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I planned and implemented these strategies on a weekly basis for six weeks during whole group math instruction. Math took place from 9:35-10:35 in the morning. I implemented this into my classroom from January 31st to March 15th.
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I chose to implement movement and game-like activities. This provided the opportunity for students to learn, and also gave them the chance to get up and maneuver while discussing the math problems with their peers. The strategies I used were, "Flashcard Game," "Voting with our Feet," "Show me with Whiteboards," and I expanded activities in our "Interactive Notebooks." These specific game-like and movement activities are from Spencer Kagan and Robert Marzano and were described in detail in my research section.
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These game-like and movement activities were implemented during whole group math instruction. First, I looked at what standard and lesson I would be teaching that day. Then, I decided which strategy would best fit what I was teaching. I kept my students in the forefront of my mind because I wanted to best fit their needs for all to learn. After every math class, I recorded and reflected how the lesson and movement strategy went, and how I thought the overall student engagement was. I scored the overall class engagement and gave the class a 5 for full engagement, 3 for 50% engagement, or a 0 for no engagement. Students were also given a composition notebook to interact with math problems and vocabulary throughout the experiment. I gave an attitude survey on how the students felt about math at the beginning of the project and then again how they felt about math at the end. I also interviewed two students to see their overall attitude about math after the experiment.
