BASELINE DATA: What I Will Be Comparing My Results With
The two concrete assessment pieces that I will be using to evaluate success are the tests and WIN assignments. I will pay special attention to these because these pieces have the most impact on their grade.
The following percentages represent the standard grading format: 50%-59% = F, 60%-69% = D, 70%-79% = C, 80%-89% = B and 90-100% = A
The class average for our last test was 53.1%.
When separated between ELL and non-ELL students, the test averages were 66.5% (non-ELL) and 39.7% (ELL)
The break down of the baseline data for the WIN assignments are: Class average = 74%
Non-ELL average = 78%
ELL average = 70%
The following percentages represent the standard grading format: 50%-59% = F, 60%-69% = D, 70%-79% = C, 80%-89% = B and 90-100% = A
The class average for our last test was 53.1%.
When separated between ELL and non-ELL students, the test averages were 66.5% (non-ELL) and 39.7% (ELL)
The break down of the baseline data for the WIN assignments are: Class average = 74%
Non-ELL average = 78%
ELL average = 70%
PHASE 1: A RESEARCHER'S LOG
TEACHER REFLECTION (Day of Implementation): 4/11/13 6:45 AM
Today I start my AR implementation with my students. I spoke yesterday with them about why I want to introduce a regular written dialogue with them. I did not mention it was a project I was expected to do because I feel it would take away from the genuine atmosphere I want to create over the next few weeks. I am both excited and nervous for this undertaking. I am excited because I know the benefits of written dialogue over verbal conversations. I feel students can feel less stressed and more willing to share when taken away from the back and forth of verbal conversation. I am nervous because what if they unilaterally decide to boycott my intervention? What if they do not take it in the spirit I intend it to be and they equate it with just another boring class assignment?
I did not assign a grade for this and for the most part I feel this was the right call. The main goal of the first half of my phase 1 is to shift away from "school-like" stuff. Later journal responses will be geared in that direction, but for now I want the students to write about non-academic topics to get them engaged. After a few questions is when I will shift towards school related inquiries.
I did not assign a grade for this and for the most part I feel this was the right call. The main goal of the first half of my phase 1 is to shift away from "school-like" stuff. Later journal responses will be geared in that direction, but for now I want the students to write about non-academic topics to get them engaged. After a few questions is when I will shift towards school related inquiries.
TEACHER REFLECTION: 4/11/13 1:10 PM
I just finished my first AR implementation question. It was "Tell me about your spring break" along with other guiding questions to help them come up with something to write. I was glad to see most students writing as much as they possibly could while a couple would stop after a few sentences. When asked why are they not writing more they responded, "Because I don't want to." It is hard to force this type of student to engage in this journal when the whole point of it is to get their thinking away from school. Forcing them to write will bring on feelings of "just another school thing I have to do." My hope is that in time they will want to write. Having said that, next time I need to say something about their attitude.
Now comes the task of responding to all these journals in NEAT handwriting. I feel like a hypocrite when I suggest that they write neater when they sometimes cannot even read my responses. I was happy I was able to get my first productivity observation chart done today. They were ALL on task today, even the students who refused to write more when prompted. Today was a definite change from the normal class dynamic.
Now comes the task of responding to all these journals in NEAT handwriting. I feel like a hypocrite when I suggest that they write neater when they sometimes cannot even read my responses. I was happy I was able to get my first productivity observation chart done today. They were ALL on task today, even the students who refused to write more when prompted. Today was a definite change from the normal class dynamic.
The first thing I noticed after the implementation of my dialectical journals was the vast change in student productivity and concentration.
Below is a side to side comparison of my student productivity charts and the graphing of the data from the day before implementation (4/10/13) and the day of implementation (4/11/13).
As you can see, on 4/10/13 students were mostly off task and distracting their classmates (link to productivity chart key). However, after they responded to journal prompt #1 telling me about their spring break they seemed much more engaged in that day's lesson.
I would like to think this was the sole impact of the journals but I realize a number of factors could explain this such as just having a warm-up activity that is not a usual aspect of the class for them. However, as more time goes on the results will show that the journals will have a sustaining impact.
Below is a side to side comparison of my student productivity charts and the graphing of the data from the day before implementation (4/10/13) and the day of implementation (4/11/13).
As you can see, on 4/10/13 students were mostly off task and distracting their classmates (link to productivity chart key). However, after they responded to journal prompt #1 telling me about their spring break they seemed much more engaged in that day's lesson.
I would like to think this was the sole impact of the journals but I realize a number of factors could explain this such as just having a warm-up activity that is not a usual aspect of the class for them. However, as more time goes on the results will show that the journals will have a sustaining impact.
TEACHER REFLECTION: 4/15/13
I am a little behind (1 day) in implementing my second question. It is working out for the better because many students were absent today. Also, the way the week is set up because of CST testing I can finish up my informal and casual questions this week and start fresh next week with my questions focused more on education.
I just finished responding to their first entry and I have to say I am overall pleased with their engagement so far. A few of them were short but I think that has to do more with the question being straightforward and direct. They answered the questions at least and I am ok with that for now. I am going to implement an exit slip after question #3 or #4. I am wondering if I should keep it anonymous to illicit more honest responses about what they think about all this. I am leaning towards having them write their names on the slip as more of accurate way to collect my data.
The main theme of their responses to the first question was the time they valued with their families. Some affectionate stuff in there. Also, some students were willing to be more personal than I thought they would be (drama with friends). While tempted to speak verbally with the student, I am going to keep it strictly to written discourse. I want to instill that trust that I won't out their business with a verbal conversation that someone might overhear.
Good start.
I just finished responding to their first entry and I have to say I am overall pleased with their engagement so far. A few of them were short but I think that has to do more with the question being straightforward and direct. They answered the questions at least and I am ok with that for now. I am going to implement an exit slip after question #3 or #4. I am wondering if I should keep it anonymous to illicit more honest responses about what they think about all this. I am leaning towards having them write their names on the slip as more of accurate way to collect my data.
The main theme of their responses to the first question was the time they valued with their families. Some affectionate stuff in there. Also, some students were willing to be more personal than I thought they would be (drama with friends). While tempted to speak verbally with the student, I am going to keep it strictly to written discourse. I want to instill that trust that I won't out their business with a verbal conversation that someone might overhear.
Good start.
Below are student productivity charts from 4/12/13 and 4/16/13 (journal prompt #2).
TEACHER REFLECTION: 4/19/13
I finished responding to question #2 last night and I came away with a feeling of accomplishment. I am learning more about each student than I could ever have with just speaking with 1 on 1 in person. Many are actively engaging in their responses and even throwing it back my way with questions of their own they would like me to answer. Will this translate to sustained increased productivity? It is too early to tell.
However, the results are looking promising. Students are participating more in class and keeping up in their interactive notebooks with my lessons. MAJOR change is happening with a particular ELL student. She has the least developed English skills out of the 10 ELL students in the class. This past week she has been incredible. She has voluntarily participated more this week than the last 4 months. Aside from raising her hand, she volunteered to be the spokesperson of her table when we did expert groups for that day's lesson.
However, the results are looking promising. Students are participating more in class and keeping up in their interactive notebooks with my lessons. MAJOR change is happening with a particular ELL student. She has the least developed English skills out of the 10 ELL students in the class. This past week she has been incredible. She has voluntarily participated more this week than the last 4 months. Aside from raising her hand, she volunteered to be the spokesperson of her table when we did expert groups for that day's lesson.
TEACHER REFLECTION: 4/22/13
Something very cool happened when I introduced question #3. Everyone (minus 1 student) went straight to work answering the prompt. The student who did not get right to work was absent for question #2 and did not write much for question #1. I have to remember to respond more to his question #3 and give him some encouragement.
I am very pleased with the way things have been going so far. Since I started I am seeing more participation and less management issues. One thing I am concerned about is data collection. The ones I have read about so far involve being in the classroom. I am noticing changes outside the classroom. All last week I had morning yard duty and many kids from the class came up to talk and hang out. They even brought their friends who are not in our class.
I am learning a lot about these kids. Even though it is time consuming I am enjoying responding to each individual student. I am starting to notice that I constantly bugging whoever is around me when I come across something amusing the students wrote. There is definitely positive change happening. I worry that I am not using the right data collection or not using the ones I have properly.
I am very pleased with the way things have been going so far. Since I started I am seeing more participation and less management issues. One thing I am concerned about is data collection. The ones I have read about so far involve being in the classroom. I am noticing changes outside the classroom. All last week I had morning yard duty and many kids from the class came up to talk and hang out. They even brought their friends who are not in our class.
I am learning a lot about these kids. Even though it is time consuming I am enjoying responding to each individual student. I am starting to notice that I constantly bugging whoever is around me when I come across something amusing the students wrote. There is definitely positive change happening. I worry that I am not using the right data collection or not using the ones I have properly.
RESPONSES FROM EXIT SLIP 4/23/13
TEACHER REFLECTION: 4/29/13
I am almost complete with with phase 1. After responding to question #5, I have to say it was a dud. I am noticing an overall drop when it comes to the amount of writing and effort when it comes to the academic questions (questions 4-6). In phase 2 I need to integrate the non academic + academic questions better. Even though there is a bit of a drop now I think the front load of non academic inquiries were necessary to get them initially engaged. Maybe the academic questions will get them to appreciate the non academic ones. If I continue this kind of style in phase 2 I am thinking of switching off every question (1 academic followed by 1 non academic).
On a good note, the student who was the only one that did not start writing a few days ago has told me that he cannot see the board. Why he waited all these months now is not as important as he used the journal to communicate! I immediately moved him closer to the front and made inquiries to how we can get his eyes tested to see if he needs glasses.
Also, I have volunteered to take over yard duty for the duration of the year. Since that one week I covered for my cooperating teacher students have been coming up to me and making me part of their morning routine. I am going to take advantage of the extra time students can interact with me as a data collection tool.
On a good note, the student who was the only one that did not start writing a few days ago has told me that he cannot see the board. Why he waited all these months now is not as important as he used the journal to communicate! I immediately moved him closer to the front and made inquiries to how we can get his eyes tested to see if he needs glasses.
Also, I have volunteered to take over yard duty for the duration of the year. Since that one week I covered for my cooperating teacher students have been coming up to me and making me part of their morning routine. I am going to take advantage of the extra time students can interact with me as a data collection tool.
TEACHER REFLECTION: 5/3/13
As an overall look, I feel this intervention has had a positive impact so far. Certain students like (student A) , (student B) , and (student C) are visibly putting in more effort during lessons. (Student A) and (student B) are still very task oriented, which is good when compared to when they did absolutely nothing. They are only focused on filling out the WIN and when called on to answer questions they remain defiantly silent. Earlier this week I asked (student A) an open ended question about Alexander the Great and I waited for at least 120 seconds for an answer that never came. But her WIN page was complete and was working ahead on the next assignment. Is it progress when a student's output increases but not any actual understanding? This is not actually a bad move by her. She is not graded on participation and the WIN is worth more than the test. But still, the tests are straightforward if the information is retained from work done in the WIN.
Classroom management is getting better. (Student D) is becoming more of problem. His antics are starting to surpass his class contributions. This might be an effect of the familiarity increase because of the journals.
(Student E) has plummeted in her recent surge in participation and effort (student from 4/19 teacher reflection). She has reverted back to her silence even when called on. The effort shown last week is nonexistent.
Classroom management is getting better. (Student D) is becoming more of problem. His antics are starting to surpass his class contributions. This might be an effect of the familiarity increase because of the journals.
(Student E) has plummeted in her recent surge in participation and effort (student from 4/19 teacher reflection). She has reverted back to her silence even when called on. The effort shown last week is nonexistent.
BASELINE DATA vs POST PHASE 1 DATA
BASELINE DATA
POST PHASE 1 DATA
TEST
Class Average = 53.1% non-ELL Average = 66.5% ELL Average = 39.7%
Class Average = 60% non-ELL Average = 74% ELL Average = 46.1%
The most significant change came from an ELL student who raised his score from 38% to 62%.
WIN
Class Average = 74% non-ELL Average = 78% ELL Average = 70%
Class Average = 74% non-ELL Average = 74% ELL Average = 74%
One ELL student was not satisfied with her grade and resubmitted it. With the extra effort she put in, her grade jumped from 64% to 85%.
POST PHASE 1 DATA
TEST
Class Average = 53.1% non-ELL Average = 66.5% ELL Average = 39.7%
Class Average = 60% non-ELL Average = 74% ELL Average = 46.1%
The most significant change came from an ELL student who raised his score from 38% to 62%.
WIN
Class Average = 74% non-ELL Average = 78% ELL Average = 70%
Class Average = 74% non-ELL Average = 74% ELL Average = 74%
One ELL student was not satisfied with her grade and resubmitted it. With the extra effort she put in, her grade jumped from 64% to 85%.
FINDING 1: Giving My Students An Outlet To Have Their Voice Heard Increased
Their Engagement Within The Class and Their Journal Writing
When I first decided to implement the journal conversations with my students I had this idea that each student would write with conviction from the start. Of course there were some who wrote with extreme detail, but for the most part it was very topical, vague information and unenthusiastic tone. I was a bit disillusioned because of the success stories I read about in various articles in which students started meaningful discussions with their teachers.
What I failed to realize at the time was that the meaningful discussions I read about took time because of the relationships that had to be cultivated before any aspect of trust and familiarity were present, two aspects which are crucial to meaningful discussions. While "meaningful discussions" were a bit less than I anticipated, the end result which I wanted was almost immediately present. On days when journal prompts were introduced there is a noticeable increase in effective use of time and participation from the students as evidenced by the graphs above when compared to that of 4/10/13.
Over time, the increase of interaction with their journals would increase as well. I always made the journal implementations as a warm-up for the day's class and towards the end of phase 1 when students would enter the class they would ask, "Are we going to write in our journals today?" If the answer was "no", there was a slight drop of enthusiasm in their voice.
What I failed to realize at the time was that the meaningful discussions I read about took time because of the relationships that had to be cultivated before any aspect of trust and familiarity were present, two aspects which are crucial to meaningful discussions. While "meaningful discussions" were a bit less than I anticipated, the end result which I wanted was almost immediately present. On days when journal prompts were introduced there is a noticeable increase in effective use of time and participation from the students as evidenced by the graphs above when compared to that of 4/10/13.
Over time, the increase of interaction with their journals would increase as well. I always made the journal implementations as a warm-up for the day's class and towards the end of phase 1 when students would enter the class they would ask, "Are we going to write in our journals today?" If the answer was "no", there was a slight drop of enthusiasm in their voice.
It feels like phase 1 was a relative success. As a class, grades either raised or held the same as it did with the WIN assignment. When separated from their classmates ELL students raised their averages in both test scores and WIN assignments. The ELL grades show the most visible improvement in that 4 of 8 F's improved to D's. This change tells me that there is something happening in the mindset of this class population. Hopefully this change has something to do with them having more of a voice and investment in the class. This would have been a great exit slip question. If able to go back, I would definitely add this question or something similar to an exit slip. Based on the journal output (amount of writing to a prompt), it was the ELL students who immediately showed motivation and interest in the journal writing based on the amount of their initial responses.
On the days of 5/22 and 5/23 after we had not done any journal prompts for a couple weeks I decided to step back and take on the role of observer. I was looking to see if their productivity habits had waned because of the absence of our conversations. I was happy to see that for the most part they used their time effectively. I stepped back because I wanted a whole class picture. I notice when I teach and a few students are disruptive, I tend to forget about the students who are actually on task and doing a good job. Being free from the disciplinary role, I was able to get a holistic view of the two days' productivity. The results were that there were indeed on task which suggests a sustained student productivity attitude.
On the days of 5/22 and 5/23 after we had not done any journal prompts for a couple weeks I decided to step back and take on the role of observer. I was looking to see if their productivity habits had waned because of the absence of our conversations. I was happy to see that for the most part they used their time effectively. I stepped back because I wanted a whole class picture. I notice when I teach and a few students are disruptive, I tend to forget about the students who are actually on task and doing a good job. Being free from the disciplinary role, I was able to get a holistic view of the two days' productivity. The results were that there were indeed on task which suggests a sustained student productivity attitude.
FINDING 2: Writing and Sharing With My Students Encouraged A Sense of
Community
As I began to share my entries a comfortable, and most importantly, a trusting atmosphere was created. This synergetic bond suggests students, and me for that matter, wrote more reflective and meaningful responses than any of the prior cuing questions. As my comfort level with the students and the dialectical journal process increased, so did that of my students. Apart from what I wrote in their journals, when I would speak during class they listened as I shared aspects of my life and experiences that at times resulted in their laughter and occasionally caused them to sit in silent contemplation. My role changed from a teacher trying to get them to write and participate to a person involved in the same task of attempting to make sense of their frustrations that come with the learning process and school life.
CLICK TO ENLARGE
An example of an increased level of comfort and trust is evident in a couple different journal entries I had with students. This student opened up to how he felt he was being treated on the bus ride home after school and how he deals with it.
Unless it was for these journals, I would probably would have never have received the insight on how this particular 6th grade student deals with outside negativity.
Unless it was for these journals, I would probably would have never have received the insight on how this particular 6th grade student deals with outside negativity.
This student was comfortable enough to relay frustration with how she is perceived by other teachers and her desire to do better.
One thing that was unexpected was increase of social activity I had with my students outside of class. The week of 4/15/13 took over morning yard duty, which takes place before school starts, from my cooperating teacher. By 4/17/13 once my presence was established out there students started to approach me and start conversations.
Not wanting to lose this connection I quickly volunteered to take morning duty from the assigned teacher the following week, and the week after, and the week after. What I found was reassuring that I was making an impact in their lives. Not long after my first week of yard duty they started to bring their friends who were not even in our class. As the new test date approached, the conversations sometimes shifted to ancient Greece and Sparta. I quickly realized that I had to let the students bring up academic subjects on their own because when I did, they very stealthily sneaked away when my attention was shifted to the regular responsibilities of a teacher on yard duty.
My experiences with my students outside the classroom influenced my thinking about how I should proceed with phase two, even my original research question. I noticed more accountability on their part and effort based on our outside conversations before class. I would give them a "post game analysis" from the previous day's class in the morning and tell them what I wanted to see from them when I saw them in class that day.
Not wanting to lose this connection I quickly volunteered to take morning duty from the assigned teacher the following week, and the week after, and the week after. What I found was reassuring that I was making an impact in their lives. Not long after my first week of yard duty they started to bring their friends who were not even in our class. As the new test date approached, the conversations sometimes shifted to ancient Greece and Sparta. I quickly realized that I had to let the students bring up academic subjects on their own because when I did, they very stealthily sneaked away when my attention was shifted to the regular responsibilities of a teacher on yard duty.
My experiences with my students outside the classroom influenced my thinking about how I should proceed with phase two, even my original research question. I noticed more accountability on their part and effort based on our outside conversations before class. I would give them a "post game analysis" from the previous day's class in the morning and tell them what I wanted to see from them when I saw them in class that day.
Additional Examples of Teacher-Student Dialectical Journals
Click Here to read more about how I would like to shape my AR story