Capstone Action Research Project: Classroom Participation | Fall 2012
Artifact Description
In Artifact I for this standard, I did a Capstone Action Research Project for the course: Curriculum and Instruction 403: Teaching Diverse High School Students. The purpose of the Action Research project was to delve into any immediate topic that I found relevant in regards to instructional concerns about student learning. In selecting a topic, I considered preconceived notions about student participation in the classroom as I notice not every student participates in the classroom. As a result, my Action Research Project focused on the role of classroom participation and how students' perceptions about classroom participation relate to their performance as well as reflect the classroom environment. Participation in this sense, addresses writing and oral communication, which reflects the importance of incorporating multiple forms of participation in the classroom for teachers to receive feedback on student learning. I first implemented a plan on participation and read journal articles on classroom participation in the mathematics classroom. After collecting information from research, I then implemented the response card technique that I found to incorporate in a lesson I taught with the permission of my cooperating teacher and also handed out a survey for students in two geometry classes at my field placement, Oakwood High School. The concluding part of the project is my analysis of the data and information I gathered from the survey I distributed and a reflection of what next steps one may take in further developing student participation.
Satisfying the Standards (Indicators: 6F, 6H, 6Q)
In order to increase content learning, implementing different forms of participation that involves reading, writing and oral communication in the classroom is key to not only receive student feedback but also provide students opportunities to demonstrate their understanding. I implemented a response card technique, a form of classroom participation in which students are asked to share their answers on a half sheet of note card after they are given some time to work through a problem and raise the notecards simultaneously when asked. As a result, I was able to quickly walk around to see the responses of each student to have general idea of whether or not students are grasping the concept and to help me determine if we need to spend more time over it. Moreover, by considering different forms of participation which include but are not limited to group work, note taking, response cards, and class discussions, I understand that forms of participation model formal and informal assessments for me to best assess the needs of my students through reading, writing, and oral communication. In addition, by considering what forms of participation best fit the needs of each student in my classroom, I will integrate the different forms of communication required in participation to engage students in content learning. Especially with the response card technique, not all students like to communicate by speaking up in class at all times, so the response cards will help engage them in the content learning as they are sharing their ideas in class through writing.
Professional Development
Student learning in the classroom can be reflected through different forms of communication. As a teacher, it will be important for me to consider the many aspects of student participation and how student participation corresponds to content learning in the classroom. This Action Research project helped raise key questions in regards to how I can utilize different participation techniques to promote communication. It also helped me consider the effectiveness of the forms of participation in regards to students communicating their knowledge and understanding. In my professional development, I will constantly reflect on the opportunities that I provide students to communicate their ideas. Furthermore, I will assess if there are enough forms of participation for students to maximize their learning in the classroom.
In Artifact I for this standard, I did a Capstone Action Research Project for the course: Curriculum and Instruction 403: Teaching Diverse High School Students. The purpose of the Action Research project was to delve into any immediate topic that I found relevant in regards to instructional concerns about student learning. In selecting a topic, I considered preconceived notions about student participation in the classroom as I notice not every student participates in the classroom. As a result, my Action Research Project focused on the role of classroom participation and how students' perceptions about classroom participation relate to their performance as well as reflect the classroom environment. Participation in this sense, addresses writing and oral communication, which reflects the importance of incorporating multiple forms of participation in the classroom for teachers to receive feedback on student learning. I first implemented a plan on participation and read journal articles on classroom participation in the mathematics classroom. After collecting information from research, I then implemented the response card technique that I found to incorporate in a lesson I taught with the permission of my cooperating teacher and also handed out a survey for students in two geometry classes at my field placement, Oakwood High School. The concluding part of the project is my analysis of the data and information I gathered from the survey I distributed and a reflection of what next steps one may take in further developing student participation.
Satisfying the Standards (Indicators: 6F, 6H, 6Q)
In order to increase content learning, implementing different forms of participation that involves reading, writing and oral communication in the classroom is key to not only receive student feedback but also provide students opportunities to demonstrate their understanding. I implemented a response card technique, a form of classroom participation in which students are asked to share their answers on a half sheet of note card after they are given some time to work through a problem and raise the notecards simultaneously when asked. As a result, I was able to quickly walk around to see the responses of each student to have general idea of whether or not students are grasping the concept and to help me determine if we need to spend more time over it. Moreover, by considering different forms of participation which include but are not limited to group work, note taking, response cards, and class discussions, I understand that forms of participation model formal and informal assessments for me to best assess the needs of my students through reading, writing, and oral communication. In addition, by considering what forms of participation best fit the needs of each student in my classroom, I will integrate the different forms of communication required in participation to engage students in content learning. Especially with the response card technique, not all students like to communicate by speaking up in class at all times, so the response cards will help engage them in the content learning as they are sharing their ideas in class through writing.
Professional Development
Student learning in the classroom can be reflected through different forms of communication. As a teacher, it will be important for me to consider the many aspects of student participation and how student participation corresponds to content learning in the classroom. This Action Research project helped raise key questions in regards to how I can utilize different participation techniques to promote communication. It also helped me consider the effectiveness of the forms of participation in regards to students communicating their knowledge and understanding. In my professional development, I will constantly reflect on the opportunities that I provide students to communicate their ideas. Furthermore, I will assess if there are enough forms of participation for students to maximize their learning in the classroom.
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