Reflecting on Co-Facilitating a Community of Practice for Math Achievement

Reflecting on my experience as a co-facilitator of a Community of Practice (CoP) at our school, aimed at enhancing students' math achievement, has provided me with a deeper understanding of the challenges and rewards of collaborative educational initiatives. This process was enriched by engaging with coworkers and grappling with critical questions that emerged throughout our journey.

One of our pressing questions was: How can we effectively enhance math proficiency among our students? In response, our CoP turned to the insights of Marzano (2007), who emphasizes the importance of active learning strategies in improving student outcomes. This research steered us towards the 'Think-Write-Pair-Share' technique, which promotes individual reflection and peer collaboration, thereby enhancing understanding and engagement in math.

Another critical question that guided our process was: How do we monitor and adapt our strategies for maximum effectiveness? The Plan-Do-Study-Act model proposed by Langley et al. (2009) provided a valuable framework. This model enabled us to systematically implement, observe, and refine our teaching strategies, ensuring they effectively meet our students' needs.

Despite challenges like ensuring consistent implementation and engaging a diverse range of students, the 'Think-Write-Pair-Share' technique significantly improved student engagement and understanding of mathematics. The strategy's emphasis on individual reflection and peer collaboration aligns with Vygotsky's (1978) social development theory, highlighting the importance of social interaction in learning. This technique helped bridge the gap between different learning styles and needs by facilitating a structured yet collaborative learning environment, echoing Vygotsky's principles of constructive social learning. The transition to this new approach required overcoming initial hurdles, but the resulting positive impact in the classrooms clearly indicated its effectiveness.

As we continue our journey, we are committed to refining our approach leveraging the insights gained from our experience and the valuable perspectives offered by educational research. This endeavor underscores the importance of evidence-based practices and adaptability in driving academic improvement.

References:

Langley, G. J., Moen, R., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The Improvement Guide: A Practical Approach to Enhancing Organizational Performance (2nd ed.). Jossey-Bass.

Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.