EDU 501 Action Research Project by Miss Moors https://padlet.com/lmoors1/spq4fkbyxupp Ideas to keep my students engaged, specifically within the algebra content en-us 2019-09-09 13:45:52 UTC 2023-08-15 04:16:30 UTC hello@padlet.com https://padlet.pics/1/image.webp?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f44d.png Out-of-the-Box Ideas lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381609654 2019-09-09 13:54:59 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381609654 Possible Hiccup lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381612895 How can I find real-world problems for my students so they can connect algebra to their every day lives?]]> 2019-09-09 13:59:47 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381612895 Ideas for Reluctant Learners lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381616976 2019-09-09 14:05:43 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381616976 Teaching Strategies lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381621487 2019-09-09 14:12:28 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381621487 Algebra in Everyday Life lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381628453 2019-09-09 14:22:29 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381628453 Flipped Classroom Flowchart lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381776135 Abeyseker, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. ]]> 2019-09-09 18:00:19 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381776135 "Students with high self-efficacy tend to engage in classes more willingly in order to reach their goals. Students with low self-efficacy exert less effort in the face of difficulties and tend to spend more time on and idle around past mistakes," (p. 197). lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381888890 Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Science. 14(2), 190–200. ]]> 2019-09-09 22:32:40 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381888890 Motivation & Engagement Wheel lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/381889834 Martin, A.J. (2010). Building classroom success: Eliminating academic fear and failure. London: Continuum. ]]> 2019-09-09 22:38:46 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/381889834 Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383705144 "Students who are not confident that they can solve complex problems, or who do not see the point of putting forth effort to do so, try to avoid those tasks or pressure teachers to make the work simpler for them," (p. 4).
"To understand learning targets, students need to have clear knowledge of where they are going with their learning and avoid the inefficiency and frustration of trial and error," (p. 5).
"When teachers involve students in the assessment process, students perceive more control of and more responsibility for their own learning," (p. 5).

-These are quotes that, in my opinion, summarize the article beautifully.-

Beesley, A.D. , Clark, T. F., Dempsey, K., & Tweed, A. (2018).  Enhancing formative assessment practice and encouraging middle school mathematics engagement and persistence. School Science and Mathematics, 118: 4-16. doi:10.1111/ssm.12255]]> 2019-09-13 11:23:44 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383705144 Enhancing Students' Engagement: Report of a 3-Year Intervention with Middle School Teachers lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383706720 This article discusses the importance of instructional strategies that support meaningful learning. Building on students' prior knowledge and providing opportunities to do complex thinking is also important. It is also crucial for students to have a sense of belongingness and be in an environment that encourages mutual respect, not only from student to student, but from teacher to student as well.
Turner, J.C., Christensen, A., Kackar-Cam, H.Z., Trucano, M., & Fulmer, S.M. (2014). Enhancing students’ engagement: report of a 3-year intervention with middle school teachers. American Educational Research Journal. 51(6), 1195-1226.]]> 2019-09-13 11:30:04 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383706720 Theoretical Foundations of Engagement in Mathematics lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383707731 This article is summarized perfectly with the following quote:
"Affective engagement includes the emotional dimension of interest, student enjoyment, and can extend to identification with the school culture," (p. 135).
Watt, H. M. G. & Goos, M. (2017). Theoretical foundations of engagement in mathematics. Mathematics Education Research Group of Australia, Inc. 29, 133-124.]]> 2019-09-13 11:33:55 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383707731 Student and Parent Perspectives on Flipping the Mathematics Classroom lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383708179 This article discusses the components of a "flipped classroom" and its benefits among student engagement. "The flipped classroom approach has merits in terms of creating an environment where students can be intrinsically and extrinsically motivated to achieve learning goals," (p. 451.
Muir, T. (2015). Student and parent perspectives on flipping the mathematics classroom. Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia, 445-452. ]]> 2019-09-13 11:35:48 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383708179 Relationships Between Self-Efficacy Beliefs, Engagement, and Academic Performance in Math Lessons lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383709368 In this article, the author discusses the importance of student self-efficacy. All in all, students with high self-efficacy engage better than students with low self-efficacy.
Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Science. 14(2), 190–200. ]]> 2019-09-13 11:39:34 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383709368 Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383709933 This article explored the declines in mathematics engagement and found the decline to be related to student self-efficacy, home and the parent value, classroom climate, and school socio-economic factors.
Martin, A.J., Way, J., Bobis, J., & Anderson, J. (2014). Exploring the ups and downs of mathematics engagement in the middle school years of school. Journey of Early Adolescence. 1-46. ]]> 2019-09-13 11:41:43 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383709933 Engagement with Mathematics: What Does it Mean and What Does it Look Like? lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383710835 This article discusses ideas to keep students engaged, as well as a combination of factors to provide a positive learning environment for students, which is also imperative to consistent engagement.
Attard, C. (2012). Engagement with mathematics: what does it mean and what does it look like? APMC, 17(1) 9-13.]]> 2019-09-13 11:44:50 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383710835 Teaching Academically At-Risk Students in Middle School: The Roles of Explicit Instruction and Guided Discovery Learning lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383722273 This article highlights the constructivist approach. "Constructivist approaches to instruction involve placing students in learning environments that are rich in discovery opportunities, emphasize students' construction of meaning, and encourage students to explore and develop concepts for themselves," (p. 4).
Martin, A.J. (2015). Teaching academically at-risk students in middle school: the roles of explicit instruction and guided discovery learning. Big Fish, Little Fish: Teaching and Learning in the Middle Years. Cambridge: Cambridge University Press. 

]]> 2019-09-13 12:15:15 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383722273 Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualizations lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383724340 This article discusses the basics of academic engagement and its relation to student interest, student motivation, student cognition, and their behavior.
Alrashidi, O., Phan, H.P., Ngu, B. H. (2016). Academic engagement: an overview of its definitions, dimensions, and major conceptualisations. International Education Studies, 9(12), 41-52.]]> 2019-09-13 12:20:00 UTC https://padlet.com/lmoors1/spq4fkbyxupp/wish/383724340 Improving Student Motivation and Engagement in Mathematics through One-to-One Interactions lmoors1 https://padlet.com/lmoors1/spq4fkbyxupp/wish/383725474 In this article, the author discusses the importance of getting to know your students. If we know our students at various levels, then we are able to cater lessons to their individual interests, learning styles, and preferred methods of learning. "Maintaining an emphasis on student understanding requires the teacher to be flexible and adapt lessons to appropriately match the students' abilities," (p. 631).
Way, J., Bobis, J., Reece, A., Anderson, J., & Martin, A. (2015).  Improving student motivation and engagement in mathematics through one-to-one interactions. Mathematics Education Research Group of Australia, 627-634.

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