Name: Julie Henks
Artifact number: One
Title of artifact: Problem Statement
Course number and name: MAT 723 Action Research in Effective Classroom Environments
Type of artifact
Problem Statement
This artifact is a statement written about a problem in my classroom. I observed a problem I wanted to tackle in my teaching, and made a goal to try and obtain based on the problem. I also generated outcomes I would meet as a teacher as well as outcomes my students would meet.
I will have researched and identified at least two new ways to include cooperative learning into my daily lesson plans. I will have integrated at lease four new lessons into my classroom with cooperative learning strategies. Each new student will be introduced to at least two new styles of cooperative learning. Each student will have the opportunity to participate in at least two lessons using cooperative learning and produce a final project as a group.
Describe the results obtained and shown on this artifact.
This artifact was designed to help me as a teacher draw from my new and existing knowledge the specific strategies and tools I want to use in my classroom, when dealing with learning environments and classroom management. I have always wanted to use cooperative groups in my classroom, but I have never felt very comfortable with the techniques I had been taught in college. By doing this artifact I had the opportunity to analyze my current teaching practices and generate new ideas that will benefit me and my learners.
My main goal when using this artifact was to gain knowledge of cooperative learning by researching the topic in depth and finding a way I felt comfortable incorporating it into my classroom. Which, links to the course outcome, “Create a problem statement to which will lead to an in depth analysis of a classroom environment issue.”By implementing this strategy into my classroom I will not only better myself as a teacher and broaden my knowledge of the subjects, as well as assist my students in new ways.
This experience has demonstrated my competencies on a proficient level of attainment. Through this artifact I have learned there are many different learning styles and strategies I can use in my classroom, and I need to be open minded and not stick to the same teaching routine for every lesson even if is seems scary. I have only a few lessons that cater to the Cooperative Learning in my classroom and they did not go well. I had studied the subject in college a many times, but the strategies I was given seemed more like group work and not cooperative work. It was not until I started the MAT Program and did more research on the subjects that I felt like I should give it another try. I still have some doubts and I am a little scared about trying it in the fall.
I wanted to know how I might implement different plans using the technique and how my students would react to the group situation. I started to do research on the internet and in my course materials. I found so much information that it was hard to decide where to start. I was excited to see so many websites devoted to the cooperative learning. All of my questions were answered by information and articles I found on the web. I felt more comfortable because I had found many different ways to implement the strategy into my lessons. It was a relief to know that if one did not work then I could try another. It really gave me a chance to analyze my classroom environment and my teaching strategies as well as evaluate my new teaching practices and how they impacted my students as well as my teaching.
This artifact has allowed me to show evidence of the National Board for Professional Teaching Standards Five Core Propositions. First, by showing that I am committed to my students and their learning I will take the steps to develop new teaching strategies based on every student’s learning styles. Proposition one outlines this by saying, “Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice. They adjust their practice based on observation and knowledge of their students' interests, abilities, skills, knowledge, family circumstances and peer relationships” (NBPTS, 2008, Proposition #1, para. 2). I want to ensure that every student is learning to the best of their ability. Next by incorporating theses new strategies into my classroom I demonstrate that I understand “while it is useful to teach students about the concepts and principles that scholars have generated in the various disciplines, it is also valuable to engage students in learning by discovery, where they themselves search for problems, patterns and solutions” (NBPTS, 2008, Proposition # 2, para. 5). It is very important to make students feel like they have some responsibility in what they are learning and feel responsible for want their friends are learning as well. Finally, “because students vary in learning styles and because different settings afford differing learning opportunities”, I “know when and how to alter the social and physical organizational structure of the learning environment” (NBPTS, 2008, Proposition #3, para. 3). As a teacher it is my job to figure out how every student’s in my classroom learns and develop my lessons around all of the learning styles so everyone can be successful. By using cooperative learning groups I can place student at different learning levels in a group together and they will be responsible for helping everyone in the group understand the information. This will ensure that all of my students are learning and taking part in the lessons.
I have done the research on this artifact, but I have not been able to implement any lessons into my classroom. Based on that I can not reflect on what I felt went well and things I would change. I am anticipating that the strategies will have a great affect on my learners. I have selected this artifact because I feel it shows my ability to move from the traditional forms of teaching and elaborate on ideas I have already tried to have a more diverse classroom. Having a diverse classroom not only makes me a better teacher, but it allows for better learners.
National Board for Professional Teaching Standards. (2008). What teachers should know and be able to do. Retrieved July 20, 2006, from http://www.nbpts.org/UserFiles/File/what_teachers.pdf
February 4, 2008
Action Research in Effective Classroom Environments
I teach in Eldon, Missouri which is located in the central part of the state. It is about 30 miles southwest of Jefferson City, Missouri, and 50 miles southwest of Columbia, Missouri. It is a small town of about 5,000 residents. It is not a culturally diverse area; 97.4% White, 1.0% Hispanic, and the remaining 1.6% a combination of American Indian, Pacific Islander, and other ethnicities (2006, city-data.com). The adult residents of the community are, for the most part, high-school educated. However, only 11.6% of high school graduates go on to earn a Bachelor’s degree (2006, city-data.com). Construction, accommodations, and food services are the most common industry for men in the area. Women on the other hand work in the schools or health care (2006, city-data.com). Eldon’s unemployment rate of 4.8% just barley exceeds the current national unemployment rate of 4.7% (2006, city-data.com). Besides the Crème a well known ice cream joint there is not much to see in Eldon. There is one PreK-3 school that feeds the 4-6 school. We also have a middle school for 7-8 and a 9-12 high school. My school, South Elementary, is a pre-K through third grade school. Its population reflects that of Eldon, with 98.53% White students, .43% Black, .87% Hispanic, and the remainder .14% are Pacific Islander (2007, allthingsplc.info). South Elementary has 682 students, with 347 of students receiving free or reduced-cost lunch (2007, allthingsplc.info). It would be fair to say that many of our families fall into lower income brackets and below. There really is not much movement in the town so our classrooms do not shift much. We may lose or gain one student a year. South houses 2 at risk Pre-K classrooms, 8 kindergartens, 8 1st grades, 8 2nd Grades, 7 3rd Grades and 2 special education classes. Our town has virtually no crime rate but some students are constantly exposed to drugs, violence, and law enforcement.
Our school consistently scores higher than the state average on the MAP scores. Communication arts are our greatest success with 55.1% of our students scoring at a proficient or higher level. South School showed a 24.1% increase by moving students into the proficient and advanced levels from 2001 to 2005 resulting in South Elementary making the Top Ten Most Improved School List in Missouri for Communication Arts (2007, allthingsplc.info). According to our scores from last year we have surpassed all of the large schools in our area in every category.
This year our school was chosen as a National PLC School (Professional Learning Community). I feel this is because of the great work the teachers at the school do on a daily basis. Eldon South Elementary promotes and fosters a sense of learning for all students and staff. Teachers live by their shared mission, vision, and commitment statements. During collaborative team meetings teachers share their concerns, reflect on their teaching strategies, and make decisions based on data. The four critical questions of PLC drive the conversations. South School has four literacy coaches who embed professional development by modeling effective practices in all classrooms, debriefing with teachers, and initiating deeper conversations about learning with students and staff. Teachers and administrators participate in walkthrough observations in all classrooms to continue to learning and improve instruction. South School serves as a host PLC model school for other districts to observe the PLC practices at work (2007, allthingsplc.info).
My job as a second grade teacher is like any other classroom teacher job. I currently have 18 students that I teach all subject areas to except social studies. I along with another second grade teacher switch classes every other day and I teach science and she teaches social studies. I have my students for the majority of the day and I am responsible for their grades as well. In my classroom I have 2 special needs students that are pulled out for the majority of the day. I have them for a few minuets in the morning and before lunch. Both are pulled out for every major subject area, and I am not responsible for giving them grades because I do not teach their core subjects.
In the traditional learning model, most instruction is conducted in a whole-class format and most work is completed individually and often competitively. In contrast, cooperative learning resembles the way people work and interact in the workplace and in families. Classrooms organized to make effective use of students’ working jointly can better prepare students for more complex environments. Working in cooperative groups allows students greater opportunities to become more active participants in their learning and requires that they assume greater responsibility for their own learning. (Johnson, et al., 1981 and 1990; Roy, 1990; and Slavin, 1990).
State
the problem.
The problem is that I and not effectively using cooperative learning in my lesson plans. Since we have so many required activities in our day I need to plan lessons that I can innovatively incorporate cooperative learning into our outside time and other parts of our day. It is very hard for me to plan a whole class lesson when I have very limited time with my students that they are able to sit and listen.
Researchers have attributed a number of academic and social gains to the use of cooperative grouping strategies in the classroom. In the academic domain, researchers have found that cooperative learning produces higher achievement gains than do competitive or individualistic efforts. Furthermore, it is an effective strategy for all types of learning--from memorizing basic facts to performing higher-order reasoning and problem-solving (Breman, 1995). It is important to me to resolve this problem because in a classroom with effective cooperative learners, I will be able to devote precious instructional time to productive activities rather than classroom management, discipline problems, or repeating instructions (Breman, 1995).
I will effectively incorporate cooperative learning experiences into my lessons and everyday routines.
a. Upon the completion of this study, I will have researched and identified at least two new ways to include cooperative learning into my daily lesson plans.
b. Upon completion of this study, I will have integrated at lease four new lessons into my classroom with cooperative learning strategies.
a. Upon the completion of this study, each student will have been introduced to at lease two new style of cooperative learning.
b. Upon the completion of this study, each student will have had the opportunity to participate in at least two lessons using cooperative learning and produce a final project as a group.
Rationale and support for goals and outcomes: The reason I want to achieve this goal and see these outcomes, is so that my students will become better learners. They will be able to achieve more and work as a group instead of working against each other during lessons. I also want my students to be able to socialize and take those skills into their futures.
Breman, Paul (1995, September). US Department of Education. Retrieved June 18, 2006, from US Department of Education Web site: ed.gov
Johnson, David W., et.al. "Effects of Cooperative, Competitive, and Individualistic Goal Structures on Achievement: A Meta-Analysis." Psychological Bulletin, Vol. 89, No. 1 (1981): 47-61.
Roy, P..A. Cooperative Learning: Students Learning Together. Richfield, MN: Patricia Roy Company, 1990.
Slavin, Robert E. Cooperative Learning: Theory, Research, and Practice. Englewood Cliff, NJ: Prentice Hall, 1990.