is, to check how your students understand the topics you just taught). However, they can also be used as
short measurements that will have some weight attached and be part of the course grade. Of course, you
will have to modify them a bit to facilitate grading. One approach is random grading. For example: ask
the entire class to complete a short assignment and then randomly collect and grade some attempts. This
practice forces all students in the class participate in the activity. Advertise your intentions beforehand in
the syllabus. A matrix derived from the class roster will help ensure fair collections. Grading is more
work for you, but the payoff is more students involved in classroom work.
Debates exemplify different ways of thinking about a problem and solving it. And debates
demonstrate higher order thinking and problem-solving skills. Without moving seats around, divide the
class into several sections (possibly as many sections as there are ways of approaching the problem). Ask
the large groups to think from the different perspectives and come up with arguments to defend that way
of thinking. Give students 5 minutes to discuss in pairs or proximity-seating small groups. Then call the
class to regroup and ask the different parts to volunteer with examples of their way of thinking. If you use
this to debate technique to explore pros and cons, consider also a third group who must not take sides, but
come up with reasons for an agnostic approach. Role-playing works well in history, literature, or
biochemistry classes. Divide the class into as many sections as you need to have for role playing. Ask
them to prepare their arguments or plan their behavior representing the role they play (different characters
of a play, different groups in history, different enzymes that could react and form new ones). Establish the
context, and ask students to discuss briefly, in pairs or small groups, how their role would react. Then ask
for representative descriptions from each section. Draw attention to consequences of possibly
unanticipated behaviors.
Minute papers are a powerful way to assess the degree to which students understand topics and
concepts covered in a class period. Call for one 20 minutes into the lecture, or at the end of the class. The
task should not be allowed to take more than 5 minutes of class time. If it is used in the middle of the
lecture, then some questions might be: “Briefly explain the main concept discussed in this part of the
lecture,” “Give an example of this concept or principle.” “How could this concept apply to [a possible
next topic in the same lecture]?” “How does this idea relate to your experience with…?” When used at
the end of the class period, the one-minute paper questions might be: “What are the most important things
you learned in today’s lecture?” “What is the question on today’s topic that remains in your mind after
this lecture?” Collect the responses. This is also a good way to take attendance if you request names.
Requiring names might limit the honesty of students’ responses, however. Collected responses can be the
basis of the first five minutes of the next class: you may need to revise a concept, give some examples, or
clarify some topics. You may also wish to feature astute questions or share otherwise excellent examples.
Formative quizzes are quizzes that are not graded. Use them to evaluate students’ understanding of a
topic. Use questions similar to the ones they will see on exams. Present the question with a PowerPoint
slide or overhead. Responses could be a low-tech raising of hands, but iClickers are designed for this type
of activity, and all Rensselaer students have one.
Formative Assessment Techniques | Office of the Provost. (2021). Rpi.edu.

https://provost.rpi.edu/learning-assessment/assessment/formative-techniques
‌
LE 17: Using Traditional and Authentic Assessment for Formative and Summative Purposes

Work on my Artifacts: Compile samples of traditional and authentic assessment tasks used in the classes
you observed. Include your annotations/improvement on the assessment tasks.
List of Tasks Type Annotations/Improvements

Mastery Test Traditional -Submission rates are higher
compared to other outputs
-uses less resource (e.g.
internet bandwidth)
-test items could be more into
HOTS
-the lessons are reflected in
the questions
DNA Origami Authentic -sparks the creativity of the
students
-develops the students’ skill
in following directions
-some are submitted early;
some are late due to lack of
resources
-could be more creative if the
students are asked to record
the process of making it
Essay Traditional -essays are one of the
student’s strengths
-most have quality write-ups
but still some are just dilly
dallying their work
-could give more emphasis on
improvement by annotating
constructive feedback/s
Picture Analogy (Artwork) Authentic -creativity and imagination is

harnessed in this kind of
activity
-the students don’t have any
problems making the activity
-the objective of the activity
enables the realization of the
intended learning outcomes
-there are realizations with
regards to the strengths and
weaknesses of some students
with regards to their
preference
-students are able to submit
mostly on time.
LE 18: Grading and Reporting

Work on my Artifacts: Samples of Scoring and grade computation
Note: The following are the sample scoring (without computation) as instructed by my cooperating
teacher. It includes the attendance, summative assessments scores, and class participation. The names of
the students are excluded for data privacy purposes.
One-on-one consultation/reporting & follow-up
LE 19: Writing an Initial Action Research Plan

Work on my Artifacts: Your artifact will be taken from your activity in preparing an action research plan
in this episode.
My Initial Action Research Plan

Proposed Title: “Students’ Satisfaction, Efficacy, and Achievement on Grade 10 Science using
Collaborative Learning Strategies”
I. Identified Problem: The researcher, having been immersed into a teaching
assistantship in the Junior High School Unit (specifically Grade 10) of the Basic
Education Department of SPUD, have identified the academic challenges in the
student’s satisfaction, efficacy, and achievement in learning Science which could be a
result of the reduced social interactions, a lack of social support, and newly arising
stressors associated with the COVID-19 crisis could potentially affect students’ ability
to perform well at school.
II. My reflection about the Problem: Many school students today face similar problems
and challenges because of the pandemic. With the limited modalities due to the COVID-
19 pandemic, the Department of Education (DepEd) had replaced regular face-to-face
teaching with online/virtual teaching and learning. Virtual classes or online class is a
non-traditional setting takes place that allows the students to participate in different
activities without limitations brought by space and time (Mabel Okojie & Boulder,
2020). However, this paradigm shift caused several academic and social concerns for
students, such as lack of academic support, lack of adequate resources to support online
teaching, lack of socialization, stress, anxiety, and lack of motivation in attending
classes. (Al-Maskari et al., 2021). Given that this generation prefers face-to-face
communication, and their lack of practice to interact more with their classmates now
provides a challenge for them in learning the savvy it takes to engage in-person with
others. With this reason and being under a lot of pressure to perform academically,
students are prone to developing mental health problems. The social networks of
students have been argued to be an important factor in buffering stress and helping
them to be more effective.
III. My Plan of Action. This study then focuses in assessing the Grade 10 learners of the
Basic Education Department-Junior High School Unit of St. Paul University-
Dumaguete in learning Science course. In one year, we began to witness schools,
teachers, and students increasingly adopt e-learning technologies that allow teachers to
deliver instruction interactively, share resources seamlessly, and facilitate student
collaboration and interaction (Elaish et al., 2019; Garcia et al., 2018). Although the
efficacy of online learning has long been acknowledged by the education community
(Barrot, 2020, 2021; Cavanaugh et al., 2009; Kebritchi et al., 2017; Tallent-Runnels et
al., 2006; Wallace, 2003), evidence on the challenges in its implementation continues to
build up (e.g., Boelens et al., 2017; Rasheed et al., 2020). This study then will assess
the said implementation and will further explore the construct of the Grade 10 learners
as [a] customer (satisfaction); [b] as a future professional (efficacy); and [c] as a
student (achievement). Most importantly, this study will utilize a collaborative learning
as an intervention to improve the aforementioned situation. Collaborative learning (CL)
is an educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or create a product. (Marjan Laal
& Mozhgan Laal, 2012) to improve, if there’s a need, the current condition of the
satisfaction, efficacy, and achievement of the students.
Activities Week 1 Week 2 Week 3 Week Week Week Week Week Week
5 6 7 8 9
(Decembe (Decembe (Decembe 4
r 2nd r 3rd r 4th (January
1st
Week) Week) Week)
Week)
Concept Paper
formulation
(including
literature review,
etc)
Making the
Research
Proposal
Research
Proposal
Implementation
& Data Gathering
Analysis/Revision
Finalizing the
paper
IV. References:
Turley, C., & Graham, C. (2019). Interaction, Student Satisfaction, and Teacher Time Investment in Online High
School Courses. Journal of Online Learning Research, 5(2), 169–198.
https://files.eric.ed.gov/fulltext/EJ1229415.pdf
Gillies, R. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher
Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
‌7 Online Collaborative Learning Strategies to Keep Students Engaged While At Home · Eduflow blog. (2020,
September 28). Eduflow.com. https://www.eduflow.com/blog/online-collaborative-learning-strategies-to-keep-
students-engaged-while-at-home
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks
and mental health before and during the COVID-19 crisis in Switzerland. PLOS ONE, 15(7), e0236337.
https://doi.org/10.1371/journal.pone.0236337
‌
Peter, O. A., & Lois, F. A. (2020). Use of online collaborative learning strategy in enhancing postgraduates
learning outcomes in science education. Educational Research and Reviews, 15(8), 504–510.
https://doi.org/10.5897/err2020.4023
Marjan Laal, & Mozhgan Laal. (2012, December 31). Collaborative learning: What is it? ResearchGate; unknown.
https://www.researchgate.net/publication/224766528_Collaborative_learning_What_is_it
Al-Maskari, A., Al-Riyami, T., & Kunjumuhammed, S. K. (2021). Students academic and social concerns during
COVID-19 pandemic. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10592-2
Submitted by:
Name: Carl Joel L. Tilos Degree Pursued: BSEd-General Science

Name of Institution: St. Paul University-Dumaguete S.Y.: 2021-2022

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LE 1: The Teacher We Remember

Prepared by: Carl Joel Tilos BSEd-IV

Title: INCREASING STUDENT LEARNING IN MATHEMATICS WITH THE USE OF

INCREASING STUDENT LEARNING IN MATHEMATICS WITH THE USE OF COLLABORATIVE

Jenna Di Fatta, B.A.

Saint Xavier University

CHAPTER 1 – PROBLEM STATEMENT AND CONTEXT

Appendix A: Collaborative Teaching Survey Pre and Post……………………...43

Appendix B: Strategy Survey……………………………………………………44

Appendix C: Multiple Intelligence Online Survey………………………………45

Appendix D: Multiple Intelligence Lesson #1………………………...…………46

Appendix D.1: Parallel and Perpendicular lines Card Activity Worksheet...……48

Appendix D.2: Examples of Parallel and Perpendicular lines Cards.……………49

Appendix E: Multiple Intelligence Lesson #2…..…………………………...…..50

Appendix E.1: The Wave Activity…………………..…………………….……..52

Appendix F: Multiple Intelligence Lesson #3…………………………...………55

Appendix F.1: The Carousel Activity……………………………………………57

Appendix G: Multiple Intelligence Lesson #4……………………………......….58

Appendix G.1: Triangle Inequality Game…………………………………...…..60

General Statement of the Problem

Academic Area Duration Semester(s)/Credit(s)

Social Studies 1 year 2

Physical Education 3.5 years 7

Health Education 1 semester 1

Art or Music or Career & Technical Education Family and 1 year 2

Total Required for Graduation 40

Source: School District Website

Local Context of the Problem

National Context of the Problem

Table 2: Average Test Scores Pre-Intervention

Average Grades for Homework

Table 3: Average Homework Completion Pre-Intervention

Lower-SES students view mathematics has merely memorizing facts. Lubienski

reinforcement to the students to address the lack of homework completion.

Project Action Plan

Week 2 (September 1 – September 5)

Week 3 – Week 8 (September 8 – October 24)

Week 9 (October 27 – 31)

Week 10 – Week 18 (November 3 – December 19)

Incorporate more cooperative learning groups.

Give positive reinforcement for homework completion.

Winter break Week 21 (January 5 – January 9)

Distribute post collaborative teaching survey.

Teacher researchers will meet as a group to compare and evaluate results.

Collaborative Teaching Survey

Historical Descriptions of the Interventions

Presentation and Analysis of the Results

Table 8: Average Percentage of Test Scores Pre- and Post-Intervention

Average Grades for Homework

Table 9: Average Homework Completion Pre-Intervention and Post-intervention

Oaks, CA: Corwin Press.

Lubienski, S. T. (2007, November). What We Can Do About Achievement Disparities.

Scherer, M. (2007, November). Perspectives / Speaking of Math. Educational Leadership, 3, 7-7.

Collaborative Teaching Survey

2. Do you feel that having two teachers has helped you

3. Do you feel that having two teachers has helped you to

4. Do you feel that having two teachers has helped you to

Collaborative Teaching Survey

2. Do you feel that having two teachers has helped you

3. Do you feel that having two teachers has helped you to

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red

Blue Red