RLR501 Beers Strategy

7/30/2019 RLR501 Beers Strategy

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Fiona Connaghan

RLR501-Beers Assignment

November 14, 2012

Planning:

Last week, I began a new unit in math with my 8th graders. This new unit has

students studying exponential relationships and patterns; and learning how these

relationships can be illustrated and demonstrated in graphs, tables and equations.

Right from the get go, I realized that my students were struggling with this new

concept. Earlier in the year, the students studied linear relationships. Much like this

exponential unit, we spent time mastering linear patterns in tables, graphs and

equations. When we started the exponential unit, students kept going back to what

they knew about linear relationships. It was difficult to get students to recognize an

exponential relationship from a linear one. One of the key characteristics of an

exponential relationship that sets it apart from a linear one, is that instead of there

being a constant rate of change (or number being added or subtracted from the lastterm in order to get the next term) there is a constant growth factor instead (or

number being multiplied to the last term in order to get the next term). We spent

about two days practicing growth factor and differentiating exponential patterns

from linear ones.

This class is my lower level 8th grade math section, so they require a slower

pace and a more scaffolded learning experience. Since the students were struggling

with this new concept, I decided a K-W-L would be appropriate. This Beers strategy

fit in perfectly for this lesson because we were moving away from simply

recognizing exponential patterns in tables into beginning to write equations to

describe exponential relationships. I wanted to make sure that students were

capable of verbalizing what we already learned about exponential relationshipsbefore moving on to something new. I also wanted a window into their minds to see

what they were still wondering or struggling with when it came to exponential

relationships. A K-W-L was a great strategy from Beers I got to use to help me

accomplish both goals. It also gave me the opportunity to assess what new

understandings about exponential equations they would have gained at the end of

my lesson (The learned portion of the K-W-L).Additionally, one of the key purposes of a K-W-L, according to Beers, is the

vitality of connecting what we already know to what we want to know. I know that

this is absolutely key to moving my students through this unit. Recognizing

exponential growth and having the ability to determine growth factor is key to

students being successful in writing exponential equations (which was the nextchapter in the unit). I wanted to be sure that students had a keen understanding of

the basic characteristics of exponential patterns before moving on to using this

knowledge in the construction of exponential equations. Knowing the support these

students needed in their mathematical studies, realizing the amount of struggle they

already faced with exponential patterns, and recognizing the need to connect what

we already learned to what we are about to learn were all factors in leading me to

utilizing the K-W-L strategy for this class on this particular topic. Although it was a


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little bit of an untraditional use of the strategy since it was used in the middle of

instruction instead of at the beginning of instruction, I still think it was appropriate

as it served to assist and support my students as they were moving through the unit.

Implementing & Analyzing

Since we have very strict time constraints with our math classes (only 55

minute blocks), I decided to have the class complete the K-W-L as part of their Do

Now. On a sheet of paper students recorded what they already knew about

exponential relationships as well as what they wanted to know or wanted more

practice with. Students were allowed extra time for this Do Now since it required a

bit of more writing on their part. When we came back together, students shared out

what they had written down. After having reviewed my video, I realize that there

were a few things I think went well, but also quite a few things that could have been

improved.

I could tell students were happy to share out what they already knew about

exponential relationships. It was also very exciting to see students eager to shareout about what they were still wondering. This shows me that they want to

understand what were studying in class. It also provides me with feedback on whatI should plan to review with students. For example, one student said he wanted to

understand more about whether or not there is a constant rate of change in

exponential relationships. Although it is not captured on video, during independent

work, I went straight to this student to help clear up his confusion. By this time,

students should have been recognizing that there is not a constant rate of change in

exponential relationships, so I wanted to help him see this before he tackled the next

chapter.

Something that I feel didnt go well was the portion of time when students

were supposed to be sharing out what they already knew about exponentialrelationships. I did WAY too much talking during that period of time, when the

students should have been doing the majority of talking. One of the reasons I think

that is, is because I was fearful students would have nothing to share out. So I felt

like I needed to prompt them to the right answers. Students were able to respond

appropriately to all my prompts, but I wish I had let them come up with all the facts

for the K column on their own. I also wish I had provided more time for them to

complete the L column of their K-W-L. Although I did not capture that portion of the

K-W-L on camera, I had students complete it as an exit ticket. Unfortunately, we

were rushing to get ready to transition to the next class. So the data I received back

on what students had learned that day on exponential relationships may have been

skewed.Overall, the K-W-L really helped me to not only assess how my students were

doing with the new concepts being studied in class, but it also helped to prepare

them for what was coming. It helped to activate their brains and get them prepared

to jump back into exponential relationships. After having used the K-W-L this time, I

can really see how it can benefit both me and my students. I think I need a little

more practice utilizing this strategy though, because I definitely feel I made some

mistakes this time around. I look forward to trying it again though!


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Implications

After having spent the time planning, recording and analyzing the K-W-L

strategy, I truly can see the benefits of utilizing such a tool in my classroom. I will be

honest, I was a little skeptical at first about completing this project in a middle

school math classroom. I did not think it would have much benefit for my studentsor myself. I would even go as far to say that I thought it would be a waste of

instructional time. After reviewing my video however, I honestly can say that I was

completely wrong. Although you cant really see it on the video, students wereexcited to work on this. Nearly all my students copied down the notes I took up on

the document camera, and even after I took it off I had three separate students ask

me if they could see my notes so that they could finish copying it down. I was also

pleasantly surprised to see students wanting to share with me wonderings they still

had about exponential relationships. It really provided me with some great feedback

about my own instruction and what my next steps should be. I really do look

forward to using this strategy again and next time with improvements.

Some things I will do differently next time around are provide more time fordiscussion of the K-W-L instead of rushing through it. I would also like to have

students verbally share out what theyve written in the L column of their paper,

instead of just collecting it as an exit ticket. I will also provide less structure during

the share-out phase of the K-W-L. Students need to come up with Know part on

their own, with no help from me, otherwise I cant really assess what students trulyknow versus what I helped them share out.

This strategy was great for this group of students, who need that more

scaffolded approach. As Beers says in his text, the K-W-L is a framework that helps

students access their knowledge on a specific topic before moving forward with

reading or learning more about said topic. There are plenty of instances in math

where this approach would be appropriate to help students connect what theyalready know about a mathematical concept to what they are about to learn. We are

constantly revisiting topics in math and expanding our knowledge on that topic

(fractions are a great example). I know that this strategy, when I peg down how to

utilize it properly, will really help my students master many of the new things we

learn in class.

Documents

RLR501 Beers Strategy