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Data Collected: Formative- This observation notes and Pairing students together
Student picked partners sheets student picked partner sheets was an effective strategy.
Formative-Observation Notes showed me which students From my observation
from 10/2/18 work best together. The notes, I gathered that they
student picked partner sheets were communicating more
Action taken/Teaching show me who students and they were explaining
Strategy: My CT and I looked believe they work best with their thoughts more when
over the partner choices that and who motivates them the discussing math. The next
students wrote down. We then most. The observation notes step is to look at the test
tried to pair them with someone show me how students are scores from when they
they wrote down and also sit communicating with each were first switched. This
them next to someone they wrote other and also if students are would be their test scores
down. communicating more now over ratios and also their
The observation notes helped than they were at the quarterly test scores.
me observe and compare if beginning of the year with According to our ESOL
students are discussing the their teacher-picked partners. course, ELL’s tend to
mathematics more with the One student, G.B.,seemed to work better in small
partners that they picked or with be communicating with his groups and with someone
the partners that their teacher partner more and also who can explain the
picked. The teaching strategy explaining the mathematics content to them well. The
that I implemented through these to his partner. next step for this is to see
notes is more higher order how G.B. does with his
thinking questions. partner, J.M., that he
picked rather than with a
Literature: teacher-picked partner.
Striking the Right Balance:
Students’ Motivation and Affect
in Elementary Mathematics Diaz-Rico, L. T., & Weed,
K. Z. (2002). The
“Students' reported classroom crosscultural, language,
experiences formed 4 factors— and academic development
Social Affect, Personal Affect, handbook: A complete K-
Efficacy, and 12 reference guide.
Challenge/Importance. On the Boston, MA: Allyn and
basis of student reports, the Bacon.
authors concluded that (a) affect
is essential to student experience
in mathematics lessons, (b) skill
is perceived in conjunction with
affective variables, (c) challenge
is identified as a threat to
students' efficacy, and (d)
importance of a task is more
relevant to motivation than is its

Amy Schweinle, Debra K. Meyer

& Julianne C.
Turner (2006) Striking the Right
Balance: Students' Motivation
and Affect in Elementary
Mathematics, The Journal of
Educational Research, 99:5, 271-

This data showed me that The next step for this is to

Data Collected: Quarterly when students pick their move my students into
Check 1 Percentage G.B. = 93% partners, they do better on seats where the teachers
Class Average= 82% their tests, even big ones like pick the partners. This is
District Average= 80% quarterly tests. This shows testing what we know
that G.B., who is an ELL about ELL students
Action Taken/Teaching student did better than his working better in small
Strategy: class, which scored an 82% groups and with people
When looking at this, my CT and average. It also showed me they are comfortable with.
I decided to keep the seats the that the class, as a whole, This will also help us see
same. This showed that having benefited from student how students do on tests
students pick their partners picked partners because they when they do not get to
improved their learning from the scored higher than the district pick their shoulder partner
time that they chose their average. to have discussions with.
partners to the time that we
moved their seats.

Literature: “The low-achieving

students given learning-goal Diaz-Rico, L. T., & Weed,
instructions performed better on K. Z. (2002). The
the posttest problems and crosscultural, language,
perceived their partner's and academic development
competence as more similar to handbook: A complete K-
their own than did the low- 12 reference guide.
achieving students given Boston, MA: Allyn and
performance-goal instructions.” Bacon.

Gabriele, Anthrony J. &

Montecinos, Carmen
(2001) Collaborating With a
Skilled Peer: The Influence of
Achievement Goals and
Perceptions of Partners'
Competence on the Participation
and Learning of Low-Achieving
Students, The Journal of
Education, 69:2, 152-178.

Data Collected: Quiz scores While this article does not In our ESOL class, we
from most recent test support the data that was learned that students tend
collected, this shows me that to work better when they
G.B.= 81.5% the my ESOL student tends get to do what they want
Class Average= 92.11% to do worse when we pick his and get to have some say
partners for him rather than in their learning and their
Action Taken/Teaching when he picks them for learning environment. The
Strategy: For this teaching himself. This data supports next step for this is to start
strategy, we moved the students my belief that students tend incorporating more
to teacher-picked partners to see to do better when they get to student-picked partners
how the students would do on pick their own partners rather into the classroom.
assignments if they did not pick than when the teacher picks
their partners. them.
Diaz-Rico, L. T., & Weed,
Literature: “Students in the K. Z. (2002). The
structured conditions reported crosscultural, language,
higher levels of scholastic and academic development
competency and self-control than handbook: A complete K-
did students in the nonstructured 12 reference guide.
conditions.” Boston, MA: Allyn and
Fantuzzo, John W., King, Judith
A., Heller, Lauren R. (1992).
Effects of Reciprocal Peer
Tutoring on Mathematics and
School Adjustment: A
Component Analysis, The
Journal of Educational
Psychology, 84:3, 331-339.