Developing My Pedagogy of Teacher Ed. Using Inquiry

Initial Question:

How Can I Use Technology to Address My Preservice Teachers’ Learning Needs?

Redirected Focus:

(10/4/16): strategies to address students' learning styles (excluding focus on implementing technology)
(10/11/16): preference of discussion setting for addressing students' learning styles
(10/18/16): discussion setting to facilitate learning with the explicit promotion of engaging students for an equitable learning environment (authentic theory-to-practice connections; provided/honored time frame for dialogue; learning-style responsive; required participation from everyone)

Weekly Inquiry Updates

Inquiry Update 4 (10/25/16)

On 10/19/16, I followed the next step in my inquiry by conducting a class meeting which follows NSRF protocols, while providing for the need in addressing my student's learning styles for heightened engagement. The activities that I presented for my students were "Reading-Related Activities" and the "Wrap-Up" activity, which were done in the middle and at then end of our class meeting, respectively. Below, I have outlined a description of a class group/pair reading activity, the way in which a NSRF protocols was used, as well as a description of my outcomes for successful implementation with my students. Each of the activities were explicitly stated and outlined via MS PowerPoint (as my class activities are usually presented) so the purpose and description of activities were thoroughly explained to students.

Reading-Related Activities

"Tableau: Case Enactment"

Sample video shown to students to engage in a tableau.

Disclaimer: Video of students has been retained and withheld due to student identity disclosure laws.

For this activity, I directed students to, first, watch a video that served as a review about the main ideas from their readings about assertive discipline. While watching the video, students were asked to think about what assertive discipline "looks like" and what assertive discipline "sounds like." In accordance with results from the student surveys, I believed it was appropriate to implement an activity that integrated students' discussion setting preferences (predominantly groups and pairs) with an associated activity, which also accounted for their learning styles (predominantly "doing"). Hence, I directed my students to do the following (all presented with the outcome):

"According to your survey results, we will be enacting cases of assertive discipline."
"Break into two equal groups": 12-13 students in each group (25 students present)
"Within each group, break into two sub-groups, remaining on the side of the classroom of your original group": 6 people in each sub-group; 4 sub-groups
"Within each original group, one of the sub-groups will represent the 'silent/miming' individuals, while the other sub-group will represent the 'vocal' individuals.": students assign their sub-groups
"Now, in order to enact assertive discipline, in which each original group will be engaged in a tableau that models a case of assertive discipline being used in a classroom. The only catch is that each member from a subgroup (from your original group) must pair up with a member of the opposite subgroup. Essentially, you will be complementing one another (one moves/mimes while the other talks for their partner)." : watched a tableau example via YouTube; students pair and assemble
The timer is set for 15 minutes for planning. Students were expected to use direct quotes from the book and authentic experiences from the field. Before presenting, both original groups created a "break" chant (e.g., "1,2,3...Go Team!"). (:-D)--so excited!
"Now, it is time to present.": each original group's enactment lasted no more 5 minutes; literature was presented to support their case as well as a reflection of their experiences at the conclusion of their presentation; everyone participated and applauded each other's efforts.

"Whiteboard Game Time"

A scenario from the game, in which students responded accordingly.

For this activity, we discussed readings about cooperative discipline. First, my students and I reviewed a Prezi presentation about cooperative discipline and engaged in a "What Would You Do?" game. I chose to lead students through a game, which involved individual whiteboards to offer more preferred discussion opportunities that would allow for me to maintain heightened student engagement among my students. Since students are assigned to read literature, as pre-work, I sought to stimulate problem solving from key definitions and facts, which allows me to appropriately check student readiness for deep discussion of content (Svinicki & McKeachie, 2014). My game required students to listen to/read three cooperative discipline scenarios and correctly choose between 3 options that matched the reasoning behind each of the focus-student behaviors. As 25 students were present, 6 chose to be in groups (no more than 3 persons per group), 16 chose to be in pairs, while 3 chose to work alone. Each pair/group/individual worked well together. The groups shared one board and marker, passing the board for equal usage per scenario; pairs swapped back-and-forth; individuals thought silently and wrote notes to themselves, while writing the corresponding answer choice.

Wrap-Up Activity

"Four A's Protocol"

A Reflection Notebook response from a student whom "agrees" with one of the quotes from the reading, which was connected with a concept from assertive discipline.

For this activity, I presented my students with the option of using the "Four 'A's" protocol to allow them engagement in exploring the assigned text/activities deeply in light of their own values and intentions, as developing educators. When using this protocol in each of their Reflection Notebooks (personal booklets for reflection), students were presented with the following questions:

What Assumptions does the author of the text/activities hold?
What do you Agree with in the text/activities?
What do you want to Argue with in the text/activities?
What parts of the text/activities do you want to Aspire to (or Act upon)?

Most students subscribed to answering the third point of "arguing" and "aspiring" in relation to their beliefs and practices. I also allowed students the option to provide additional comments or feedback, as usual, for the next time we engage in class activities.

After the class meeting, several students spoke with me about how they enjoyed the activities to understand the course content. One student specifically stated, "I had so much fun!" When are we going to do something like this again?" I observed at least three other students leaning towards our conversation to hear my response: "Next week." The students and I smiled together and spoke more about the content in terms of their responses from the "Wrap-Up" activity. My next step in this inquiry is to involve students in an activity that would allow them to engage in interactivity (physically and through Canvas), so I will understand how those preferences allow for the facilitation of heightening student engagement.

Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.

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Inquiry Update 3 (10/18/16)

On 10/12/16, I followed my plan from 10/11/16, by administering a survey that allowed my students to convey which types of discussion settings (pairs, groups, online discussion forums, and other category) and corresponding activities that I could place them in/facilitate to heighten their engagement with course content. This allowed me to understand a further dynamic of how I could facilitate my students' learning needs. The survey was administered as an "Arrival Activity," which means before we commence with the start of class, students are expected to complete an activity that connects to the course content to be discussed that day. Therefore, I decided to ensure students had enough time to complete the survey, which most students were able to do so. Those whom were not able to complete the survey, due to their late arrival, were asked to use the time towards the end of the class, known as the "Wrap-Up," to complete the survey.

I was able to successfully gather data from all of my 26 students. No one objected to do the survey, nor did they fail in completing the survey, which was very pleasing. It is evident that my students are highly motivated with having the opportunity to express themselves, when I, as their instructor, explicitly allow them the opportunity to do so. Several students stated, "Yes! Finally!" While a few students were more along the lines of expressing indifference, or "going with the flow," but were forthcoming in helping me plan to facilitate an environment that would model what a supportive, learning environment looks like as they develop into effective teachers, as their peers were, as well.

Below, I have provided the results of the student surveys according to their preferences. I will keep the names confidential by indicating the selection of a student, in each category, with a total number of students, for the preference of discussion setting (i.e., in pairs, in groups, online via Canvas, and other). I allowed students to choose more than one discussion setting preference, as I understand that it depends on the content, in which students may have considered when making their choice. The listing and description for the types of activities they preferred, according to their discussion setting preferences, will be outlined under the types of associated discussion settings.

Survey results about students selecting their preferred learning environment, with regard to discussion settings/associated activities.

According to the results, with the help of analyzing my data with Dr.Jacobs, I believe the focus of my inquiry has shifted from not solely relying on the discussion setting to facilitate learning, but rather with the explicit promotion of engaging students which relies on four factors that will constitute an equitable learning environment that I am seeking to learn how to implement: authentic theory-to-practice connections; provided/honored time frame for dialogue; learning-style responsive; required participation from everyone. I believe, through the use of NSRF protocols, I will be able to facilitate a learning environment that will give time for active listening and reflection, as well as ensure that all voices in the [classroom] are heard and honored (Mattoon, 2015). The following are suggested uses and benefits:

Time protected for active listening and silent reflection
Equity and parity are emphasized and valued so all voices will be heard
Participants feel safe to ask difficult questions and give and receive honest feedback
Focus on specific pieces of work or dilemmas, in an honest attempt to address and resolve “the elephants in the room”
Participants gain differing perspectives and leave feeling empowered and optimistic, with actionable next steps

Therefore, my next step in this inquiry will be to conduct a class meeting which follows NSRF protocols, while providing for the need in addressing my student's learning styles for engagement.

Mattoon, M. (2015). What are protocols? Why use them? (p.1). Bloomington, IL: NSRF.

Note to self: *May include "Spectrum" and "Poster" activity for final Teacher Inquiry paper. Although the activities were not ultimately planned according to the order of activity for the inquiry, they fit well into the results of the survey. NSRF protocols used: Final Word; Take a Stand; Four "A"s.*

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Inquiry Update 2 (10/11/16)

Ranking, reaction, and reasoning of applied learning styles to course activities.

On 10/4/16, I focused on engaging students in activities based upon the results and inferences of their preferred learning styles. Before class began, I assigned students to complete bell work, which consisted of writing their learning styles on index cards in ranking order, from highest scored style to the lowest scored style, in accordance with their Kolb’s Learning Style Inventory results. Students were to keep these cards at their desks until we arrived at a later part of the day’s activities that related to discussion about “beliefs and disruptive behavior.”

During this activity, students were instructed to create two-minute presentations, in groups, for peers to understand how child development and disruptive behaviors are associated with one another, with relation to implications of teacher resiliency goals for those students of concern. They were to use their learning styles to present the content. Initially, I allowed students the choice of breaking into four groups associated with their preference of applying the learning style in which they ranked the highest or lowest in, by standing next to their (previously created) learning style poster. Most students grouped themselves among the learning styles that they ranked highest in, while some chose learning styles that they ranked lowest in “to get a feel for what it might be like” for their elementary students whom may identify with their less preferred learning styles. Then, when grouped accordingly to their learning styles, each group was assigned a grade level (K-5), cognitive stage, and disruptive goal. While students were given 15 minutes to create the presentation, I walked around, observed, and discussed student presentation methods. For example, the “Thinker” group was having difficulty with deciding on a way to present their content, so I used questioning techniques (i.e., what do you think about; how would you, etc.) as a way to help them think through their options. Immediately, following the model of my questioning, the group thought about leading the class through a series of statements and questions that led their peers to interpret and make decisions about the content they presented, which was successful. The groups presented accordingly: • “Doing”- hyperactive skit • “Watching”- scenic representation (with narrator) • “Thinker”- series of statements and questions • “Feeler” - dramatic skit

At the conclusion of the activity, students were instructed to write down, on the back of their index cards, which learning style they chose to engage in for their presentation, as well as their sentiments towards applying the learning style for engaging in course content. Most students seemed to have enjoyed the learning style they chose and wanted to know more about how to apply the learning style throughout the course.

My next steps entail ways that my students’ engagement may have been influenced by the discussion setting, or number of people the student is directly engaged with when exploring course content. While students identified and enjoyed applying their learning styles, I wonder how their needs of engagement could have been further enhanced in terms of building on others’ ideas in such a way as to increase their motivation rather than make them feel punished or forgotten (Svinicki & McKeachie, 2014, p.53). The reason I wonder this is because while students were able to be engaged in the content based on their learning styles, I noticed that some students’ ideas were not considered because of several students monopolizing the discussions. While the students were not rude to one another, the possibility of having student students working together in ways that best suit their needs for an equitable learning environment may further enhance my goal of engagement with content among students. On 10/12/16, I plan to have students complete a survey that allows them to tell me which types of discussion settings (pairs, groups, online discussion forums, and other category) and corresponding activities that I could place them in to heighten their engagement with course content. This will allow me to understand a further dynamic of learning needs.

Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth. ---------------------------------------------------------------------------------------------------------------

Inquiry Update 1 (10/04/16)

A "Thinker" poster illustrating activities and modes of thinking that best support this type of learner.

Last week (09/27/16), in EDE 4504, I had the opportunity to provide my students with the opportunity to tell how their learning styles could be interpreted (amongst each other) by making visual representation/posters of how each of their learning styles allows for different ways of being applied in learning activities. In alignment with the Kolb's Learning Style Inventory, the class was broken into four groups (domains: doing, watching, feeling, thinking), in which each group rotated around the classroom to each domain, providing examples of activities that might help them learning best, according to the domain. For example, in the "doing" domain, students made illustrations of people performing skits, crafting items, drawing, etc. After we completed the rotations, students discussed how they might use one of the activities while learning concepts for class. At the end of class, students provided an open-ended reflection of the charting activity, itself, which were mostly positive because most students stated that they enjoyed working with others.

Now, as for the next steps, I believe that I may want to condense the focus of my inquiry to exclusively focus on implementing strategies to address the learning styles of my students. By understanding characteristics of learning styles and students’ preferences I will be able to plan experiences, integrate tools, and assess students in ways that match identified styles (Solvie & Sunger, 2012). While I thought about additionally focusing on technology, I realize that I will not have enough time and familiarity with the course to generate the content that is required to set up various technological applications. Although I may use technology (i.e., Promethean, Google Doc, Clickers, etc.), I will allow myself more time to create effective strategies with technology. Therefore, by focusing on a single concept (learning styles of students), I will be able to use practices that model effective teaching strategies for students to use in the classroom with elementary students. I will still be able to inform my practice of how to effectively convey pertinent information to students in a way that engages them in their process of learning.

Solvie, P., & Sunger, E. (2012). Teaching for success: Technology and learning styles in preservice teacher education. Contemporary Issues in Technology and Teacher Education, 12(1), 6-40.

Annotated Bibliography

See Google Doc:

https://docs.google.com/document/d/1xIC8Vk2Stf70_lTZK7hq5xBWuCIZTUOqT6anotvXHlI/edit?usp=sharing

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