Mathematic Problem Solving Ability Development of Grade 4 Students through 5 Step Learning and Peer Coaching with LSPLC in Thailand

Researchers (1) Pornkanok Chomdee (2) Phatarapol Lapkiartiporn

Background and Problems:

As a novice Mathematic teacher, supporting grade 4 students to develop mathematic problem solving ability was a big problem. As our Satitpattana School, a large private school in Bangkok, implementing “ Lesson Study and Professional Learning Community (LSPLC) “ , we were supported to solve our problem collaboratively by redesigning our grade 4 mathematic lessons through 5 Step Learning  Process and peer coaching.

The study objectives were to analize:

  • Important aspects of the redesign of the mathematic lesson plans for problem solving ability development.
  • the changes of the ability of students and classroom atmosphere
  • the changes teachers’ learning collaboratively through LSPLC

Target Group:

43, grade 4 students from 2 classes (23 students and 20 students)

Study Instruments:

A  Grade 4 mathematic problem solving ability test, peer coaching skills evaluation form, six lesson plans, teachers’ learning log, LSPLC learning log and video records were used in the study.

The Findings were as follows:

  • Redesigning the structure of learning process from 3 step learning process (introduction, teaching the concepts and conclusion) to 5 steps learning process(questioning, searching information, constructing knowledge, communicating and community servicing) through collaborative learning in a small group of four students with peer coaching relationship were  important aspects of the 6 lesson plans which were supported through LSPLC.  The lesson study procedure in our school consisted of 5 collaborative learning steps among teachers and PLC members.  They are (1) analyzing learning indicators, (2) planning a lesson, (3) doing and observing students learning behaviors, (4) reflecting the outcomes of the observed class, and (5) redesigning the observed lesson.
  • After two weeks of learning through the 6 redesigned lessons, 41 students had improvements in their ability scores, and peer coaching skills scores. 29 and 7 students’ post –test scores were at heigh and at moderate levels
  • Coaching and mentoring activities from LSPLC created collaborative learning opportunities for teacher to better understand our students potentials and needs.  They  also provided us with a  collaboratively focus on how to support our individual  students to  learn effectively.