How might implementing students tracking their own progress throughout a unit impact students’ own knowledge of their understanding of new math topics, as well as their use of available resources, in my 6th grade blended learning math class?

Seminar Title

How might implementing students tracking their own progress throughout a unit impact students’ own knowledge of their understanding of new math topics, as well as their use of available resources, in my 6th grade blended learning math class?

Self-Directed Learning

6th Grade

Middle School

Mathematics

Writing

Why do students think they are “dumb” when they get one question wrong? Why do students think they are “ready for the test” when they clearly are not? Are students capable of understanding if they understand or not? This is something I’ve been wondering for awhile and I was excited to find the research that I found! I dedicated my research to self-directed learning, by focusing mainly on self-assessment and self-reflection, in regards to self-motivation and self-discipline. My goal through my research and over the course of this school year is to figure out how to encourage students to engage in learning for their own growth, as well as challenging themselves at the level they are currently at. No matter what grade level or subject you teach, this will be an engaging discussion on self-directed learning in and out of the classroom. I am looking forward to all of us leaving with more ideas and strategies than what we came with.

According to my research, middle schoolers are old enough to be able to understand if they comprehend the material, and are able to be efficient self-directed learners. The four areas I chose to focus on this school year include 1) Self-Motivation 2) Self-Discipline 3) Self-Assessment and 4) Self-Reflection. I decided to create and implement a student checklist per unit that includes all assignments, daily self-check quiz score recordings, learning targets, required signatures by myself or peers, and an end of the unit self-reflection writing piece. This checklist is intended to help students realize and understand all four of my focus areas, which compiled together, are helping them become a self-directed learner. Through my research and data collection, I have found that holding students more accountable for their own growth and learning is leading to students getting their work done. The number of students without their videos/notes done before class has declined, as well as quiz and test scores slightly increasing. However, I am noticing some students still need a daily check-in to show me their work, otherwise it is not done. I need to continue to work with these students to find and develop something that will motivate them to get their work done and to get them to realize that not doing their work affects their own learning. As a result of my focus on student self-directed learning, I found that students are more self-aware and productive when they are tracking their own progress. I am noticing that when students appropriately self-reflect and use that to check their own growth, they have more confidence in their learning. They can see specific learning targets in which they have mastered, rather than an overall picture of failure that falsely leads a student to believing he/she has not learned a thing. I am looking forward to continuing to have students tracking their progress, as well as finding different ways for them to do so!