Cross Case Study

1. Cross Case Study Matt Green, Bridget Hoolihan, Kimberly Krawczyk, Anne Scott and Erin Severson

2. 1. What did I learn about Middle School Students? (Expectations, surprises,include Sharpen the Saw) • THEY HAVE ENERGY! • Positive and Negative • Socially Motivated • Like Erin’s Student Terrin • THEY NEED VARIETY! • Anne’s students couldn’t focus for more than an hour

3. 1. What did I learn about Middle School Students? (Expectations, surprises,include Sharpen the Saw) • When given the proper activities Middle School Students can be motivated and focused! • Kim’s Students Bridget and her student Alicia motivated on a worksheet?

4. 1. What did I learn about Middle School Students? (Expectations, surprises,include Sharpen the Saw) • Students ARE TRULY experiencing complex emotions • Critical thinking skills are still developing

5. 2. What are some literate practices observed? (include Sharpen the Saw) • Family practices influence children’s literacy • Families who read at home had children who liked to challenge themselves (Bridget, Kim and Erin) • Families who didn’t read had children that didn’t read (Erin and Bridget)

6. 2. What are some literate practices observed? (include Sharpen the Saw) • Students read for social purposes • Students had a hard time admitting that they liked to read • Students don’t find much time outside of school to read – even if they like it

7. 2. What are some literate practices observed? (include Sharpen the Saw) • THE MANGA CONFLICT—Is it confusing or engaging? • Sharpen the Saw– students were confused • Selby-Dale students: were reading them constantly

8. 2. What are some literate practices observed? (include Sharpen the Saw) • Gender differences in reading? • Males read for purpose? • Males read less? • Females read for enjoyment? • Females read more?

9. 3. How did participation in the urban neighborhood inquiry project foster literacy practices that may not be fostered in a more traditional curriculum? • Kids motivations was turned off by real lack of choice – teachers picked neighborhood and topics • Students needed more immersion in the inquiry project

10. 3. How did participation in the urban neighborhood inquiry project foster literacy practices that may not be fosterd in a more traditionalcurriculum? • Students are used to working for a grade • Students had a hard time switching to working to learn (Anne)

11. 3. How did participation in the urban neighborhood inquiry project foster literacy practices that may not be fostered in a more traditional curriculum? • Students had a hard time connecting all of the work as one large inquiry project where everything worked together

12. 4. How did the students vary in their ability to employ inquiry strategies?(Reference assessment data, previous experience, purpose, interest,motivation, etc). • Some students struggled • Students doing the interview couldn’t connect the ability to ask questions and use follow up questions.

13. 4. How did the students vary in their ability to employ inquiry strategies?(Reference assessment data, previous experience, purpose, interest,motivation, etc). • Students are well trained to do exactly what there teachers tell them – and not ask questions for themselves (Bridget) • Constraints from teachers seemed to hinder the control students had on the project

14. 4. How did the students vary in their ability to employ inquiry strategies?(Reference assessment data, previous experience, purpose, interest,motivation, etc). • Inquiry projects require internal motivation! • Inquiry projects are Constructive Learning – the students working on the Selby—Dale Project needed to construct more of the project

15. AND NOW FOR THE REVIEW BY MATT… Katie D’s Inquiry Project that would have been…