I have written my TechQuest project about math fact fluency and incorporating a program called FASTT Math into the math curriculum. Because I have written my paper to submit for funding, I have continually taken notes and done research on all aspects of the program.
I was able to do a very short trial tutorial to see how all the sections of FASTT Math work. I have also discussed the concept and implementation with other teachers in my building to get feedback and input from them about concerns and practical application ideas.
One of the surprises I came across when talking to the teachers in my building about the program was the fact that they were all in support of it. Across the curriculum, in grades 5th through 8th, all the teachers I talked to in both science and math expressed concerned about the student's math fact fluency and thought intervention by using a program such as FASTT Math could be beneficial.
However, just as surprising, all of the teachers I spoke with expressed concern about finding the time to schedule the actual computer program into their already busy schedules. The 6th through 8th grade teachers were concerned that taking 15 minutes out of their math curriculum instructional time would not be beneficial and even detrimental to their teaching. The fifth grade teachers were more receptive to the idea because of the way their day is set up. The six fifth grade teachers I talked to were supportive of the idea and thought they could squeeze it into their curriculum three days a week and maybe even a fourth day.
I didn't expect such a strong resistance to the scheduling of the program in most classrooms. I know the middle school is designed differently from elementary in terms of classroom times and rotations so I thought of another implementation for that style of teaching. In the future, I would recommend that this program be implemented in an academic extension class that our school has for each grade 6th-8th. The A.E. classes meet daily for 50 minutes. After interviewing the staff and doing more research, I think that this would be a great alternative for our school. There could be a math foundations class that could rotate the kids through this program and include additional math resources and games for the students to utilize. This would also be a more economical alternative for the school.
I would approach another project of this type differently in the future based on what I have learned. One of the first steps I would do next time, after identifying the problem and a possible solution, would be to discuss the application of the solution with other teachers and administrators in my building to get their thoughts on it before I even started. This would allow me to address and focus on immediate concerns before I even started the research. It would also help me to narrow down and really focus on the specific concerns for the people that would need to support my proposal in the future. I think this would help to make a smoother implementation.
One of the big lessons that I have learned is that there are wonderful resources and information out there to help teachers and students but access, money, and scheduling always seem to be the road blocks to utilization. It is worth the struggle and time to fight for tools that you think are beneficial for your students so don't give up easily. Based on my research and interviews, I do think that the FASTT Math program is worth the money and frustration to get it into the math curriculum for fifth grade or an A.E. format for the sixth through eighth grades. Hopefully, I will be able to use the program in some capacity next year.
I would definitely invest the time and energy into doing another TechQuest in the future. I think that it is a very helpful process to really think through and fine-tune ideas about ways technology can solve educational problems. I will change some of the steps I go through in this process next time by focusing more energy on the beginning research and input from peers. This would help to save a great deal of time and focus the project better. This has been a very worthwhile process and one that I will repeat in the future!
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Michele,
ReplyDeleteI agree that taking time out of the curriculum is very difficult to do. Just when you think you've squeezed everything in you are asked or want to implement something else! I find that my own curriculum is constantly evolving as the year progresses to accommodate the needs of my class. Your math project is such a good idea and it seems that you have found a way around the 'time constraints' issue by implementing it into a different sphere.
Our own growth as teachers never stops and each time I do a new project I find that part way through or afterward I find I am adapting it. That is the way of teaching. Staying in touch with colleagues both in your own school and the wider community is such an important aspect too to consider starting points and have differing points of view before undergoing a major project.
Michelle,
ReplyDeleteIt is good to hear that your fellow teachers support the program. It is disheartening that they were opposed to scheduling time in the computer lab. Making the program part of student homework would allow teachers to have their 50 minutes and would make the students review their math facts.
I like the fact that you would discuss the problem and potential solutions with the other teachers. I think it is crucial to get input from all involved. That way you can be sure hone in on a program that is supported by the majority of your peers. It sounds like your peers supported the program you decided upon. I am not surprised based on the amount of research and effort that you put into your project. I hope that it comes to fruition.
Brian