Flexible Work Arrangement Proposal

PDSA SUMMARY

Date: 12/10/2007 8:46:00 AM
Name: Kimberly L. Johns
Email:
School: Third Creek Elementary
Grade: 1st
Subject: Math
What was the NCSCOS objective?
5.03 Create and extend patterns, identify the pattern unit, and translate into other forms
What was the gap or issue? (Include beginning data)
On the 1st Quarter Predictive Assessment 1 out of 16 students was proficient on the skill.
What was the end result? (Include ending data)
At the end of 1weekly PDSA cycle (Nov.2- Nov. 9) there were 13 out of 16 students proficient on the skill.
What were the key improvement strategies? (Include no more than 3)

Students used unifix cubes to make patterns and tell the pattern unit to a partner and to the class.
Students enjoy using the overhead projector, so I drew patterns on the overhead and students came up and circled the pattern unit and explained their decision to the class.
Students used white boards to draw patterns and then their partner circled the pattern unit and explained why they circled what they did.

Comments and explanations
The unifix cubes were a great success for my students. We used them during math instruction and borrowed time at the end of the day. During math they would work with a partner and during borrowed time I would work with specific groups to make sure they were getting the concept. Sharing their work with a partner has proven to be a very effective strategy.
The white boards are a tool that really motivates my students. They ask to use them all the time. We use them during math to learn and quickly evaluate progress on a given task. We have used them to help with shapes, numbers that come before and after, solving word problems as well as pattern units. White boards make the work more engaging for students and help them create a visual and kinesthetic product that moves the learning more quickly to long term memory.

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