Teacher Perceptions

An investigation was done in a private school district in Washington to determine the reason for a dip in fourth through sixth grade students’ standardized testing scores specifically in math. It is also to investigate techniques to improve test scores and improve instruction for this group of students to improve MAP Growth scores in math.

As part of the study, the below teacher perception survey was given to five teachers who teach math, four of whom answered. The participants were all teachers in the same private, Christian school. The survey was administered through Microsoft Forms. The average time taken to complete the survey was about 11 minutes. 

 Teacher Perception Survey

This video provides further information on teacher perceptions regarding math instructional strategies used in the school. It includes background information on research-based math instructional strategies, teachers’ use of them, and the results of the survey.



This table represents a summary of the data from the surveys. It lists the five discussed research-based math instructional strategies including teaching self-regulation strategies, explicit math vocabulary instruction, writing in math instruction, small groups or other differentiation methods, and personalized math instruction through technology. The teachers’ responses to their use of these instructional strategies is listed on the right.

The survey gathered data about how teachers are instructing their students in math as well as how they feel they are doing with their math instruction. Teachers do not seem to use the instructional strategies of self-regulation and writing in math very often if at all. Teachers stated that they feel confident in teaching struggling students. They also use many strategies to differentiate instruction including reteaching and enrichment activities, manipulatives, graphic organizers, and modified homework assignments. Qualitative data reported that teachers feel confident in choosing and implementing technology-centered math programs for their students.

Overall, teachers stated that their perceived greatest strength in math was overseeing group and collaborative work, reaching lower achieving students, and knowing content well. Every teacher stated that an area of desired improvement would be to vary instructional techniques to make math more engaging for students of all levels. Since technology seems to be an area where teachers are confident, this strength should be developed and enhanced. Teachers could engage in professional developments and trainings to enhance their use of personalized technology among students. 

Math Instructional Strategy

Teachers’ Rating

Self-regulation strategies

Explicit math vocabulary instruction

Writing into math instruction

Small groups or other differentiation methods

Personalized math instruction through technology

Comments

Post a Comment

Popular posts from this blog

Effective Curriculum and Instructional Design Approaches for Diverse Learners

Image
Education is shifting away from emphasizing teachers teaching to ensuring student learning. All students learn differently and learn best when instructional practices are tailored to their own cultures, languages, and experiences. Student engagement and achievement are associated with a teachers’ use of evidence-based and proactive classroom management practices (Larson et al., 2018). These proactive practices are also associated with higher rates of positive student behavior. There are several strategies to create a rigorous and appropriate curriculum for all learners. These strategies include knowing your own beliefs, building strong rapport with students and families, and understanding cultural impacts on learning. A critical component to recognizing and using effective instructional strategies for culturally and linguistically diverse students is for a teacher to be aware of their own experiences and beliefs. Whether they realize it or not, these beliefs and experiences play into t...
Read more

Student-Centered Instructional Strategies

There are four main strategies to make learning student-centered. They are to teach appreciation for diversity; build and use group-focused, collaborative curriculum; use culturally responsive curricula and resources; and utilize authentic learning opportunities. Teaching appreciation for diversity can help build a safe learning environment and ensure learning for all students. Team building and group problem solving activities can help individuals and groups recognize the unique characteristics of themselves and therefore their peers. Teachers should not play down differences or feign color blindness (Nganga, 2015). Recognizing and celebrating diversity helps to create a socially and intellectually safe space (Hammond, 2013). Through a strong self-identity these routines and rituals can reinforce self-directed learning and academic identity to make learning more personal and make students more engaged. Collaboration among students can build a group effort toward learning goals. Cooper...
Read more