Mapping the Road

1. Mapping the Road Tools for Implementing Student Choice GAYLE BELL Denver Academy

2. Agenda • The Case for Choice • Models of Student Choice • Key Elements of Successful Choice • Implementing Choice in Your Classroom • Questions/Exit Slip

3. Agenda • The Case for Choice • Models of Student Choice • Key Elements of Successful Choice • Implementing Choice in Your Classroom • Questions/Exit Slip

4. How Do We Define Motivation? • We say kids aren’t motivated because they aren’t motivated to do what we want them to do (Brooks, 2009) • The real question: How can we motivate students to learn?

5. When I asked my students…

6. Does Choice Make a Difference? • “Although differences in achievement are rarely found when students are allowed to choose method of learning, several of the studies do suggest changes in affect” (Geis, 1976) • So, is there value in creating an environment that is more enjoyable for students, even if it does not produce significant changes in achievement?

7. Student Responses

8. Does Choice Make a Difference? • “The educator assumes the obligation of bringing the students to the point of maturation where the student can make intelligent decisions about his own educational career as well as his life thereafter” (Geis, 1976) • “Students should participate in both the analysis of their problems and the evaluation of their performance…the student should also take an active role in designing lessons and choosing materials” (Lerner & Johns, 2009)

9. Overland High School Case Study: Data Collection • Pre- and post-surveys with quantitative and qualitative questions • Observation notes • Levels of participation • Rate of preparedness • Amount of work completed • Regular exit tickets

10. Overland High School Case Study: Results Positive increases in almost every comparable category • Motivation to complete homework: up 70% • Motivation to participate: up 4.5% • Reading completion: up 16.5% • Connection to content: up 4% • Student reported grades: up 7%

11. Overland High School Case Study: Results

12. Overland High School Case Study: Results • 66.5% enjoyed the class as much as or more than other English classes • 8 out of 9 respondents appreciated being involved in the development of the curriculum • 7 out of 9 said they enjoyed being a part of the process • 50% reported reading 100% or more of the reading • 35% reported reading 75% of the reading

13. Overland High School Case Study: Results • Needed little direction to stay on task • Brought their books to class • Completed in-class assignments • Students continued to give input: would like more written work • Discussions are driven by a few key students

14. Agenda • The Case for Choice • Models of Student Choice • Key Elements of Successful Choice • Implementing Choice in Your Classroom • Questions/Exit Slip

15. The Class Club (Hussey, 1952) • Regular activity that gave students choice in content, assessment, and activities • Hussey found it successful and that the student work was “in direct proportion to their sense of its being their own” • The teacher must be “responsive to children at their level, sincerely interested in what interests them, receptive to their ideas, not so intent upon teaching them as upon letting them do their learning” (Hussey, 1952)

16. Carnegie-Mellon 1971 (Jones, 1971) • 2 failed attempts • Very hands-off • “Just because the course is student directed, doesn’t mean that there shouldn’t be an instructor present” (Jones, 1971) • Jones’ conclusion: “in a student-directed course it is the blind leading the blind” and students do not want to think about the tasks that go into teaching, much less do the work (Jones 1971)

17. Community-based Classroom (Geis, 1976) • Authentic versus arbitrary choice • “The development of community among students in a class may be an essential move toward breaking down the authoritarian classroom structure most of us maintain” (Geis, 1976) • “One catalyst for developing such a community can be exercised in group decision-making” (Geis, 1976)

18. Inquiry-based Learning (Edelson et al., 1999) • “Authentic activities provide learners with the motivation to acquire new knowledge, a perspective for incorporating new knowledge into their existing knowledge, and an opportunity to apply their knowledge” (Edelson et al., 1999) • However, the “nature of inquiry requires a higher level of motivation on the part of the learners” (Edelson et al., 1999)

19. Montessori Study (Rathunde & Csikszentmihalyi, 2005) • Montessori schools emphasize a “student’s self-direction” and students are often involved in making decisions about content and even the planning of events such as field trips (Rathunde & Csikszentmihalyi, 2005) • Collected data about student levels of motivation and perception of importance in tradition middle schools and in Montessori middle schools

20. Montessori Study (Rathunde & Csikszentmihalyi, 2005) • Montessori students reported • Higher affect • Higher potency (feeling alert and energetic) • Higher intrinsic Motivation (enjoyment and interest) • 40% of school work was intrinsically motivating and important • Traditional school students reported • Higher salience (perceptions of importance for their futures) • 24% of school work was intrinsically motivating and important (Rathunde & Csikszentmihalyi, 2005)

21. Agenda • The Case for Choice • Models of Student Choice • Key Elements of Successful Choice • Implementing Choice in Your Classroom • Questions/Exit Slip

22. Noted Challenges • Arbitrary versus authentic choice • The balance between student-directed and teacher involvement

23. Arbitrary vs. Authentic Choice • What you want to hear from your students:

24. Arbitrary vs. Authentic • Not authentic choice • Individualized instruction that is “prescribed by others” (Geis, 1976) • “Trivial” choices such as allowing “students to choose twelve out of thirteen options or…a choice between two examinations instead of presenting only one” (Geis, 1976) • Authentic Choice • Student are involved day 1 and throughout the course • Students help design the who, what, when, where, why, and how • Student choices are honored and not overridden

25. The Balance Between Teacher and Student • Students are not trained in curriculum design and instructional tools • There must be structure and guidance • Accountability among the students • The teacher is still always the final say

26. Overland High School Case StudyConclusions & Implications • Consistent with Geis (1976): increased motivation, no noteworthy change in achievement • Greatly important to provide a starting structure for students • Seem to lose motivation if they feel unguided • Students can be expected to research, explore, and gain new understandings through self-directed avenues when given the proper framework

27. Listen to the Students

28. Agenda • The Case for Choice • Models of Student Choice • Key Elements of Successful Choice • Implementing Choice in Your Classroom • Questions/Exit Slip

29. Agenda: Implementing Choice • Priming • Setting the Framework (UbD) • Monitoring & Redirecting • Reflecting & Adjusting

30. 3 Main Types Explored Individualized: each student may have their own specific plan with individualized goals, materials, assessments, etc. Whole Class Units: entire class is studying the same unit at the same time with the same materials. Scripted Curriculum: detailed lessons, activities, and assessments are standardized and pre-designed.

31. Priming: Build Community • Allow the first few days to be about building class community and creating the layout of the course • Small group activities • Star Power Activity (instructions attached) • Other team building, get-to-know-you, and empathy activities

32. Priming Starter Questions If this class was exactly what you needed to be successful… Think of something you remember well, why do you remember it? What is a great learning experience you have had? (bad one?) What do you like about _____ class? What do you hope to get out of school? Brainstorming Activities Course Description W/S Self-reflection Problem-solving game

33. Collaborate: Think-Pair-Share Jot down a couple games, activities, questions you could use with your students to get them thinking about themselves as learners and designers of their own learning. (2 minutes) Turn to someone near you and share some of your ideas. (2 minutes) Does anyone have any great ideas to share out?

34. Set the framework • Define relevant terms • Provide a glimpse into the process of a teacher • Give them a platform • Provide samples and model the process • Reiterate that you are seeking their input, but you are also the “captain” and make the final decisions

35. Provide Reasoning

36. Set the framework: UbD • Stage 1: Desired Results • Broad Goal • Enduring Understandings & Essential Questions • Knowledge & Skills • Stage 2: Assessment Evidence • Formal/Summative • Informal/Formative • Stage 3: Learning Plan • Units • Weekly/Monthly Calendar • Daily Routines

37. Stage 1 Definitions Enduring Understandings: big idea that states what you hope to take away from the learning experience Essential Questions: big idea questions to explore in the learning process; typically have many answers Knowledge: what you want to KNOW (definition of metaphor) Skills: what you want to be able to DO (effectively use metaphor in your writing)

38. Stage 1: Establishing Goals Individualized Define Provide a sample Allow them to create their own

39. Stage 1: Establishing Goals Whole Class Units Define Provide a sample Set goals as a class (narrowing)

40. Stage 1: Establishing Goals Scripted Curriculum Define Outline the pre-determined goals Provide reasoning/support for those goals

41. Every Step

42. Student Sample

43. Workshop Take some time to lesson plan for Stage 1 in your classroom and consider: What resources will you need? What resources can/should you provide to the students? What do you need to create? What format will work best with your classroom?

44. Stage 2 Definitions Formal/Summative Assessments: end of unit, cumulative, shows the entirety of what you learned Essays Projects (give specific ideas) Tests Informal/Formative: completed throughout, monitors progress Homework Worksheets Responses Practice problems Drafts

45. Stage 2 Template

46. Stage 2: Assessments Individualized Define Provide completed samples Provide a list of ideas Allow them to create their own Start broad: project, written, test Outline some specifics: Type of project? Type of essay? Format of test? Develop a rubric May need to develop some over the course of the unit

47. Stage 2: Assessments Whole Class Units Define Provide completed samples Provide a list of ideas Develop as a class (consider multiple options) Start broad: project, written, test Outline some specifics: Type of project? Type of essay? Format of test? Develop a rubric May need to develop some over the course of the unit

48. Stage 2: Assessments Scripted Curriculum Define Outline required assessments (provide reasoning) Provide completed samples Provide a list of ideas Brainstorm ideas for self-check of progress How do you learn? How do you know when you have learned? What practice/activities help you

49. Student Sample

50. Workshop Take some time to lesson plan for Stage 2 in your classroom and consider: What student samples do you have? What types of samples can you create? Make a list of potential assessments you could (or do) use. What activities will help your students make decisions about assessment?