Wendie Ward-- Action Research
Abstract
During the course of my action research, I explored how differentiation techniques can compliment the philosophies of project based learning (PBL). Students in my 7th grade English class at Lakeside Middle School participated in a trimester long differentiated PBL experience. Through the analysis of surveys, interviews, exit cards, and class observations, I was able to discover what differentiation strategies were the most meaningful for students. I found that providing choice, exhibiting models, and creating meaningful student groups greatly impacted the quality of student products. These findings indicate that specific differentiation strategies can assist teachers with creating projects that are accessible for all students.
Abstract
During the course of my action research, I explored how differentiation techniques can compliment the philosophies of project based learning (PBL). Students in my 7th grade English class at Lakeside Middle School participated in a trimester long differentiated PBL experience. Through the analysis of surveys, interviews, exit cards, and class observations, I was able to discover what differentiation strategies were the most meaningful for students. I found that providing choice, exhibiting models, and creating meaningful student groups greatly impacted the quality of student products. These findings indicate that specific differentiation strategies can assist teachers with creating projects that are accessible for all students.
Chapter One: Into the World of Projects
Nine years ago, I became a teacher. I dreamed of a student centered educational oasis where students felt safe to explore and express themselves. In the first few months of my teaching career, those ideals fell by the wayside while I struggled to be the teacher my school district (Los Angeles Unified School District) wanted me to become. Conflicting messages were hitting me on every side. The district pacing plan seemed to be more important than the learning. I was so far from the educational oasis dream. I was stressed out and losing sight of what was really important for my students.
There were glimmers of hope, though. I discovered that moments of greatness in the classroom almost always occurred when students were engaged in projects. When I taught 4th grade, we did a geology project about sedimentary rocks. My teaching partner and I baked faux rocks with different sediments. The day we brought in the faux rocks for students to break apart and study, there was a real feeling of excitement around the learning. Students could not wait to begin to explore. They asked all day, “When do we get to explore our rocks?” It was such a fun day of discovery for students. There is another 4th grade project that I look back on with fond memories. It was just before our Winter Break, and I planned a mixed media art project that was to mimic a famous Jasper Johns’ art piece. I knew the district wouldn’t approve of me using more than an hour or two of class time for this mini-project. The project was supposed to take a few hours on the last day before vacation. Once my students began to experiment with the art, there was an energy that took over the classroom. It was one of those magic moments where everything fell into place. The students were completely engaged. Some students even begged to stay in and work at recess—they were that excited about the project. By the time we finished our projects it was 2:25. The dismissal bell rang at 2:30. We had an incredible day of learning and creating. I know the students will remember it forever, and so will I.
Due to my past successes with mini-projects and project based learning experiences, I wanted to learn more about the power of Project Based Learning (PBL). With my entry into the High Tech High Graduate School of Education, I finally had the opportunity. I knew that my experience in graduate school would change the way I thought about teaching, but I had no idea how profound the change would be, and how quickly it would happen. I am relatively new to the world of PBL. I jumped in with both feet at the beginning of the 08-09 school year. I have designed and implemented four projects so far, with two projects leading to a community exhibition. The experience has been career changing.
I currently teach 7th grade Language Arts and History at Lakeside Middle School, and I am lucky now to be in a school district that values what PBL can do for students. Having said that, there have definitely been challenges during my first few years as a PBL educator. Some students have difficulty with group work. Others struggle to stay on task during project work days. Some days, I honestly wondered if students were learning. Was PBL really going to work? I began to reflect on experiences students were having during projects. Out of seventy-five students, about ten were not having success with our projects. Most of the ten students have struggled with every project. For some, the social demands of group work are too great. They have never learned how to interact in a positive way with a peer group. For others, the skill set presented by the project was too challenging. Other students are sensitive to environmental changes. One student complained about the noise level in class. He thought that the noise level meant that no one was working, and this really bothered him.
I hold firm to the idea that it is a teacher’s responsibility to reach and teach every student, so what could I do about students who were unsuccessful with PBL? I couldn’t sit by while a few students were miserable and others were unsuccessful. I wondered, “Is there something I can do to help all students experience projects in a more meaningful way?” In thinking about PBL for all students, I immediately thought of the work we did around differentiation in our Inclusive Classrooms course in graduate school. My question became, What happens when I design projects with differentiation in mind?
Chapter Two: Understandings
"What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child." - George Bernard Shaw
As American schools become more diverse, teachers must find ways to address the needs of all learners. Many teachers have come to rely on the philosophy of differentiation, an approach to teaching that expects student differences in learning, and believes that teaching should be adjusted to these differences. Differentiation expert Carol Ann Tomlinson notes that it is each teacher’s responsibility to, “...teach well the students who trust us to prepare them for the future” (Eidson & Tomlinson, 2003, p. 3). Addressing the needs of all learners takes time, preparation, and forethought. Though I have certainly seen a measure of success in my classroom, I still feel that I can better address the needs of all students when it comes to Project Based Learning (PBL). In an attempt to better provide successful project experiences for all students, I explored how differentiation techniques complimented the philosophies of Project Based Learning (PBL).
When I first thought about the question of differentiation and PBL, I almost scrapped the idea right away. Well designed PBL experiences are differentiated by their very nature. Projects are great differentiators, because well designed projects allow for multiple entry points. However, as I probed deeper and researched leading authors in the fields of differentiation and PBL, I could not find one article or book that specifically addressed how PBL and differentiation can best fit together. Due to the lack of explicit research connecting PBL and differentiation, I decided to go ahead with the question of designing projects through the lens of differentiation. My hope is that other PBL teachers in mixed ability classrooms will read this action research to deal with the challenges of differentiating projects. I believe that an exploration of PBL and differentiation can lead to better projects for all students.
The Promise of Project Based Learning
Though there is not really one clear definition for PBL, the Buck Institute for Education defines standards-focused Project Based Learning as a “systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks” (Markham, 2003, p. 21). Jane L. David says that, “The core idea of project based learning is that real world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem solving context” (2008, p. 80). John W. Thomas states it more simply, “Project based learning is a model that organizes learning around projects” (2000, p. 2). PBL provides challenge and engagement for all students, promotes equity, and fosters a sense of responsibility in students for their own learning.
PBL connects students to learning in a dynamic way. As Adria Steinberg notes, “..students feel more challenged in academic courses than in art, music, or shop, but they also feel less motivated” (1997, p. 2). Project based learning solves this problem by giving students a way to be challenged academically and motivated emotionally. I have seen powerful examples of this in my own practice. During the course of the 2008-2009 school year, my 7th grade history students had a PBL experience based on our study of Medieval Africa. I witnessed the lightbulb of learning come on for so many previously unmotivated students. Two of these unmotivated students, Paul and Camden, achieved beautiful work with their project. I asked if I could keep the project to use as an example for future classes. They said that I could keep it, but Paul still comes to my classroom to see his project about once a month. He calls it “visiting” his project. I think I may have to give it to him when he moves on to high school.
In the literature, I found that there are three main benefits of PBL. First, PBL gives socioeconomically disadvantaged students greater access to the learning. It also promotes a positive classroom culture. Lastly, it encourages students to develop a responsibility for their own learning.
In her article, “What the Research Says About Project Based Learning,” Jane L. David points out that PBL enhances the quality of student learning when compared with other instructional methods. She also comments that PBL may be one way to level the playing field between the haves and have nots. “The link between performance and student economic level disappeared in the project based schools and increased in the traditional schools” (2008, p. 81). This is especially promising for a school like Lakeside Middle School, where student poverty is on the rise. PBL is one way to provide equity in a classroom of students at various socioeconomic levels.
PBL also promotes equity by creating what what Ron Berger refers to as a culture of “positive peer pressure” (2003, p. 36). Berger also believes that once a student sees that he or she is “capable of excellence, that student is never quite the same” (2003, p. 8). When teachers have high expectations and model what Berger calls “kind, specific, and helpful” revision, students begin to understand what beautiful work looks like. In my experience, students strive to achieve this ideal. They begin to support each other through their experiences with projects. PBL has helped me to provide students with a safe, supportive environment for student learning. Students begin to have proud ownership of their work. I recently asked my students what they thought about creating beautiful work. Dillon wrote, “Beautiful work is when they actually like it and people are inspired by the work. I think it is one of the most magnificent things a human can do to inspire someone on that level.” Madison thought for a long time and wrote, “Beautiful work comes from the heart. You know that you have created beautiful work when you are proud to turn it in, and you already know beforehand that you will get a good grade.” David wrote, “Beautiful work is when your reader gets a tingling feeling inside.”
Another benefit of PBL is that students develop a sense of responsibility for their own learning. Brigid J. S. Barron states that, “This awareness (of their learning) is characterized under the umbrella term metacognition—knowing the goal of their learning, self-assessing how well they are doing with respect to that goal… and recognizing social structures that encourage and support revision” (1998, p. 273). Through PBL, students truly become the center of the classroom experience, and responsibility for the learning transfers from the teacher to the student. Students in a PBL experience know why they are learning, they know the end goal, and they know that it is a good idea to be able to change your ideas, or revise, along the way.
Challenges of Project Based Learning
While PBL can benefit students in an extraordinary way, there are many challenges to incorporating Project Based Learning in schools. Jane L. David states that “…the research underscores how difficult it is to implement project based learning well” (2008, p.82). PBL provides students with an in-depth opportunity to explore a topic or idea. While most teachers would view this as a positive, they also feel a constant pressure to push through the grade level standards. This constant pressure of looming standardized testing causes many teachers to rush through grade level standards rather than slowing the pace and allowing students a chance to explore. Many school districts have even instituted a daily “paced” curriculum that teachers must follow. As Barron notes, “…large class sizes and over-controlling administrative structures prevent teachers from having the autonomy necessary to implement progressive approaches” (1998, p. 272).
Another hurdle that teachers face when attempting to begin PBL is the challenge of cooperative grouping. How do we group students in a way that is most effective? How can we help students to learn appropriate social interactions? What about those students that loathe group work? One solution may be to “balance competitive, collegial, and independent work arrangements” during PBL experiences (Tomlinson, 2000). This will provide students with a break from constant group work, and it is one way to differentiate the PBL experience. As High Tech High International student Mollie Davis point out, “Add individual components to group projects. This will ease the pressure on the individual in a group setting and allow for more productive time spent on the project” (2008). While effective grouping can be a challenge, that challenge can be minimized through thoughtful planning and preparation. For the first trimester project, I grouped students based on their responses to the Sternberg Intelligences Survey. Students were grouped based on what intelligence type they fell into (analytical, practical, or creative). I didn’t find any research on what happens when students are grouped in this fashion, so I was really interested in the dynamics of groups where students share similar intelligence traits. Grouping students in this way turned out to be a powerful differentiator.
PBL does require much planning, preparation, and organization. Teachers, naturally, feel overwhelmed by the thought of planning and managing PBL experiences, particularly in places where there is little funding or support for PBL. Barron says that, “Enthusiasm and belief in the efficacy of the project approach…waxed and waned…various explanations have been given for the fact that PBL took hold in a small number of public school classrooms, including, inadequate material and little time to create new curricula” (1998, p. 272). As PBL teacher Matthew Knoester notes, “…at times, I feel overwhelmed with the freedom and responsibility to design new curriculum” (2004, p.166).
It may be difficult, but if we truly want students to “learn with understanding,” PBL provides a way. There are many strategies that teachers can use to stem the tide of PBL stress. For Knoester, he picks up PBL guru Ron Berger’s book, An Ethic of Excellence. He says that it, “ignites my imagination and recharges my teaching battery. It reminds me that I am not alone and that I’m striving for a higher level of teaching” (2004, p.166). High Tech High founding faculty member Jeff Robin uses a PME approach to minimize stress around projects. PME stands for planning, management, and exhibition. He allows that, “project planning can be complicated. You really have to know what you’re asking students to do and how they will present their project” (2008). He also notes that, “The easiest and most successful way to teach is to plan” (2008). A well planned project does require extra time and effort on the teacher’s part, but it yields results, both academically and socially. As Knoester comments, “…This is a good fight…As teachers, we must be passionate about what we teach, using our best judgment and abilities, being lifelong learners ourselves, showing students that we don’t know everything but want to learn alongside them, and that we expect high quality work” (2004, p. 170). Barron notes that, “Projects help realize Dewey’s vision of education as a ‘process of living and not a preparation for future living” (1998, p. 306).
Project Based Learning + Differentiation
It is clear that PBL and differentiation are both important components of school reform (Tomlinson 2003, Markham 2003, Steinberg 1997). When PBL is used in the classroom, students become active participants in what George Bernard Shaw refers to as “the pursuit of knowledge.” For many students, PBL can ignite a passion for learning that is unmistakable. However, combining PBL with differentiation strategies may be the answer to making projects accessible for all students. Howard Gardner and Robert Sternberg have both suggested that intelligence is multifaceted. We all learn, think, and create in different ways (Tomlinson, 1999, p. 18). It makes sense for PBL teachers to thoughtfully plan projects with learning styles and student backgrounds in mind.
There were three main classroom elements that I wished to focus on with regards to project design. I wanted to see what happened when a PBL experience is mindfully differentiated for content, process, and learning environment. Content refers to what a student should come to know and understand as a result of the project. Content is, essentially, the input. Process is the opportunity for students to make sense of the content. In the classroom, process usually takes on the form of activities. Learning environment has to do with both the management, operations, and tone of the classroom. Learning environment is “the weather that affects virtually everything that transpires in the classroom” (Tomlinson, 2003, p. 5-6).
Differentiating Content = Know and Understand
Content can be differentiated. In my English class, one of the best ways that I differentiate content is by providing text at different levels. When teaching literature, I try to have at least three different levels of the text available to students- the actual version, the “Junior Great” version (if it is a classic), and a picture book or video. The core understanding is the same, because students learn about the same basic plot, characters, and setting. Other ways to differentiate content include re-teaching small groups, providing realia (objects from real life used in the classroom to improve students' understanding of other cultures and real life situations), and allowing students to learn through reading buddies or peer tutors.
In differentiating projects for content, it is important to know and value the learning styles and cultures of all the learners in the classroom. Teachers can value the culture of each student by providing examples and illustrations from both genders and a variety of cultures (Eidson and Tomlinson, 2003, p. 6). Differentiating for content is particularly important for English Language Learners, and can include using visuals, manipulatives, audio materials, and native language texts (Tomlinson, 2003, p. 4). In my experience, what works for English Language Learners works for all learners.
Tomlinson notes that, “A wise teacher asks, ‘What are all the ways I might help students gain access to new knowledge, understanding, and skills?’” (2003, p. 68). In addition to a knowledge of student learning styles and backgrounds, differentiating a PBL experience for content should include deep thinking on the teacher’s part, because the teacher needs to have a clear understanding of what the student will know, understand, and be able to do at the end of a project (Tomlinson, 2003, p. 6).
It seems relatively simple, but thoughtful planning and teacher knowledge of the content is often overlooked. In the planning phases of a project, teachers must spend time thinking about the “know, understand, and do” of the project. If thoughtful time isn’t spent, students are just doing activities and projects for the sake of the “doing.” In PBL, the ultimate goal is for students to understand through doing. As I planned the Jungle Graveyard project for my students, I really thought about what I wanted students to know, understand, and do as a result of the project.
Differentiating for Process = Making Sense of Content Through Activities
Process has to do with how students make sense of the skills that are at the heart of a lesson. Effective process ensures that students make meaning of the information or skills essential to the lesson (Tomlinson, 2003, p. 5). Process is often spoken of as an activity. As Tomlinson notes, “Any effective activity is a sense making process, designed to help a student progress from a current point of understanding to a more complex level of understanding” (2001, p. 79). The PBL teacher’s job is to ensure that activities at every level in a project experience push the learning forward. A project that is differentiated for process will have the following hallmarks: the complexity of the project will match a student’s current level of understanding and skill, students will be given choices that will help link personal interests to a sense making goal, and students will be encouraged to make sense of an idea in a preferred way of learning (Tomlinson, 1999, p. 79-80). One simple way that I differentiate for process is by providing students with choices about how they express what they learned. For example, in history, students can show what they learned about Medieval Art by performing a traditional dance rather than writing a research paper on Medieval dances. I also try to give students choices about the specifics of what they learn. When we were learning about Medieval Africa as a class, I allowed students to choose what they wanted to explore deeper. We all learned about the general history together, but the specific project learning was based on student choice.
Differentiating Learning Environments = Setting the Tone
Differentiating the learning environment has to do with the tone that teachers set in a classroom, as well as the physical space. Teachers set the tone for the learning environment. Tomlinson notes that there are two key components that contribute to a healthy classroom environment. First, the teacher in a healthy classroom uses positive energy and humor. Positive energy can be fostered through teacher student questioning. At three points during the school year, I give a student interest survey to see what students enjoy in school and outside of school. I want to know their likes/dislikes, their struggles, and their hobbies... I care, and they know it. The best feedback I ever got from a student was, “You understand my brane.”
These surveys have helped me to better understand my students, and I have found that middle school students have a profound need to feel known and understood. They want to feel like their ideas and opinions matter. I have a sign in my class that says , “I will always treat you with respect while you are in this classroom.” The tone is positive, and students respond well to that.
Setting up the learning environment during projects can be challenging. Projects can wreak havoc on all the spaces in a classroom. Teachers must answer many questions about time, materials, and classroom space in a PBL experience before the project ever begins. This can create a calmer learning environment which will in turn lead to less (or at least more organized) chaos in the classroom during project activities. During the first trimester project, I set up what I call, “sacred learning spaces.” Kind of like artists have studios, I wanted my student groups to have specific spaces where they could create and explore during PBL.
Classroom routine is particularly important. Tomlinson writes, “Clear and predictable classroom routines are probably the difference between productivity and chaos for classrooms where teachers attempt to address variations among learners” (2003, p. 47). Explicit routines will help those students who need the extra structure and support of a classroom with “manageable chaos,” rather than out of control total chaos, particularly during PBL experiences. One way to manage the chaos of PBL is to provide students with clear expectations for work days. This can be done through a simple discussion. In my class, I used a chart to write down expectations so that I didn’t have to repeat them. Any time I saw students on tangents or unfocused, I just pointed to the chart. Another really helpful strategy is to calendar out everything. Even if you don’t end up following the calendar exactly, it will keep you on track and will remind students of the things they need to accomplish.
What Will My Study Contribute?
My personal goal for this study was to provide a positive project experience for every student by using PBL combined with differentiation strategies. There are many instructional strategies from the school of differentiation that fit in perfectly with the concepts and ideals behind PBL. In the past, I had used differentiation strategies on accident. I wanted to discover what happened when I purposefully and thoughtfully differentiated a project for content, process, and learning environment. My hope is that other teachers will read my action research and be inspired to try PBL with the differentiation techniques discussed.
In planning for my project, I explored leveled text, student choice, student grouping based on intelligence types, sacred learning spaces, RAFT activities (where students choose a Role, Audience, Format, and Topic for their project- see Appendix 10 for more information), and student exhibitions (where students can share their work with peers and community members). Student exhibitions are an important component of PBL because they offer students an opportunity to share work beyond the classroom. Project exhibitions also provide students with an adult audience for their work.
Chapter Three: Description of the Setting and Participants
My action research took place at Lakeside Middle School. Located in East San Diego County, Lakeside Middle School is one of two middle schools available to students in Lakeside, California. The community of Lakeside is decidedly rural, and many residents own horses and livestock. It is a working class neighborhood where people still wave to each other on the streets, and the downtown is dotted with general stores, restaurants, and yogurt shops. Though life in Lakeside may seem idyllic, the community has been severely impacted by the economic downturn. Some storefronts are abandoned, and others are rundown. In just three school years, our school has gone from 11.5% of students on free and reduced lunch, to 36% on free and reduced lunch in the 07-08 school year, an increase of 24.5%.
In this tough economy, the Lakeside Union School District (LUSD) has been able to flourish. In a time of public school teacher layoffs, conservative fiscal management has allowed the LUSD to keep all contracted teachers. No teacher pink slips were given this year, which is remarkable considering that a district only a few miles away has handed out numerous pink slips.
LUSD also won a bond issue in the November ’08 election, which will bring in much needed funds for school refurbishment and technology. The future looks bright for the six elementary schools and two middle schools of LUSD.
Lakeside Middle School (LMS) has been a functioning school in the same location since the 1920s. It has an “old schoolhouse” feel, with several teachers on staff serving 20 years or more in the same teaching position. It is into this environment that Steve Mull became principal four years ago. He came to LMS with the desire and drive to make LMS a school where the creative and performing arts are valued. This new arts focus was well received by the staff, and it has been a huge draw for students and parents. LMS now offers a wide variety of arts experiences, including classes in dance, art studio/art appreciation, drama, show choir, music theory, percussion, and band/orchestra.
While the socioeconomic status of many students has changed, we are also seeing small changes in student ethnicities. Hopefully, these small changes are foreshadowing a move towards a more diverse student population at Lakeside Middle School.
Classroom/Department Description
I teach in room 2 of the LMS “Old Hallway,” in a classroom that feels like a throwback to the 1950s. There is a strange anteroom attached to the room (which we lovingly refer to as the “book nook”). When I moved into the room, I found some old textbooks from 1956 in the back of the closet. I love the environment and feel of this school. I enjoy teaching in a place that has such a long and rich history. Lakeside Middle School has become a home away from home. I teach one 7th grade language arts/history core class, one 7th grade language arts class, one 7th/8th grade careers class on the elective wheel, and one 7th/8th grade AVID class. AVID is a study skills and college readiness course. I also teach a drama class, where we produce two musicals each year. For my action research, I focused on the students in my third period language arts class.
LMS language arts classes are typically untracked classes of 32-36 students. English Language Learners constitute 7% of students, and all students complete the same curriculum. There are a set of standards for ELL students that are slightly different than the basic ELA standards. Three Special Day Classes on campus provide a least restrictive environment for students with special needs. Special Day Class students are mainstreamed for electives, P.E., and science. Other students with IEPs are in general education classes with support provided through a special education aide or resource specialist.
My action research took place at Lakeside Middle School. Located in East San Diego County, Lakeside Middle School is one of two middle schools available to students in Lakeside, California. The community of Lakeside is decidedly rural, and many residents own horses and livestock. It is a working class neighborhood where people still wave to each other on the streets, and the downtown is dotted with general stores, restaurants, and yogurt shops. Though life in Lakeside may seem idyllic, the community has been severely impacted by the economic downturn. Some storefronts are abandoned, and others are rundown. In just three school years, our school has gone from 11.5% of students on free and reduced lunch, to 36% on free and reduced lunch in the 07-08 school year, an increase of 24.5%.
In this tough economy, the Lakeside Union School District (LUSD) has been able to flourish. In a time of public school teacher layoffs, conservative fiscal management has allowed the LUSD to keep all contracted teachers. No teacher pink slips were given this year, which is remarkable considering that a district only a few miles away has handed out numerous pink slips.
LUSD also won a bond issue in the November ’08 election, which will bring in much needed funds for school refurbishment and technology. The future looks bright for the six elementary schools and two middle schools of LUSD.
Lakeside Middle School (LMS) has been a functioning school in the same location since the 1920s. It has an “old schoolhouse” feel, with several teachers on staff serving 20 years or more in the same teaching position. It is into this environment that Steve Mull became principal four years ago. He came to LMS with the desire and drive to make LMS a school where the creative and performing arts are valued. This new arts focus was well received by the staff, and it has been a huge draw for students and parents. LMS now offers a wide variety of arts experiences, including classes in dance, art studio/art appreciation, drama, show choir, music theory, percussion, and band/orchestra.
While the socioeconomic status of many students has changed, we are also seeing small changes in student ethnicities. Hopefully, these small changes are foreshadowing a move towards a more diverse student population at Lakeside Middle School.
Classroom/Department Description
I teach in room 2 of the LMS “Old Hallway,” in a classroom that feels like a throwback to the 1950s. There is a strange anteroom attached to the room (which we lovingly refer to as the “book nook”). When I moved into the room, I found some old textbooks from 1956 in the back of the closet. I love the environment and feel of this school. I enjoy teaching in a place that has such a long and rich history. Lakeside Middle School has become a home away from home. I teach one 7th grade language arts/history core class, one 7th grade language arts class, one 7th/8th grade careers class on the elective wheel, and one 7th/8th grade AVID class. AVID is a study skills and college readiness course. I also teach a drama class, where we produce two musicals each year. For my action research, I focused on the students in my third period language arts class.
LMS language arts classes are typically untracked classes of 32-36 students. English Language Learners constitute 7% of students, and all students complete the same curriculum. There are a set of standards for ELL students that are slightly different than the basic ELA standards. Three Special Day Classes on campus provide a least restrictive environment for students with special needs. Special Day Class students are mainstreamed for electives, P.E., and science. Other students with IEPs are in general education classes with support provided through a special education aide or resource specialist.
Chapter Four: Data Collection and Analysis
During my action research, I designed a PBL experience for students that included differentiation strategies discussed in the Understandings section. I used a variety of data collection techniques before, during, and after the project to see if the differentiation strategies were effective. I also wanted to discover information about the intelligence styles of students. For the project, I grouped students based on the results from Sternberg’s Triarchic Intelligence Survey (see Appendix 5).
Data Collection
Surveys
I gave three major surveys through the course of my action research. Students in my 3rd period 7th grade English classes completed surveys. Each survey included 36 students.
Survey #1 (Sternberg’s Triarchic Intelligence Survey- see Appendix 5) assessed student learning styles. I used student learning styles to assist me in differentiating the project. This particular survey really helped me to form cooperative learning groups. Survey #2 (Learning Styles and Group Work Survey- see Appendix 4) gave me a sense of student experience with projects. I was interested to see what type of projects students have worked on in the past. Survey #3 (End of Project Survey- see Appendix 6) is about what worked or didn’t work with our first project. This is an integral survey- the most important of the three. This survey was designed to tell me if the differentiation strategies used enhanced the project experience.
Exit Cards
Exit cards were used as an informal way to check in with students through the course of the project. Exit cards included questions about what was helpful for students during the project experience.
Student Interviews/Student Work Samples
I selected three students from my 3rd period class to participate in a group interview. The interview took place after the project. I chose the three students based on information from the end of project survey. One student was enthusiastic about the project, one was lukewarm, and one student did not have the best experience. The interview was used mainly to get feedback about how students experienced the first project. I wanted to know what worked and what didn’t work. I also collected work samples from these students to get a sense of how the differentiation strategies are supporting them in creating beautiful work.
Observations
During the course of working on our first project, I did two thorough in-class observations. The observations took place during project work days in my 3rd period English class (36 students). In the first observation, I looked for how the groups were handling decision making. I let groups create project ideas. Since groups were chosen by intelligence type, I was interested to see if this effected the decision making process. I wanted to see if the differentiation strategy of thoughtful grouping had any effect on how teams interacted. The second observation focused on how students experience revision during PBL. During this observation, I was focusing on myself as well as on the students. I wanted to see what teacher questions really drove student thinking. I also wanted to hear students problem solving through discussion. I really enjoyed taking observation notes. It felt like a very comfortable and natural way for me to collect data.
Student Revision Slips/Feedback
During our exhibition, I gave students feedback and revision slips to fill out during project presentations. I was looking for kind, specific, and helpful feedback from students. I wanted to see if the differentiation strategies used helped students to be more thoughtful in their commentary about other projects.
Data Analysis
Surveys
I did my best to analyze the data as I gathered it. First, I did a quick read through of all the surveys, looking for trends/patterns. Next, I color coded surveys based on responses to pull out evidence of themes. Finally, I put the themes into graph form through the Numbers program.
In survey #1, I was looking for student learning styles. Once I read through and coded the surveys, I graphed the results to see how students fell into the three categories of learning styles: practical, analytical, and creative. I used this information to group students, and also to add the finishing touches to the design of our first big project.
For surveys #2 and #3, I color coded for trends regarding differentiation strategies. There were some open-ended questions on these surveys, so I looked specifically to see if I could also pull out student quotes.
Interviews/Student Work Samples
After transcribing the interview, I read through the transcriptions and color coded looking for trends and patterns regarding project experience and differentiation strategies. Since I only did one interview, it was not too labor intensive to transcribe it. I held the interview on a Friday during lunch so that I could transcribe and analyze data over the weekend.
As for student work samples, I analyzed these to look for patterns of understanding. Some questions I asked: Are students using revision and feedback? Are they getting the “know, understand, and do” of the PBL experience? Does it appear that differentiation strategies are helpful? How?
Observations
Formal classroom observations gave me wonderful data on how particular students are experiencing projects. I color coded observations to look for patterns of how groups are handled discussion.
Exit Cards
Exit cards were color coded to look for trends in students responses. I was mainly looking for information about how students were experiencing the project. I wanted to see how group dynamics were working. I also wanted to see what students enjoyed about the project.
Student Revision Slips/Feedback
Student revision slips were coded for kind, specific, and helpful feedback. I color coded based on the code words kind (green highlight), specific (blue highlight), and helpful (yellow highlight).
During my action research, I designed a PBL experience for students that included differentiation strategies discussed in the Understandings section. I used a variety of data collection techniques before, during, and after the project to see if the differentiation strategies were effective. I also wanted to discover information about the intelligence styles of students. For the project, I grouped students based on the results from Sternberg’s Triarchic Intelligence Survey (see Appendix 5).
Data Collection
Surveys
I gave three major surveys through the course of my action research. Students in my 3rd period 7th grade English classes completed surveys. Each survey included 36 students.
Survey #1 (Sternberg’s Triarchic Intelligence Survey- see Appendix 5) assessed student learning styles. I used student learning styles to assist me in differentiating the project. This particular survey really helped me to form cooperative learning groups. Survey #2 (Learning Styles and Group Work Survey- see Appendix 4) gave me a sense of student experience with projects. I was interested to see what type of projects students have worked on in the past. Survey #3 (End of Project Survey- see Appendix 6) is about what worked or didn’t work with our first project. This is an integral survey- the most important of the three. This survey was designed to tell me if the differentiation strategies used enhanced the project experience.
Exit Cards
Exit cards were used as an informal way to check in with students through the course of the project. Exit cards included questions about what was helpful for students during the project experience.
Student Interviews/Student Work Samples
I selected three students from my 3rd period class to participate in a group interview. The interview took place after the project. I chose the three students based on information from the end of project survey. One student was enthusiastic about the project, one was lukewarm, and one student did not have the best experience. The interview was used mainly to get feedback about how students experienced the first project. I wanted to know what worked and what didn’t work. I also collected work samples from these students to get a sense of how the differentiation strategies are supporting them in creating beautiful work.
Observations
During the course of working on our first project, I did two thorough in-class observations. The observations took place during project work days in my 3rd period English class (36 students). In the first observation, I looked for how the groups were handling decision making. I let groups create project ideas. Since groups were chosen by intelligence type, I was interested to see if this effected the decision making process. I wanted to see if the differentiation strategy of thoughtful grouping had any effect on how teams interacted. The second observation focused on how students experience revision during PBL. During this observation, I was focusing on myself as well as on the students. I wanted to see what teacher questions really drove student thinking. I also wanted to hear students problem solving through discussion. I really enjoyed taking observation notes. It felt like a very comfortable and natural way for me to collect data.
Student Revision Slips/Feedback
During our exhibition, I gave students feedback and revision slips to fill out during project presentations. I was looking for kind, specific, and helpful feedback from students. I wanted to see if the differentiation strategies used helped students to be more thoughtful in their commentary about other projects.
Data Analysis
Surveys
I did my best to analyze the data as I gathered it. First, I did a quick read through of all the surveys, looking for trends/patterns. Next, I color coded surveys based on responses to pull out evidence of themes. Finally, I put the themes into graph form through the Numbers program.
In survey #1, I was looking for student learning styles. Once I read through and coded the surveys, I graphed the results to see how students fell into the three categories of learning styles: practical, analytical, and creative. I used this information to group students, and also to add the finishing touches to the design of our first big project.
For surveys #2 and #3, I color coded for trends regarding differentiation strategies. There were some open-ended questions on these surveys, so I looked specifically to see if I could also pull out student quotes.
Interviews/Student Work Samples
After transcribing the interview, I read through the transcriptions and color coded looking for trends and patterns regarding project experience and differentiation strategies. Since I only did one interview, it was not too labor intensive to transcribe it. I held the interview on a Friday during lunch so that I could transcribe and analyze data over the weekend.
As for student work samples, I analyzed these to look for patterns of understanding. Some questions I asked: Are students using revision and feedback? Are they getting the “know, understand, and do” of the PBL experience? Does it appear that differentiation strategies are helpful? How?
Observations
Formal classroom observations gave me wonderful data on how particular students are experiencing projects. I color coded observations to look for patterns of how groups are handled discussion.
Exit Cards
Exit cards were color coded to look for trends in students responses. I was mainly looking for information about how students were experiencing the project. I wanted to see how group dynamics were working. I also wanted to see what students enjoyed about the project.
Student Revision Slips/Feedback
Student revision slips were coded for kind, specific, and helpful feedback. I color coded based on the code words kind (green highlight), specific (blue highlight), and helpful (yellow highlight).
Chapter Five: The Jungle Graveyard Project- Exploring Two Masterpieces of Children’s Literature
• My Inspiration for The Jungle Graveyard Project (and why inspiration matters!)
Last year, one of my GSE colleagues, Angela Guerrero, wrote a piece for the UnBoxed journal about project planning. She said that her best projects have come from things that she is passionate about. I was so inspired by her writing. If there is one thing that I have learned about project design, it is that inspiration and passion for an idea is really important. The teacher’s passion for a project is really the heart and soul of that project.
This project had been percolating in my mind for a long time. I have always had a passion for children’s literature, and that really helped to guide the course of the project design for the Jungle Graveyard Project.
When I was younger, other kids would go outside and play. I mostly liked to stay inside with my “friends”-- Ramona Quimby, Ralph S. Mouse, Anne Shirley, Jo March, and of course, Nancy Drew. Not that I was anti-social, I just loved to read. In college, I worked in the children’s section of a bookstore and eventually became an English teacher. I even married a children’s book writer. When I sat and thought about what I was passionate about, it wasn’t difficult to come up with children’s literature.
I knew that I didn’t want to use a familiar book for this project, so I started to look in libraries and book stores for a book that would inspire this project. I just couldn’t find a perfect fit. I knew that the book would need to inspire a trimester long project, so it had to be different, unique, creative, and special. One night, I began looking at the stack of books on my husband’s nightstand. I was taken by one of the titles-- The Graveyard Book. I saw that it was written by Neil Gaiman, who also wrote Stardust and Coraline. His stories often have a Tim Burton-esque quality, which I love. As I researched the book, I discovered that it had won the 2009 Newbery Award for excellence in children’s literature. I was excited about The Graveyard Book. The tone is just right for middle schoolers, and I planned for the project to wrap up after Halloween, so it would be a timely story to center our project on.
In reading the first few chapters, I realized that there is an important correlation between The Graveyard Book and Rudyard Kipling’s The Jungle Book. When I realized how much Kipling’s writing had influenced Neil Gaiman, I thought of a project that incorporated both stories. I always tell my students that writers learn from other writers, and this was such a concrete example of that concept. I really looked forward to the possibilities of exposing students to a piece of classic literature. Rudyard Kipling’s The Jungle Book has been burned into students’ minds through the Disney filter. When the books are actually explored for what they really are, students began to see beyond the Disney caricatures of Mowgli, Baloo, and Shere Khan. Students saw the adventures of Mowgli in a whole new light.
Another positive about the literature is that both main characters, Mowgli and Nobody Owens, are boys. That was important, because middle school is a tough time for boys and reading. There just aren’t a lot of quality books that have dynamic young male protagonists. Both The Jungle Book and The Graveyard Book give the reader an interesting young male protagonist without alienating young female readers.
• Project Planning in the Past
Before the Jungle Graveyard Project, planning for for projects was fairly abstract. I (sort of) knew what I wanted my students to accomplish, but I didn’t have a clear idea of what the project should look like on a daily basis. I figured it was good enough just to have the project ideas in my mind. I didn’t write out a schedule or calendar, I just told myself that I would let it happen organically. That ended up being a blessing and a curse. In a way, it was freeing to not be on a strict schedule. On the other hand, it put us way behind the mark with the rest of our curriculum. I didn’t give much thought to differentiation strategies, but I did give students a lot of choice. Choice is an important component of why PBL works so well, but there are many other strategies that I could have employed for student success. For the Jungle Graveyard Project, I really created a calendar and had a plan for what students would accomplish.
• Project Planning for The Jungle Graveyard Project
First, I planned the Jungle Graveyard project with student outcomes in mind. In their research, both differentiation expert Carol Ann Tomlinson and veteran PBL teacher Jeff Robin discussed how important it was to know student outcomes for projects. I started by thinking about what students would know, understand, and be able to do as a result of The Jungle Graveyard project.
Student Outcomes for The Jungle Graveyard Project
As a result of this project, students will know:
• The basic plot structure of a narrative
• How to develop a standard plot
• Literary themes can recur across works
• Key Vocabulary of Literature- foreshadow, dialogue, theme, conflict, rising action, turning point, denouement
As a result of this project, students will understand that:
• The plot of a narrative has a clear beginning, middle, and end
• Narratives include characters, setting, and dialogue
• Characters are developed through thoughts, words, speech patterns, actions, the narrator’s description; and the thoughts, words, and actions of other characters
• Authors use foreshadowing to give the reader clues about what might happen next
• The theme is the “big idea” of a piece of literature
• Writers learn from other writers
As a result of this project, students will be able to:
• Analyze the main characters (Mowgli and Nobody Owens) and supporting characters (Silas and Jack in The Graveyard Book, Bagheera and Shere Khan in The Jungle Book)
• Identify the commonalities in theme and character between The Jungle Book and The Graveyard Book
• Identify incidents of foreshadowing
• Design an artistic representation of the narrative episode
- Work cooperatively in groups to showcase learning in a creative way
- Participate in kind, specific, and helpful revision
Once I came up with student outcomes, the project began to take shape in my mind. I shared with students what I wanted them to understand as a result of exploring The Jungle Book and The Graveyard Book. I then let groups choose a way to show me what they learned. I was not sure what students would choose to create for a product, so I made sure to provide beautiful work samples and ideas for creative projects.
Chapter Six: Findings and Actions
Please click on the .pdf file below to view Chapter Six
| findings.pdf |
Chapter Seven: Conclusion and Implications
In my action research, students participated in a differentiated project based learning experience. I observed and recorded what happened when I used PBL with specific differentiation strategies during the course of a trimester long project with my 7th grade English class. I chose this for my action research because I couldn’t really find any literature that explicitly linked PBL with differentiation. It was my goal for all of my students to have a successful experience with PBL, and I saw the use of differentiation strategies as a way to accomplish that goal.
In the end, I learned that there are a variety of differentiation strategies that a teacher can utilize to help all students be successful with PBL. In the Understandings section, I noted that well designed PBL experiences are differentiated by their very nature. Projects are great differentiators, but due to the lack of explicit research connecting PBL and differentiation, I went ahead with the question of designing projects through the lens of differentiation. In my experience, the best differentiation techniques were part of the planning process. The most helpful PBL differentiation strategies for me were creating calendars, assigning learning contracts, and developing the “know, understand, and do” of the project.
In the literature, I found that there are three main benefits of PBL. First, PBL gives socioeconomically disadvantaged students greater access to the learning. PBL also promotes a positive classroom culture. Finally, PBL encourages students to take responsibility for their own learning.
I witnessed the benefits mentioned in the literature mirrored in my classroom. First, I found that socioeconomic status did not make much of a difference in performance during the Jungle Graveyard Project. I guess that’s the point, though. One goal of PBL is to level the playing field so that socioeconomic status does not have an effect on school performance. In my classroom, that is exactly what happened during the Jungle Graveyard Project.
I saw a positive classroom culture blossom in my class, particularly during the revision phase of the project. There was such a feeling of camaraderie in the classroom. PBL made my classroom feel like a workshop where we could share ideas and develop thoughts. My students latched onto the idea of offering kind, specific, and helpful feedback to each other. It was an amazing experience for me, because I witnessed myself becoming the facilitator of the “educational oasis” I eluded to in the introduction.
Lastly, I found that PBL encouraged my students to develop a responsibility for their own learning. During the Jungle Graveyard Project, students were responsible for choosing project ideas, managing learning contracts (or proposal letters), and developing project ideas until they came to fruition. The toughest part about completely handing over the reigns to my students was allowing them to take steps in the wrong direction. For example, I knew that Practical Group #1 would not finish on time without some kind of an intervention from me. In the past, I would have given them a list of tasks to accomplish in order to finish on time. With the Jungle Graveyard Project, I wanted themto have responsibility for their own learning. Instead of spoon feeding them a list of “to-dos,” I questioned them about what they could do to take responsibility for finishing on time. They came up with their own plan for finishing the project, and their plan was much better than anything I would have given them.
During my time working with Practical Group #1, I was reminded of one of my favorite quotes from C.S. Lewis, “Failures are finger posts on the road to achievement.” I don’t want my students to be afraid of making mistakes or taking steps in the wrong direction. A student who is responsible for his/her own learning will make mistakes along the way. Mistakes are how we learn. I have heard that hundreds of times, but it became real to me during this experience. I guess if there was one major personal breakthrough that I had during my action research experience, it is that perfection is not what PBL is about. I think that educators can lose sight of that when they see beautiful and amazing products on display from PBL experiences. Student PBL products can be breathtaking... Some are truly awe inspiring. But the end product isn’t really the important part. For me, PBL is about the experience. Education is life! PBL is about students (and teachers) making that mental switch to truly believing in Dewey’s ideal that, “Education is not a preparation for life; education is life itself.”
One other big positive from my action research is that PBL is beginning to spread across my school campus like wildfire. Teachers will always “beg, borrow, and steal” something that works, and PBL really works. I have had many colleagues drop by to ask for more information about PBL, differentiation, and student exhibitions. In the past few years, Lakeside Middle School has become a school that fully embraces PBL. Just this year, the Foreign Language classes put on an exhibit for Día de los Muertos, the 7th grade created an all-day Medieval Fair exhibition, and the 6th grade put together an Egypt Day. This is just a small snapshot of the change that is happening at Lakeside Middle School.
• Implications: How Can My Research Impact Other Teachers?
When I first began investigating the idea of teacher as researcher, it seemed like a foreign concept to me. I slowly began to realize that I was involved in action research in my classroom every day. When I try out new lessons and tweak them based on student response-- even that is action research on a smaller scale. In studying my action research question, I came to think of the classroom as a kind of learning lab for differentiation and PBL. In particular, I hope that my research can impact schools where PBL is just beginning to take flight. I want teachers to read my action research on PBL and differentiation and learn from my experience and findings.
In that spirit, I combined a list of tips for teachers who are interested in trying differentiated PBL for the first time. This will be particularly useful for English teachers at the middle school level, but can apply to teachers of all disciplines and grade levels.
#1: KNOW YOUR STUDENTS
This is the first and most important tip. Not just for PBL and differentiation, but for every area of teaching. Make a point to get to know your students. Adolescent students in particular have a deep need to feel understood and known. Time spent getting to know students is never wasted time. It is worth every second. When a teacher really knows her students, she becomes part of a positive classroom culture.
#2: Before anything else, come up with the “Know, Understand, and Do” for the project
If you have an idea for a project, write out what you want students to know, understand, and do as a result of the project. It is important to do this first before you plan the entire project, because writing out the know, understand, and do will show you if the project will be truly beneficial for your students. It will also show you specifics about student learning and outcomes for the project. It was one of the most powerful things that I learned in my experience with PBL and differentiation.
At my school, I use the 7th grade English Language Arts standards to help plan out the know, understand, and do for a project. This can be helpful if you work in a school or district where grade level standards are like the Bible. Using standards to plan a PBL experience can help you to justify PBL to those who may not understand the benefits.
#3: Pay attention to how you group students
Group them in different ways for each different project, and take notes about what works and what doesn’t work. For the Jungle Graveyard project, I used intelligence style grouping. I learned so much about my students through the groups, but I am still conflicted about whether or not I would use the same grouping strategy again. I think I would use intelligence styles to group students, but I would create groups where each intelligence style is represented. I plan to try a different grouping technique for the next project. For me, the goal is to continually refine the way I group students until I find a few ways that work best for students and for me.
#4: Draw on Multiple Texts
The key for differentiation is to give all students access to the learning. If you are using a story for your project, let students experience the story in a variety of ways. With The Jungle Book, I used the classic version, a Junior Great abridged version, and a video. This provided students with access to the story at all levels. I would also recommend finding some sort of picture book form of the story you are using. If you are using a folktale for your text, research to see if it is represented in other cultures. For example, the Cinderella story has many different cultural versions.
#5: Remember that some students prefer a firm due date
During PBL experiences, I am always torn between students who need more time, and those who prefer a firm due date. Because I am the type of person who likes a flexible due date, I tend to forget that some students need the finality of a due date at the beginning of a project. I was reminded of this during the data analysis of the End of Projectsurvey. Two creative learners made comments on the form that I could improve the project by having a firm due date. I also found in discussion with students that the practical groups became frustrated when I extended the due date.
#6: Revision is important
When teachers have high expectations and model what Ron Berger calls “kind, specific, and helpful” revision, students begin to understand what beautiful work looks like. With the Jungle Graveyard project, students helped each other through the revision process. Because of revision, groups were able to put those final touches on each project prior to exhibition. Revision also helped to foster a collaborative workshop environment in the classroom.
#7: Show beautiful work samples
Simply put, if students know what beautiful work looks like, they are more likely to succeed with a project. At first, I thought that if I showed work samples, students would try to “copy.” Quite the opposite happened. Showing samples really encouraged students to work to their fullest potential.
#8: Record student conversations during group work
Buy a small tape recorder and record your students during PBL. I used an app on my iPhone to record students during the Jungle Graveyard Project. I learned so much from how students talked to each other while they were working. I was able to help groups with fine tuning their projects, and I was more able to assist students if any issues or disagreements came up. One example of this was in Practical Group #1. I set the recorder down and let it record the whole work session. In listening to it later, I found that students were spending a majority of the time socializing while making gravestones out of play-doh. They made way too many gravestones and they weren’t getting anything else completed! Listening to their work session gave me the opportunity to trouble shoot and discuss with them about whether or not this was the best use of their time. The tape recorder helped me to feel “in the loop.” I tell my students that I record them working because I learn when I listen to them.
#9: Give students choice in some way
For me, the key to student buy-in is giving them some type of choice. With the Jungle Graveyard project, students were able to choose the topic and the project idea. For other projects, I have allowed them to choose their own groups. In the past, I have also given choice in how students present or exhibit a project. You don’t always have to give students the same type of choice, but they do need to have some kind of choice during a PBL experience. The literature around PBL reminded me that projects give students a way to be challenged academically and motivated emotionally. Students become even more motivated when they have some sort of say in what they are learning.
My Next Steps
This action research study is just the beginning for me. I plan on making changes to the same project and using it in a different way with my class next year. The beauty of teaching and action research is that the research can continue from school year to school year. I plan to further explore grouping techniques with PBL.
Chapter Eight: Final Reflection
In the introduction to my action research, I discussed how I longed for a student centered educational oasis where students felt safe to explore and express themselves. Investigating and experimenting with the philosophies behind PBL and differentiation have brought me closer to that ideal. Action research has changed me, and I will never be the same kind of teacher. This process has renewed my love for teaching and facilitating learning. During my action research, there are three major things that I learned about myself, both personally and professionally.
Follow Your Passion
When I looked at the fantastic projects that came out of the High Tech High Village on a past exhibition night, I was struck by one common factor- teacher passion. Virtually every exhibit seemed to exude teacher passion. When it comes to project planning (and life!) it is important to follow your passion. I learned to create differentiated project experiences for students based on things that I love. For example, the Jungle Graveyard Project was born out of my love of story and adventure. For me, part of the magic of PBL is in the teacher’s passion for a topic, and his/her ability to ignite that passion in students.
I will continue to follow my passions as I develop future projects for my students. For example, I have always been fascinated with the camel. I am currently developing a 7th grade history project that revolves around camels. In history, we discuss migration and how the domesticated camel changed desert travel forever. I would like to delve deeper into how the domesticated camel contributed to the world as we know it. I am hoping to even take students to a local camel farm on a field trip. Over the summer, I am hoping to fine tune this project.
You Might Feel Like the Conductor on a Runaway Train-- and That’s Okay
During the course of my action research, I often felt like the conductor on a runaway train. I became discouraged about finding the “wrong” answers during my data analysis. One example of this happened when I began to realize that the intelligence style groups were not working out exactly as I had planned. Although students reported enjoying the experience, I felt that the intelligence style groups held students back in some instances. I brought my issue with the intelligence style groups to colleagues and professors. I thought that the study group would tell me to scrap the whole project and start over again. I shared my disappointments and wonderings about whether or not intelligence style groups were a good fit in my classroom. I told my colleagues about how discouraged I was feeling. One of my colleagues stopped me after I finished talking about my disappointments. He said, “THIS is what you should write about. Be honest. Talk about what really happened. Don’t worry about trying to make it right or wrong. It is what it is.”
That turned out to be great advice. I had to keep reminding myself that there were no right or wrong answers in this kind of research. My job as a teacher researcher was to ask the question and investigate what happened-- no matter what the results. I was never looking for a right or wrong answer. So, I dug in and wrote about my honest experience with the intelligence style groups. From the data I collected, I knew that many students enjoyed the intelligence style grouping. I just felt somewhere in my heart that it didn’t quite work. It wasn’t the right fit for me and my classroom, and now I have ideas about how I would do things differently.
Learn from Colleagues and Experts
The most challenging part of the action research writing process for me was the Literature Review (Understandings Section). First, I marinated myself in all of the books and articles I found about PBL and differentiation. Then, once I felt like I knew what I wanted to say about the literature, I began to write. That first attempt at the Lit Review was pretty pathetic, but it gave me a starting point. My advice for future researchers is to get a draft of the Understandings completed as soon as you can. I felt like my Lit Review was finished after that first attempt. I didn’t want to go back and change anything. I always tell my students that revision is the most important part of writing, but when I had to revise my own Lit Review, I felt hesitant. Synthesizing the information was so challenging for me, and I just didn’t want to even look at it again. Once I got over it and started to revise, I was reminded that writing the Lit Review is a process. My process went something like this: read, think, reflect, write, share, revise, read some more, think some more, revise, write, share it again, revise, think, reflect, write, share. It was a long, but rewarding, process.
Although writing the Understandings section was difficult, I learned invaluable lessons from experts in the field. Reading books written by fellow teachers and mentors was easy, but digesting the information and seeing how it really fit into my classroom was a challenge. I spent time thinking through articles and books before I ever wrote about how they fit into my research. I learned so much from the authors of these books, particularly Ron Berger (with PBL) and Carol Ann Tomlinson (with differentiation). My colleagues in the GSE were also a wonderful resource for refining and perfecting my action research. The Lit Review began to feel valuable to me once I was deep into writing the Findings Section. I saw how the literature was connecting to my real world work in the classroom, and I began to feel that I would have something to contribute.
Teaching can be such a solitary profession. The action research process helped me to open the door of my classroom and let other teachers and professionals in, and now my classroom door will stay open for the remainder of my teaching career.
Click below to view a .pdf of the action research appendices.
In the introduction to my action research, I discussed how I longed for a student centered educational oasis where students felt safe to explore and express themselves. Investigating and experimenting with the philosophies behind PBL and differentiation have brought me closer to that ideal. Action research has changed me, and I will never be the same kind of teacher. This process has renewed my love for teaching and facilitating learning. During my action research, there are three major things that I learned about myself, both personally and professionally.
Follow Your Passion
When I looked at the fantastic projects that came out of the High Tech High Village on a past exhibition night, I was struck by one common factor- teacher passion. Virtually every exhibit seemed to exude teacher passion. When it comes to project planning (and life!) it is important to follow your passion. I learned to create differentiated project experiences for students based on things that I love. For example, the Jungle Graveyard Project was born out of my love of story and adventure. For me, part of the magic of PBL is in the teacher’s passion for a topic, and his/her ability to ignite that passion in students.
I will continue to follow my passions as I develop future projects for my students. For example, I have always been fascinated with the camel. I am currently developing a 7th grade history project that revolves around camels. In history, we discuss migration and how the domesticated camel changed desert travel forever. I would like to delve deeper into how the domesticated camel contributed to the world as we know it. I am hoping to even take students to a local camel farm on a field trip. Over the summer, I am hoping to fine tune this project.
You Might Feel Like the Conductor on a Runaway Train-- and That’s Okay
During the course of my action research, I often felt like the conductor on a runaway train. I became discouraged about finding the “wrong” answers during my data analysis. One example of this happened when I began to realize that the intelligence style groups were not working out exactly as I had planned. Although students reported enjoying the experience, I felt that the intelligence style groups held students back in some instances. I brought my issue with the intelligence style groups to colleagues and professors. I thought that the study group would tell me to scrap the whole project and start over again. I shared my disappointments and wonderings about whether or not intelligence style groups were a good fit in my classroom. I told my colleagues about how discouraged I was feeling. One of my colleagues stopped me after I finished talking about my disappointments. He said, “THIS is what you should write about. Be honest. Talk about what really happened. Don’t worry about trying to make it right or wrong. It is what it is.”
That turned out to be great advice. I had to keep reminding myself that there were no right or wrong answers in this kind of research. My job as a teacher researcher was to ask the question and investigate what happened-- no matter what the results. I was never looking for a right or wrong answer. So, I dug in and wrote about my honest experience with the intelligence style groups. From the data I collected, I knew that many students enjoyed the intelligence style grouping. I just felt somewhere in my heart that it didn’t quite work. It wasn’t the right fit for me and my classroom, and now I have ideas about how I would do things differently.
Learn from Colleagues and Experts
The most challenging part of the action research writing process for me was the Literature Review (Understandings Section). First, I marinated myself in all of the books and articles I found about PBL and differentiation. Then, once I felt like I knew what I wanted to say about the literature, I began to write. That first attempt at the Lit Review was pretty pathetic, but it gave me a starting point. My advice for future researchers is to get a draft of the Understandings completed as soon as you can. I felt like my Lit Review was finished after that first attempt. I didn’t want to go back and change anything. I always tell my students that revision is the most important part of writing, but when I had to revise my own Lit Review, I felt hesitant. Synthesizing the information was so challenging for me, and I just didn’t want to even look at it again. Once I got over it and started to revise, I was reminded that writing the Lit Review is a process. My process went something like this: read, think, reflect, write, share, revise, read some more, think some more, revise, write, share it again, revise, think, reflect, write, share. It was a long, but rewarding, process.
Although writing the Understandings section was difficult, I learned invaluable lessons from experts in the field. Reading books written by fellow teachers and mentors was easy, but digesting the information and seeing how it really fit into my classroom was a challenge. I spent time thinking through articles and books before I ever wrote about how they fit into my research. I learned so much from the authors of these books, particularly Ron Berger (with PBL) and Carol Ann Tomlinson (with differentiation). My colleagues in the GSE were also a wonderful resource for refining and perfecting my action research. The Lit Review began to feel valuable to me once I was deep into writing the Findings Section. I saw how the literature was connecting to my real world work in the classroom, and I began to feel that I would have something to contribute.
Teaching can be such a solitary profession. The action research process helped me to open the door of my classroom and let other teachers and professionals in, and now my classroom door will stay open for the remainder of my teaching career.
Click below to view a .pdf of the action research appendices.
| appendices.pdf |
