Name: Tiffany Embry

Date: 12/9/09
Course Number/Name: MAT 728

Final Reflective Assessment

1. What were your initial premise statements? Discuss your premise statements now that
they have been refined and revised as a result of your action research.

Initial Premise Statement: Most of the students when placed in an EBD self-contained
unit enter performing below grade level. Many of the students are embarrassed to
participate in group discussions and activities. While playing a game of Yahtzee with
students, I discovered that they did not have basic multiplication skills. Initially, I
thought that using traditional rote memorization was the best method to assist students in
learning their multiplication facts. Students continued to struggle. The inability to
acquire multiplication facts hinders their ability to learn the math concepts that are
required of 3rd, 4th, and 5th grade students. They are also not able to do simple problem
solving quickly and efficiently. This problem is significant because students are not able
to simple problems efficiently.

Refined and Revised: Through research, I discovered many ways that use brain
compatible learning techniques that aid students in obtaining and retaining multiplication
facts. The way that I chose to focus on for my implementation plan was using popular
music which allowed for multiple parts of the brain to be activated which provides for
multiple connections and retention.

2. Your “practical argument” is the professional knowledge and language you use to
support the decisions you make in your classroom. What were the key concepts and ideas
from these courses that define your new practical argument in professional practice?

Before this class, I had never been exposed to brain-based research. During my
undergraduate studies, I had been drilled on “using the multiple intelligences”. I feel the
multiple intelligences and brain based strategies go hand and hand, however brain based
concepts take it a step further. The key concepts that I have chosen to incorporate into
my classroom are:

• The use of brain gyms

• Incorporation of the arts into core content subject areas
• Addition of nature to the classroom (plants and animals)
• Provided more hands on learning opportunities

3. What questions were raised (or not fully answered) during your action research that
might lead you to further research?

I am still trying to discover creative assignments that also offer structure due to the nature
of my students’ disabilities. This question has taken me on countless searches. When my
students have too much freedom, it often leads to chaos and out of control behaviors. I
have tried to create an environment which was “calm” and “down” relaxation time during
the day – often trying to incorporate yoga techniques so that the students can refocus, but
my students often become silly or disorderly (arguing, fighting with one another). When
these behaviors occur, I find that it becomes more difficult to get the students back on
task. I realize that my students are unique in that they have been diagnosed as having an
emotional behavioral disability, but I still feel this reflective time could greatly benefit
them, if I could just make it work.

4. How has the semester’s work change you as a teacher? How has your study impacted
your role in your school?

This semester’s work has made me a much more creative teacher. I am becoming a
teacher who is stepping out of her comfort zone for the benefit of all students. I have
discovered that it is a lot more work and requires me to plan two separate tasks (an
alternative assignment for students who cannot handle the original). It has impacted my
role in the school because I have gone to other colleagues for advice and suggestions
about creative assignments. I discovered that once I started asking them for help, they
too started asking me for suggestions in my area of expertise (behavior). It has made me
closer to the teachers at my school. Another positive that came out of this semester is
that several of my colleagues have made copies of the Smart Shorties program and are
implementing it in their classrooms. It is too early to tell if the students are retaining the
multiplication facts, but they are enjoying the program!
 References

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