Description of Implementation
My goals for phase two are an extension from those of phase one. 1) I would like to see a continuation of an overall increase in assessments that are naturally occurring in the classroom such as tests and World History Interactive Notebook (WIN) assignments (examples of new WIN assignments and tests can be found below) and 2) a sustained increase in student productivity during class. As seen from the images above, Phase 2 is a continuation of the dialectical journals with one change, the student direct the conversation with the teacher. They ask the questions, the teacher responds, and students respond to the teacher response with answers the teacher asks or additional questions of their own. The technique used here is a role reversal giving students more power in where our dialectical conversations go.
Phase 2 Format Students Will Follow
1) Students Direct The Conversation Any Way They See Fit
[No prompts will be given]
2) Today, I want your questions to focus and relate to your "end of the year" thoughts.
Is there anything you would like to speak more about ANYTHING that happened in our class?
[No prompts will be given]
2) Today, I want your questions to focus and relate to your "end of the year" thoughts.
Is there anything you would like to speak more about ANYTHING that happened in our class?
Timeline
5/29/13- Phase Two Adaptation #1
STUDENTS DIRECT THE CONVERSATION
[no prompts given]
6/3/13- Phase Two Adaptation #2
TODAY, I WANT YOUR QUESTIONS TO FOCUS AND RELATE TO YOUR "END OF THE YEAR" THOUGHTS
6/11/13- Exit Slip #2
See Below For Exit Slip #2
STUDENTS DIRECT THE CONVERSATION
[no prompts given]
6/3/13- Phase Two Adaptation #2
TODAY, I WANT YOUR QUESTIONS TO FOCUS AND RELATE TO YOUR "END OF THE YEAR" THOUGHTS
6/11/13- Exit Slip #2
See Below For Exit Slip #2
DATA COLLECTION METHODS
I will use 4 methods of data collection: my own reflection journal, teacher observations in the form of a student productivity chart, naturally occurring assessments in the form of tests and WIN assignments and student feedback in the form of an exit slip. Again, I am fortunate that our class is starting a new ancient Rome unit that will coincide with the implementation of phase 2. Therefore, all naturally occurring assignments (tests, WIN pages and art projects) can be used as data and be compared with that of phase 1 and the original baseline set of information.
I hope that with the empowerment students will be given to direct our conversations will translate to a continued increase in on task behavior and naturally occurring class assessment grades, hopefully indicating students are just as engaged as they were in phase 1 with the new dynamic introduced in our dialectical journals. Throughout phase two I will continue to conduct and collect data protocols as a class, but pay special attention on the output and productivity of my ELL students. I will also analyze the depth students go into when responding to the journal prompts.
I hope that with the empowerment students will be given to direct our conversations will translate to a continued increase in on task behavior and naturally occurring class assessment grades, hopefully indicating students are just as engaged as they were in phase 1 with the new dynamic introduced in our dialectical journals. Throughout phase two I will continue to conduct and collect data protocols as a class, but pay special attention on the output and productivity of my ELL students. I will also analyze the depth students go into when responding to the journal prompts.
PHASE 2: A RESEARCHER'S LOG
Teacher Reflection: 5/22/13
The class dynamic has definitely changed since we have started our journal writing. I have not noticed it as much until today. More students are participating and there are less management issues I have to deal with, granted they still exist. It has been a little over 2 weeks since we last wrote in our journals and I felt I needed to step back and take on more of observing role to see the impact. There is a different feel to a class when I am "in charge" or facilitating learning when compared to when I am observing the class from a distance. Sometimes I feel the class is out of control when in reality it is only a few students giving me problems.
With this in mind, I asked my cooperating teacher to take over for the period so I could get a more holistic view of student interaction. What I saw was encouraging. During the whole period there were a few students intermittently off task but they were not being a distraction to others. As the class progressed and more was being asked of them, their on task behavior increased. I am glad I did this because while there was management issues present, I was not directly invested in it so I could easily "let it go". If I was in an authority position throughout the period, those moments would have probably marred the productive feel the rest of the class was displaying.
With this in mind, I asked my cooperating teacher to take over for the period so I could get a more holistic view of student interaction. What I saw was encouraging. During the whole period there were a few students intermittently off task but they were not being a distraction to others. As the class progressed and more was being asked of them, their on task behavior increased. I am glad I did this because while there was management issues present, I was not directly invested in it so I could easily "let it go". If I was in an authority position throughout the period, those moments would have probably marred the productive feel the rest of the class was displaying.
Teacher Reflection: 6/3/13
Our first journal entry for phase 2 was a few days ago and I am noticing a drop off in interaction. I gave students complete autonomy in how they wanted to direct our conversation. Students are either really into it and asking a lot of questions while others are using as a way to vent frustrations with journal writing or just asking general questions like, "How was your day?". In a way I understand the asking of general question in that it is exactly how I started my dialogue with them for phase 1. I am realizing very quickly that it was a bit too soon to hand over complete control. For our next prompt I will have to guide the direction a bit leaving them with some aspect of independence.
Examples of Student Journals From Phase 2
Teacher Reflection: 6/5/13
There is a noticeable shift trending in the classroom. About half the class has reverted to a combination of on/off task behavior whereas the past few weeks continuous on task behavior was the norm. This could be a result of the school year coming to an end and the excitement of summer is starting to build. However, there are still tasks that will count towards their grade and if they let this behavior continue it can negate the progress they have made these past 2 months.
There is also a difference of responses emerging from our second journal entry from phase 2. 60% (6 out of 10) ELL students did not even bother to respond. This is a new characteristic because before they would at least write their dissatisfaction with having to write. Now they blatantly did not do the writing. Despite this, there still were ELL students who enhanced our conversations
On a brighter note, the adjustment I made for this prompt has sparked some interesting questions from most of the class.
Examples are below
There is also a difference of responses emerging from our second journal entry from phase 2. 60% (6 out of 10) ELL students did not even bother to respond. This is a new characteristic because before they would at least write their dissatisfaction with having to write. Now they blatantly did not do the writing. Despite this, there still were ELL students who enhanced our conversations
On a brighter note, the adjustment I made for this prompt has sparked some interesting questions from most of the class.
Examples are below
Teacher Reflection: 6/11/13
Today I had my students fill out an exit slip form so I could get a better idea on their feelings towards the whole journal writing process. I was curious to see which format the students liked better: 1) when I directed the conversation or 2) when they had more autonomy.
4 student absences (18 out of 22 students present)
50% liked it when I asked the questions
27% preferred directing the conversation
11% liked both strategies
11% did not like either implementation
When asked if I should implement the journals with my next class:
72% of the class felt it was a good experience and I should implement this with future students.
When students were asked about what they would change, few suggestions had to do with actual implementation strategy. Changes had to do with aesthetic qualities (journal appearance) rather than technical changes.
4 student absences (18 out of 22 students present)
50% liked it when I asked the questions
27% preferred directing the conversation
11% liked both strategies
11% did not like either implementation
When asked if I should implement the journals with my next class:
72% of the class felt it was a good experience and I should implement this with future students.
When students were asked about what they would change, few suggestions had to do with actual implementation strategy. Changes had to do with aesthetic qualities (journal appearance) rather than technical changes.
Examples of Student Responses From Exit Slip #2
How To Read The Data
I have separated the data in a couple distinct ways that should be explained.
Baseline data (data before AR implementation) will be in black, data gathered after phase 1 will be in green. Lastly, data gathered after phase 2 will be in maroon (brown/red).
The data percentages themselves will be visually different. If precentages decrease, the font will appear smaller. Conversely, if they increase they will appear larger.
Baseline data (data before AR implementation) will be in black, data gathered after phase 1 will be in green. Lastly, data gathered after phase 2 will be in maroon (brown/red).
The data percentages themselves will be visually different. If precentages decrease, the font will appear smaller. Conversely, if they increase they will appear larger.
BASELINE DATA vs POST PHASE 1 DATA vs POST PHASE 2 DATA
BASELINE DATA
POST PHASE 1 DATA
POST PHASE 2 DATA
TESTS
Class Average = 53.1% non-ELL Average = 66.5% ELL Average = 39.7%
Class Average = 60% non-ELL Average = 74% ELL Average = 46.1%
Class Average = 75.4% non-ELL Average = 84.3% ELL Average = 66.4%
Notable Recognitions of Test Improvement
ELL Student #1: 68% - 50% - 64% - 84%
ELL Student #2: 55% - 45% - 54% - 80%
ELL Student #3: 49% - 35% - 44% - 80%
ELL Student #4: 37% - 39% - 45% - 72% *Same student who resubmitted WIN Notebook for higher grade
ELL Student #5: 46% - 29% - 20% - 68% *Student who has struggled the most because of the language barrier
It should be noted that even though these results are phenomenal, there are other factors that could attribute to the spike in grades. Through voluntary admissions, all ELL students identified themselves as Catholic or Christian. Incorporated within the ancient Rome test were aspects of Christianity. Learning about world religions was common practice throughout the year and this test contained questions about the religion the students were most familiar with.
WIN
Class Average = 74% non-ELL Average = 78% ELL Average = 70%
Class Average = 74% non-ELL Average = 74% ELL Average = 74%
Class Average = 65.7% non-ELL Average = 67.9% ELL Average = 63.5%
POST PHASE 1 DATA
POST PHASE 2 DATA
TESTS
Class Average = 53.1% non-ELL Average = 66.5% ELL Average = 39.7%
Class Average = 60% non-ELL Average = 74% ELL Average = 46.1%
Class Average = 75.4% non-ELL Average = 84.3% ELL Average = 66.4%
Notable Recognitions of Test Improvement
ELL Student #1: 68% - 50% - 64% - 84%
ELL Student #2: 55% - 45% - 54% - 80%
ELL Student #3: 49% - 35% - 44% - 80%
ELL Student #4: 37% - 39% - 45% - 72% *Same student who resubmitted WIN Notebook for higher grade
ELL Student #5: 46% - 29% - 20% - 68% *Student who has struggled the most because of the language barrier
It should be noted that even though these results are phenomenal, there are other factors that could attribute to the spike in grades. Through voluntary admissions, all ELL students identified themselves as Catholic or Christian. Incorporated within the ancient Rome test were aspects of Christianity. Learning about world religions was common practice throughout the year and this test contained questions about the religion the students were most familiar with.
WIN
Class Average = 74% non-ELL Average = 78% ELL Average = 70%
Class Average = 74% non-ELL Average = 74% ELL Average = 74%
Class Average = 65.7% non-ELL Average = 67.9% ELL Average = 63.5%