The Power of Questions
“Because, you see, the secret to wisdom is to be curious – to take the time to look closely, to use all your senses to see and touch and taste and smell and hear. To keep on wandering and wondering.” Merriam, 1991
How can this concept help shape my research, personal, or professional aspects of my life?
There’s a big difference between this quote and a child who wants to do the assignment, get it done, and move on, or a student who asks, “What do I have to do for an A?”. I think many times I have been mostly interested in finishing a project, getting my A, and moving on. I may have been thinking in short term goals of the grade, instead of the long term benefits of the learning. I can also say that the thoughts and beliefs I once held onto, I may not still hold today. I am a different person today. I have learned more, grown older, experienced more of life, talked to people of differing points of view, read more books, and all of these things have reshaped or changed my original thinking. As I experience the new ideas, it disrupts or causes conflict with what I thought or felt before, and I may need to adjust my belief system based on the new knowledge. There may be wisdom in admitting I don’t have all the answers.
I don’t have a lot of experience with research. But, the concept of this quote can help shape my research. Go in with no preconceived notions. Be inquisitive. Look at all sides. Don’t be quick to draw conclusions. Keep an open mind. Keep digging for more articles, books, research. Also, there have been theories in the past by respected individuals, and later those respected individuals revise, change, or adapt their original theories as they have continued to investigate and analyze their original theories. These are the ideas that come to me as I think of research and the quote to keep wandering and wondering.
Article Analysis Activity 12/11/10
1. Does the author clearly present his work? Yes. He tells who the participants are, what data was collected, the process of using readers theater, the daily routine, and the results. The students were from a Title I school with 8 girls and 21 boys. Reading
Am I left with any questions? Was it appropriate to use the same passage at the end of the year? Should one that was grade level appropriate (beginning 2nd grade/ending 2nd grade) been used?
2. Is the work valid? The reviewers said that there were several methodological limitations to the study, but they noted the authenticity and contextual integrity of research that comes from the realm of a regular classroom and lead by the regular classroom teacher.
Are they measuring what they intended to measure? He wants to see if readers theater can lead to increased reading fluency (regardless of whether students are striving or thriving).
3. Does the author show bias in his/her writing? The teacher/author conducted the fall and spring testing one-to-one. Prosody was measured on DRA testing dates. He lists testing dates, September, April, May. How? By saying that the students made significant growth “in one of the most enjoyable and engaging ways imaginable – Readers Theater”. This seems like an opinion, although he does have observations to back it up, along with student comments and enthusiasm. (Was this true for all students? Doesn’t it show bias?)
4. Is research used to back up any claims made? (whether claims of their own or claims apparently from another source or person’s work) Yes, on page 6 he uses research from 1979 to say that assisted and repeated oral readings are two of the best ways to target fluency instruction.
5. What makes this article relevant? I have used reader’s theater before as an impetus to show that reading can be fun, motivating and engaging, and at the same time “hoped” that repeated readings would help with fluency. I think teachers are looking for as many strategies as they can use to improve student reading comprehension, fluency, and prosody.
FLUENCY MINI RESEARCH:
I am wondering if daily repeated practice of reading at a “just right” level for my students will result in more fluent reading at the level they have been practicing. My collecting data window is November 8-18. I will be testing any student who does not currently read at fourth grade fluency level of at least 104 words per minute, and placing him/her in the Read Naturally program. My data collection will be to use the placement stories to test student fluency, and then place him/her in an appropriate reading level. Students will receive their folder by November 18 and read their first story. At that time I will document an unpracticed reading (words per minute). Students will be asked to read the selection at least one time per day, with the objective of increasing their words per minute by about 30 words. When I return to work on November 29, I will begin to check their “practiced” reading (words per minute). Students will graph their progress. A new story will be assigned in the same way (cold read words per minute/graph it) and one week later students will be tested again and graph the results. I am also wondering if students continued the cold read/hot read practice throughout the year, if significant gains could be made which would allow them to successfully move up in levels, and if that could have an impact on moving them up the differentiated reading levels. Currently the students being tested are at the Strategic and Benchmark levels in the Lead21 Reading Program.
Mini Action Research: Fluency My Conclusions: 12/10
I thought that the Read Naturally program was all about improving the number of words per minute in the red column. Now I feel that it’s about improving the blue column, because we want students to comprehend and read fluently on a first reading of a text. The only way to improve the cold read is for the students to read a lot. I want them to not only practice the assigned one-minute reading, but to become life-long readers. Students may need a hook to get them going on books. Students need to find value in reading. Students need to enjoy reading. Now I see it’s about students reading a lot. This program will only be effective if students practice. Students who are motivated will read more and therefore show more growth in words per minute than students who read less. I need to find a way to increase the amount of time students read during the school day (which is what I have control over). I will not expect that this program alone will improve student fluency. I will need to put other reading opportunities or activities into the student’s learning day.
I have been influenced by the practiced readings my students did this fall. These were my thoughts.
1. Students who read a lot are more fluent readers.
2. Students who read a lot seem to be naturally expressive.
3. Students who read a lot enjoy reading as a leisure activity.
4. Students who read a lot show increased comprehension when they read.
5. Students who don’t read a lot are less fluent readers.
6. Students who don’t read a lot have to work harder to be expressive.
7. Practicing the fluency read increased the amount of words per minute.
8. How much improvement was seen is related to how much they practiced.
9. Students who don’t read a lot won’t improve their reading.
10. Students who are less fluent have lower comprehension.
11. The goal of becoming a more fluent reader is to improve comprehension of text.
12. Students need to read to improve reading ability.
Mini Action Research “Results” of student survey, data, observations 12/10/10
Student
|
How Much Do You Read?
|
Likes to Read
How Much?
|
Current
|
Number of Words per Minute
(Practiced)
|
Prosody / Fluency
(1, 2, 3)
|
Expression /
Inflection
Throughout
Minute Rdg.
|
Reads for Meaning /
# of Errors
|
#6
|
A lot
|
As often as I can.
|
Advanced Group (B)
|
160
|
1
|
Yes
|
Yes / 2
|
#5
|
A lot
|
As often as I can.
|
Advanced Group (B)
|
130
|
1
|
Somewhat
|
Yes / 2-3
|
#7
|
A lot
|
Every day.
|
Advanced Group
|
168
|
1
|
Yes
|
Yes / 0
|
#22
|
A lot
|
As often as I can.
|
Advanced Group
|
142
|
1
|
Yes
|
Yes / 1-2
|
#4
|
A lot
|
Every day.
|
Advanced Group (B)
|
154
|
1
|
Yes
|
Yes / 2
|
| #11 |
A lot
|
As often as I can.
|
Advanced Group (B)
|
176
|
1
|
Yes
|
Yes / 2
|
#12
|
A lot
|
Every day.
|
Advanced Group (B)
|
180
|
1
|
Yes
|
Yes / 4
|
| #14 |
A lot
|
As often as I can.
|
Advanced Group (B)
|
170
|
1
|
Somewhat
|
Yes /
|
| #9 |
A little
|
Every day.
|
Advanced Group (B)
|
132
|
1-2
|
Begins to, but tires out.
|
Yes / 2
|
| #23 |
A lot
|
Every day.
|
Advanced Group (B)
|
148
|
1
|
Somewhat
|
Yes /
|
#22
|
A little
|
Every day.
|
Advanced Group (B)
|
139
|
1-2
|
Somewhat
|
Yes /
|
Name
|
How Much Do You Read?
|
Likes to Read How Much?
|
Current
|
Number of Words per Minute (Practiced)
|
Prosody /
Fluency
(1, 2, 3)
|
Expression /
Inflection
Throughout
Minute Rdg.
|
Reads for Meaning / # of Errors
|
A lot
|
Once in awhile.
|
At Grade Level
|
99-110
|
2, reads in chunks
|
No
|
Somewhat
| |
#1
|
A lot
|
Once in awhile.
|
At Grade Level
|
98-116
|
2, seems to sound out words as he goes/word recognition
|
No
|
Somewhat
|
#12
|
A little
|
Once in awhile.
|
At Grade Level
|
91-99
|
2
|
Somewhat
|
Somewhat
|
#18
|
A little
|
Once in awhile.
|
At Grade Level (RSR)
|
109-124
|
2
|
No
|
Somewhat
|
#24
|
A little
|
Every day.
|
At Grade Level (RSR)
|
77-104
|
2, choppy
|
Somewhat
|
Somewhat
|
| #11 |
Not much.
|
As often as I can.
|
At Grade Level
|
101-110
|
1-2
|
No
|
Somewhat
|
| #8 |
A little
|
As often as I can.
|
Below Grade Level
|
79-115
|
2
|
Yes
|
Somewhat
|
#13
|
A little
|
Once in awhile.
|
Below Grade Level
|
86-115
|
2
|
Yes, uses finger to track.
|
Somewhat
|
#15
|
A little
|
Every day.
|
Below Grade Level
|
74-84
|
2, more word for word, rushed
|
Uses finger to track, does better.
|
5 or more errors
No
|
#20
|
A little
|
Once in awhile.
|
Below Grade Level (RS)
|
50-100
|
2-3
|
Uses finger to track, does better.
|
No
|
#19
|
Not much.
|
Once in awhile.
|
Below Grade Level
|
42-104
|
3, choppy, rushed
|
Uses finger to track, does better.
|
No
|
#3
|
A little
|
Every day.
|
Below Grade Level (1:1 RS)
|
60-75
|
3
|
Uses finger to track, does better.
|
No 5 or more
|
Action Research – Monitoring Math Understanding, Students Reflections to Solidify Learning
3/25/2011 Janet Anderson
GOAL: I am interested in learning how student writing in their math journals and the use of check-ins (exit slips) each week could help solidify understanding in math class and help me know more accurately if students are grasping math concepts. It will also help me meet individual student needs.
WHERE I AM AT:
My students write during math class in their math notebooks. They use them in two different ways. One is by writing vocabulary and giving an illustration or definition for the vocabulary. An example of this would be the word quadrilateral. Add to that a picture of some 4 sided, straight lined, closed figures with no overlapping lines or open spaces. We can draw and name the quadrilaterals: trapezoid, square, rhombus, kite, and rectangle.
The second way students also use their math notebooks is to solve math problems. One example is having students demonstrate solving an addition problem in more than one way. As we work with addition and subtraction strategies, students will have samples of subtraction: with a missing addend, use a number line, add or take away by hundreds, tens, then ones, or adjust the numbers to make them easier to work with. Students now have a record of the many ways to solve a problem.
RESEARCH ABOUT WRITING IN MATH CLASS:
Marilyn Burns is a guru in math in the elementary classroom. She says that writing in math class provides a way for students to reflect on their own learning and to explore, extend, and cement their ideas. Writing supports learning by requiring students to organize, clarify, and reflect. While writing helps students think more deeply and clearly about math, it can also be an invaluable tool to help the teacher assess learning. In thinking about my struggling math students, looking at what they write about their learning could lead to some great insights. Their papers provide a window into their understandings, their misconceptions, and their feelings about the math content.
HOW I WILL MAKE THIS HAPPEN:
1. EXIT SLIPS: Once a week students will complete an exit slip and answer the following questions. What I understand about math this week: Give an example: What I still have questions about: Teacher will evaluate and use these to plan for the next week of math class/math groups.
2. STUDENT MATH JOURNALS: Once a week students will respond to a math question given OR solve a problem in their math journals using numbers, words, and/or pictures. Then they will write about their understanding of this problem. Teacher will evaluate answers on a scale of 3 (excellent understanding), 2 (good understanding), and 1 (missing key concepts). I will keep track of these on a class name grid, and use them to plan a mini lesson of extensions, more practice, and remediation for the following week.
3. PROFESSIONAL JOURNAL: I will keep a professional journal and write my thoughts, ideas, questions, and feelings about this research process. I will write in it the same day as math class, 3-4 of 5 days/week.
TIMELINE:
This action research begins March 28, and will run for 4 weeks, through April 21, 2011.
HOW THIS IS A CHANGE IN MY PRACTICE:
I have never used exit slips in math class.
I have never kept a professional journal.
Students usually write terms and definitions or problem samples that we have done together in class, so they have a reference point. I never ask them to write about their understanding of a math concept in their journal. I never collect their journals.
March – April, 2011
Action Research: Improved Math Instruction Through:
- Teacher Journaling
- Exit Slips (1X per week)
- Math Grid
- Gather 1 work sample or problem per week for evaluation.
Teacher Journaling:
Monday 3/28 – I found it very hard to begin the journaling. It is difficult to find the time. We are into our fraction unit.
Tuesday 3/29 – There’s lots of confusion for some in visualizing fractions. I think some are still confused about what each numeral represents. Some are using cubes to find 1/3 of 24, showing a real need for the concrete. We’re listing factor pairs. Some seem to see the division piece right away (24 / 3 = 8). Students struggling the most are those behind in memorizing multiplication facts.
Wednesday 3/30 – Today I wanted to “back it up” and review. We labeled pictures: reviewing what the top and bottom number in a fraction represents. Three students came and asked for help. This is huge for 2 of them. Overall: Students feel good about fractions =1/2, less than ½, greater than ½. Students don’t yet understand improper fractions – how to draw a physical representation. This was a perfect activity for ws25 ( 3/2 ). Tomorrow: exit slips on fraction –making activity.
Thursday 3/31 – Exit Slip Results:
½ the class feels good.
Results/Problems: improper fractions - 4, more practice - 6, equivalent fractions - 2.
Friday 4/1 – Students who rate themselves higher than they should – EM, KT.
Students made more fractions to try to solidify understanding.
Monday, 4/4 – Fraction number line activity in groups of 4. Students could assist each other in placing fractions at 0, ½, 1, 2, or in between. More follow up questions could have been asked by me to sink in what the fractions looked like in each area. It isn’t just about the activity, but what they can do after it. Think about extensions.
Tuesday, 4/5 – I’ve been asking and looking for intervention programs. I’ve glanced at SRA, and am implementing Do The Math! I need to use very precise language. Bottom #, denominator, (how many in all – not true). How many pieces in the box. I have to talk about this with my students. How many parts of the whole. I may have been misleading them.
Wednesday, 4/6 – Students compared fractions using activotes. Many are not done with homework. This is needed for growth!!!!!
3/8 and ½ - 1 student error
2/3 and 5/6 – 2 student errors.
We talked through comparing each to 1/2, and/or drawing pictures.
HW: LL – Saw the pieces filled in were bigger, so thought it was the bigger fraction. I forgot about this misconception. 2/3 3/2
Wednesday, 4/6 – Do I keep actual documents/papers, or just scores. Need to ask Ginger and Jason.
Ws38 Comparing Fractions - Use same sized squares when comparing fractions.
11 – 100’s
2 – with 1 or 2 wrong
2 – SB3, LL11, finished with help
1 – incomplete
5 – need to fix CB1, LB2, CC5, CG7, KT21
This has helped me target which students to help and how to help them.
- Draw pictures. 2. Use same-sized boxes. 3. 2/3, 3/2 - address improper fractions.
A challenge for all 12/5 or 8/3! Using more than 2 boxes!
Thursday, 4/7 - No small group work. Exit slip on number line. Students will add 5 fractions to it. 0 ½ 1 2
Also, CC gets most of my attention, yet I’ve decided to do an intervention with him. Maybe he should observe while I work with others first, otherwise he’ll get all/most of my time. Then others who need a smaller fix can move on. YEAH for this idea!!! Otherwise, he monopolizes my time.
WS25 – Naming/Matching a fraction troubles.
Improper Fractions to fix: CG, KT, LL, EM, CC, ST, SE, SB
Friday - 4/8
1. I had students take a visual fraction card and place it on a promethean number line. 2. I asked the class to thumbs up/down which was greater, like ½ or ¼. 3. Students completed an exit slip. Students seemed to do well on this.
Interpreting results: 10 students showed excellent understanding in ordering fractions from 0-2. 4 top students needed to show more and/or had questions.
- Do we look at the filled in or white?
- Still unsure about fraction placement, though they did it correctly.
- 8 students still need visual. EM – absent
My Goal: If they can make a visual correctly, they’ll meet the benchmark at the end of the unit.
How to reach this goal?
- Play FRACTION COMPARE – ALL students.
- Small group – make different visual fractions from given. Focus on improper fractions.
- Keep learning fractions as we move into decimals.
- Answer question about what to be concerned with: filled in or white.
- More overall practice incidentally throughout the day.
Students took a M23 Assessment for comparing fractions. I’m working with each student to fix errors.
M23 Assessment
13 – 100
7 with 1 wrong
1 with 2 wrong,
1 with 4 wrong.
Students fixed with me on 4/8 and 4/11.
Sunday, 4/10 - I’m rethinking putting any homework grades in the grade book. I’d much rather do exit slips or an assessment or 2 a week in class, and stay away from grades that could be tainted from parents helping/not helping their child. Those who don’t do their homework can finish in class, but give up time to do again at recess. This could help me feel less stressed about holes in my grade book/students who aren’t finishing. I could have a more accurate grade book and understanding of where the students really are. Student math grades could be more accurate that way. Question: Can I assess/grade exit slips?
Monday, 4/11 – Worked on decimals as a class and compared them to fractions and named both: i.e. ½ or 0.5 1/100 and 0.01
Fixed M23. One student looked at the white left over. 4/3 had more white left than ¾, so they thought it was the smaller fraction. One student looked at the size of pieces filled in, instead of what was filled in on a whole box. Did I do this to them? Were my words exact? Complete? Misleading? In error?
1. Review for test 1/3 or 24, 1/6 or 12 (We haven’t done problems like this in a while, and it’s on the test.)
Tuesday, 4/12 – Go Slow to Go Fast! Game – Decimal Compare – students seem to get it. Really stressed what was troubling to students in the past, 0.5 (tenths) and 0.05 (hundredths). Talked about thousandths, and the number system going both ways infinitely.
Relating to money really helps a LOT! Assignment will be 1 collected for the week.
Wednesday, 4/13 – Fill Two Game – went well. I modeled well with promethean. Students are showing understanding when filling in a whole divided into 100 squares (10X10).
- Combining next 2 days. Adding decimals. Should have modeled, but lots of good questions came from this WS 52.
- Review
- Exit Slip
Thursday, 4/14 – A hodge podge! Didn’t feel like they were great listeners. Lots of pages to go through. Partner work. Need to slow it down. Have fun! A review promethean – did THAT ever throw them. It was questions on the extra test that we never talked a lot about. Must review before like last unit.
CC – Shut down.
EM – Just back from vacation. Struggled to add decimals.
WS58 Most seemed good at Comparing Fractions and Ordering Them. CC made a great choice and drew pictures!
Sending home a study guide, and a student handbook if interested. About 8 took them.
WS58
2 failed – SO and EM(ab) SO had not been on my radar! 2 not turned in yet
15 students – got 100 or 1 wrong. Great results before the test!
Exit Slip: Rate your readiness before the test.
10 rated 3 highest readiness, 14 rated 2, no one rated lowest.
Friday, 4/15 TEST DAY Read test to those who want help in the reading portion. No one wanted it read to them. I encouraged students to draw pictures of fractions for the number line.
Assign: ws6 and Packet for those who finish test early.
Friday Night: Test Results: 15 Points
100 – 2 All showed the ability to compare decimals in tenths/hundredths.
93 – 4 Clearly, many students can place fractions on a number line correctly
87 – 3 and can visualize them. Many are comfortable finding a fraction of a
80 – 4 number.
73 – 4 (2 of these were absent on test day, and took it when they returned)
67 – 1 (absent for 2 weeks on vacation)
60 – 1 (diagnosed attention/behavior issues)
53 – 3 ( all 3 showed signs of not totally getting it throughout the unit)
47 – 2 (SO has missed some math from Reading Support class. I thought she had it. CC always needs re-teaching after each lesson, and I’ve referred him for a 504/undiagnosed attention issues/special ed)
THREE of these students are part of a math intervention on fractions: Do The Math!, by Marilyn Burns. I am about 8 days into the intervention. Two of the three are much more confident with the visual fraction strips.
Students overall aced the decimal compare, and were able to tell why they knew 0.9 was bigger than 0.45. Overall, most students placed the fractions on the number line correctly, but some placed 2/3 and ¾ the same, and 9/8 and 3/2 the same. Drawing pictures would have helped, but the students chose not to. I think they were thinking about 2/3 and ¾ each having one piece left over, and that that made them equal. A few showed lack of understanding improper fractions, STILL!, but placing 9/8 and 3/2 below the 1. All students who missed questions reworked them with me.
WHAT DID I LEARN/KNOWLEDGE/CHANGES IN PRACTICE?
- GO OVER HOMEWORK EACH DAY IN CLASS: I let late homework upset me too much. Because of this, we don’t go over the homework in class (because some are not finished). Going over homework the next day in class could lead to great discussions and further understanding. Change in practice: I will allow students to fill in homework in class, but run extra copies, and have those students stay in at recess to do independently/and serve time to think about responsibility with homework. I will mark on a class grid those that don’t have it done. This will be evidence for parents at conferences/report card time.
- I WILL NOT TAKE GRADES ON WHAT IS COMPLETED AT HOME. I don’t think I want to let work students have completed at home with parent help in the grade book. It makes me believe they are getting the concepts, when really they may not understand. When I look in my grade book, I can’t tell who needs help.
- I WILL USE ONE ASSIGNMENT A WEEK, COMPLETED IN CLASS TO PUT IN MY GRADE BOOK AND EVALUATE FOR UNDERSTANDING. One assignment a week will meet my district’s requirement of 10 grades per quarter. I will choose one that best summarizes the concepts we are learning.
- EXIT SLIPS – I will NOT ask students to rate their understanding. They are either too hard on themselves, or not honest enough. I found the exit slip about how ready they were to take the test not a good predictor of how they will do.
- EXIT SLIPS – Asking a question a week and looking for explanations would be a good practice to continue as we move to our next unit.
- FOLLOW UP ON MY GUT INSTINCT/OFFER EXTRA ASSISTANCE TO THOSE WHO ARE QUIET AND NOT ASKING FOR HELP – Of those that did not perform well on the test (my bottom 7) I was surprised by 3 of them. One had been on vacation, and is normally a pretty strong math student. Another does not readily engage in math discussions. When I’ve pulled him over for extra help, he accepts it, and says it helps, but he won’t ask for it. After reading the article about students at 4th grade not asking for help, it’s up to me to demand they show me they understand. The other student hadn’t been on my radar, but looking back, her initials are there twice. She had been leaving math early for reading support, and I should have been checking in on her more.
- TEACHER JOURNALING – This allowed me to reflect about my practice. It helped me see that precise language is needed in teaching, or else I may be responsible for misunderstandings. It helped me to see what went well in a lesson, and to think about my next step for the next day. I was much more reflective, and asked lots of questions to myself. Because I put initials by the low scores, this should alert me to know who to help/check in on the next day.
- CLASS GRID: I would like to use this for homework completion, one week at a time. That way I have a record of late work, but will be able to go over homework each day without stressing the class and myself out about who didn’t have homework done. I end up with plenty of grades in math, and that takes my time to correct at night. I also found it helpful to chart out which concepts the students didn’t understand the most, and laid a foundation for what needed to be taught next, and how I was going to do this.
Action Research Summary: I believe the action research was good at showing me that being reflective through journaling is beneficial. I need to follow my instincts about who needs more help, and to check in on them more, whether they ask for help or not. This action research will help me get through some homework issues, so I can focus on student understanding.
I am disappointed that all of my students did not pass the fraction test, and that so many of them failed it. It is probably the poorest overall performance of my students this year on a unit test. I really thought that by doing action research, my students would do better than in the past, and maybe they did. It is difficult to compare year to year, as I don’t have those scores. I must remember that fractions are very difficult for students. There are things I would do differently next year in teaching fractions to my students. I also need to remember that not all students learn at the same pace. There are more worksheets to review fractions in the next unit. I will make sure I assess some of these, and reteach where needed. Our fraction work is not completed, yet!
Fall, 2011
Methodology
Objective
The purpose of the study was to learn if choice in student inquiry group members and/or choice in student inquiry project subject had an impact in motivation, engagement, and depth of learning.
Participants
The fourth grade students in this study attended an intermediate school in a rural midwestern
town during the 2011-2012 school year. The school had an enrollment of approximately 120 students in fourth grade, divided into six classrooms. The students selected to participate in this study were those placed in the researcher’s reading classroom where the inquiry projects took place. There were 8 boys and 10 girls for a total of 18 students. Of these 18 students, all 18 were white. Parent consent and student assent were required for each student to participate.
Procedure
During the second and third month-long reading units, beginning in October 2011, students participated in inquiry project groups for 20 minutes, three times a week, during the Language Arts block from 11:45-2:15. Each project was four weeks long. A total of eight weeks was required for all students to participate in two different inquiry groups involving choice of project and choice of group members.
Students met to work on their inquiry project for a total of 12 work times for each of these units. During the 12 meetings students formulated and revised their question, conducted their research using print and internet resources, gathered and organized their information, and completed a final group project. Students could also choose to work collaboratively or individually outside of this time, or during a 30 minute computer lab time each week. Students presented their research project at the end of each of these four week reading units. For the first round of inquiry groups, group members were chosen by the teacher, and the student topic was given to the students after the group brainstormed research project ideas. For the second round of inquiry groups, students chose their own group members and topic for their research project. Before the group inquiry projects began, the teacher handed out and discussed the Inquiry Circles Rubric (See Appendix A) which was used for evaluating each individual student. Students were able to ask questions and kept a copy in their research folder. The teacher used this form to complete an ongoing evaluation for each student throughout each month-long project.
Before beginning these projects, students took an online survey (See Appendix B) to ascertain their desire to learn independently or in a group, and if they felt they would rather choose their own group members and research project or be assigned group members and a research project. They took the same online survey three times: before the first group project, after the first group project, and after the second group project. Each time the students met in their inquiry group, they were given an exit slip (See Appendix C) to evaluate their engagement (how much they contributed and participated, their motivation (how much they cooperated and were on task) and their depth of learning (how much they presented and gained new knowledge). Completed exit slips were then passed around the group, and members initialed agreement to verify accuracy or inaccuracy of the self-assessment. Students completed exit slips for each of their twelve sessions. During the final group project presentation, students evaluated each other using the Final Inquiry Project Evaluation by Students (See Appendix D). On this form, students evaluated the amount of new information presented and whether it was evident that all students displayed this knowledge.
Research Design
Data collection included a survey which was given three times: before the first inquiry project, after the first inquiry project, and after the final inquiry project. Using the pre-student survey allowed for a baseline of views of student choice to be determined. Subsequent student survey data was evaluated to determine if students changed their views of choice of project and choice of group members after experiencing those choices. Final projects were presented to the class. Each class member used a three point scale to evaluate the amount of new learning they perceived was presented by each inquiry group. Results from student Exit Slips and teacher Inquiry Circles Rubric could then be triangulated with the final evaluation by students to determine if student choice impacted learning, engagement, and motivation.
Appendix A
Appendix B
1. For group projects, I contribute and participate more if
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2. I learn more about what I am studying if I work
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3. I am more motivated and cooperative in my learning if I work
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4. I contribute and participate more in my learning if I work
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5. For group projects, I am more motivated and cooerative if
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6. For group projects, I learn more if
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7. For group projects, I contribute and participate more if
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8. For group projects, I am more motivated and cooperative if
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9. For group projects, I learn more if
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10. Comment how you feel about group inquiry projects.
Comment how you feel about group inquiry projects.
Appendix C
Exit Slip for Inquiry Project Work
Name ___________________ Date __________________
1. Rate yourself. Circle the area that best identifies you today.
2. Pass your slips around the group. Each group member will initial the area they believe fits each other’s work today.
3. Turn these in to your teacher.
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3
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2
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1
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Engagement
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Actively contributes to the group and comments positively to others.
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Contributed to the group but did not comment positively to other members, OR, commented positively to other members but did not contribute.
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Did not contribute to the group or comment positively to other members.
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Motivation
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Was cooperative, on task, and used words to encourage others the entire time with eye contact, voice, and action.
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Was cooperative, on task, and used words to encourage others some of the time, with eye contact, voice, and action.
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Was cooperative, on task, and used words to encourage others very little of the time, with eye contact, voice, and action.
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Depth of Learning
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Presented new learning to the group that s/he researched.
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Learned new information from others’ research.
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Gathered no new learning today.
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Appendix D
FINAL INQUIRY PROJECT EVALUATION BY STUDENTS
INQUIRY PROJECT #1 #2 (Circle one.)
Final Group Presentation for __________________________________________
Evaluator’s Name________________________
Type of Presentation: poster, power point, skit/play, song, poem, report, model, persuasive letter, picture book, other _________________________. (Circle one.)
Tally new pieces of information as you hear them. _________________________
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What I Learned:
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What I Wonder:
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3 – WOW! Presenters demonstrated a wealth of learning and understanding in a cooperative way where all members took part. Project is top quality. I gained 6 or more pieces of new information by being at this presentation.
2 – GOOD! It was evident that the members learned new information. Not all members took equal part in the presentation. Project is of good quality. I gained 3-5 new pieces of information by being at this presentation.
1 – NEEDS MORE WORK. New learning was not readily evident. Not all members took equal part or showed equal amounts of learning. Project needs more work. I gained 0-2 new pieces of information by being at this presentation.
Action Research Study Timeline Fall, 2011
1. October 6 – Mail assent forms to parents. Ask for them back by 10/11/2011.
2. Student assent on October 12.
3. Survey Monkey (Appendix B) on October 13.
4. October 14. Students ask questions about the Inquiry Circles Rubric (Appendix A) and put a copy in their Research Folder. Students brainstorm ideas for first inquiry project and turn in to teacher.
5. Oct. 17- Teacher assigns groups and projects to each group.
6. October 17 - Nov. 9 – Students meet in inquiry groups 3 times each week. Students complete self-evaluation sheets (Appendix C) for each meeting.
7. October 17-Nov. 9 - Teacher observes and marks observations on Inquiry Circles Rubric.
8. Nov. 10 – 11. Students present project, and are evaluated by peers with the Final Inquiry Project Evaluation by Students sheet (Appendix D). Teacher collects these for data.
9. November 14 – Students complete the second Survey Monkey (Appendix B).
10. November 15 - 17 – New inquiry round is presented. Students brainstorm questions they wonder about.
11. November 18 – Students share questions. Students choose group members and inquiry project.
12. November 21- December 16 – Four weeks. Students meet three times a week and evaluate selves and each other with Exit Slip (Appendix C). Teacher completes an Inquiry Circles Rubric (Appendix A) for each student during this time.
13. December 19-20 – Students complete their group project.
14. December 21-22 – Students present their group project. Students evaluate each group (Appendix D).
15. December 23 – Students complete the third Survey Monkey (Appendix B).
Data has been collected throughout this study.
Data will be collected and analyzed after each Survey Monkey.
Data on exit slips will be collected and analyzed after each of the two rounds of projects.
Data on final project will be collected and analyzed after each project.
Data on Inquiry Circles Rubric will be analyzed after the projects are presented.
All data will be analyzed and compiled December 26 - January 13.
La Crosse Conference - Multiplication Session 11/12/2011
I went to Multiplication Instruction: Foundation for Success in Higher-Level Mathematics, presented by Vicki Siler. She gave many very practical activities for practicing multiplication facts to assist in memorization. I plan on making many of these, as I have students who are not moving forward in their multiplication facts based on Rocket Math scores. I thought her research results support using her activities in my classroom. The activities I want to begin including are the kinesthetic bouncing ball for skip counting, chalkboard races, math facts by number on a construction paper white board, War with a deck of cards, and multiplication dominos. I agree with her assumption that students who can’t multiply will not be able to move on to higher level math successfully.
Showing 23 text responses
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Responses from Survey Monkey: 10/17 and 11/18. Observation: More students responded after they participated in an inquiry project.
I really like inquary progcets.But I would like it if we could choose who we could work with.I learn a lot in inquary progcets. Inquary progcets help me work in a group better but I think the group should be able to choose what to learn about. Because some kids have some things that they what to learn that are just popping out in there mind when you talk about Inquary progtes.
I think I learn best if I chose who I work with. I think it is going well because there is no fighting.And I better if I chose who I work with because I learn more.
I think I work better with people I choose and I think that it os so much fun. And I like to choose who I work with because I know that we wont fight or get mad at each other.
I think that it is fun when I have people in my group that cooeperate all the time.
it's going good.
I like projcets if i choose my topic
I think group projects are going great!
I like inquiry projects because they are fun and I like working with other people. But I want to pick the subject .
Great!! Although i didint get to do anything
it is good
Awsome really,really AWSOME!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
I feel like it will be easy for me
Awesome!!!!! I feel awesome with inquiry progects it is really fun!
ok but i go to reding
it is grate
Ido not feel very comfotable being grouped up with anyone I do not know.I work better with my friends as long as they cooperate with me.
I think we could have the teacher choose the thing we study
Great because inquiry progects and other stuff because I like learning.
I really like inquary progets because you really get to get to know the people yo u work with and you learn lots.
it is ok beace last time i did it wos ok
I like inquiry projects
very fun
Great,because you can work easier for me.
Fourth Semester, 2012
Research Paper - I am finalizing my first research paper. I realize that I can write this! But, I would rather just do the research in my classroom without having to write the paper in the future.
Research Graphs and Grids - I struggled with being able to make and labeling my graphs for my research paper. They are a helpful visual, and I will work on them more for my presentation. A picture says a thousand words, and displays my results very well.
Research Presentation - I am getting ready for my presentation. Once the paper is finalized, I think I will feel better about finishing this requirement.
Math Journal - My principal ordered a Math Journal and I read most of it. I am not so interested in the details of procedures, but very interested in outcomes.
Mathematics in the Elementary School - My principal ordered a Mathematics Magazine. It has lots of ideas that I have either tried or copied for next year. I love that we have this resource in our school!
Reading Other Grade Students Work - I have enjoyed and learned from reading Abby's, Tabetha's and Tony's research work. I love that we all researched something that was valuable to us. Something we had a question about.
I found that I am capable of carrying out research in the classroom. I chose a topic that interested me, researched the literature, wrote a paper, prepared a presentation, and presented it to 50-60 teachers in my district. One thing I love doing is reading journal articles and books that influence my practice. I am glad others do the research, and I would not be opposed to doing further research in the future.
