ImagineIT - Phase 5 In my initial goal setting meeting with my principal at the beginning of the year, we discussed my ImagineIT project and he was really enthusiastic and supportive of my “big idea” of nurturing and turning my students into mathematicians. We also discussed two major issues (dilemmas) that I faced. These dilemmas included access to technology and providing the needed support for my English Language Learners(ELL). My principal along with my colleagues and advisor shared similar solutions with me.
All parties suggested that I contact known organizations and/or websites that are known to provide financial or technology support for teachers, especially those working in an urban environment with a high level of poverty. I am now exploring these options. Any additional suggestions about where I may seek help to ensure that every student in my classrooms has the technological equipment to fully engage in the digitally-oriented curriculum of enVisionmath2.0, teacher-developed digital activities/tools and internet access.
In supporting my ELL students, a Spanish edition of enVisionmath2.0 is available for those students are new to the program or performing at a level that qualifies them for Spanish language support. I also have a part-time teacher assigned to my ELL students that translates materials and provides direct support in the classroom for about 40 minutes per day. Unfortunately, video and digital materials are not yet available in Spanish. Other colleagues have suggested, that I may try to involve parents, community groups, high school programs and college groups that support ELL students. I am currently starting to pursue these areas also. There may also be curriculum available in Spanish that supports my mathematical content needs that I also need to look into.
In approaching my student focus group, I had three goals. The first goal was to find out the effectiveness of having my students look at the real world as a mathematician through some of the learning activities and curriculum I am using. My second goal was to determine the effectiveness of our current technological usage and suggested for enhancement. My final goal was to identify if my students felt they were receiving adequate support in Spanish.
The focus group consisted of 15 students. Five students were invited from each of my three classes, One of these classes has the majority of my ELL student population. I was very excited to hear that all of the students thought the my “Math is FUN (Fantastic, Unbelievable, Numbers)” project of students bringing in numbers from the real world to share with their classmates was “awesome”, “very interesting”, “learn something new every day” and “fun to do”. They thought the activity helps them to notice that math and numbers are everywhere around them and that it makes them think more about math. They would like to focus on thinking about more numbers in their lives, what math problems they will encounter in the real world and create math stories. WOW!
Technologically, they didn’t feel at any disadvantage because we do have access to computers in the room and a full cart of laptops once every six days. They said they would like more computer assignments connected to math. They also thought the videos, digital activities and tools available that are part of enVisionmath2.0 were very helpful and interesting. They felt the videos reinforced what I taught them and helped them to understand what we were studying better. They also felt the “Practice Buddy” questions were helpful, so they could see what they knew and where they need extra help.
I did ask them what they would like to have, if there were not monetary restrictions on technology spending and they all said they would like to have their own laptop for school and to take home, along with internet access. One student suggested we get flat screen displays all around the room to see the lessons from any angle and maybe have different languages on different screens.
All of the students felt ELL support was good and that they should all learn in English. Suggested those learning English should have translated materials at first and take classes after school to learn English. They suggested teachers could take Spanish classes after school. I actually started an after school Spanish class for teachers last year, but unfortunately, it did not continue this year. They thought the best solution was for new students to be paired with a buddy to translate. All in all, great input from my colleagues, administrators and advisor and unbelievable insight from my students. I need to get to work.