I chose to use a mixed methods research approach to provide information as to how participants learn when using a flipped model. I chose this option because I wanted to see both quantitative measurements that I could compare between the control group and the rest of the cohort, and give room for individual insights about their learning experience through free response qualitative questions. I also included in-class observation and notes to supplement survey responses. A full detail of my METHODS SECTION of the research draft will offer further insight into this process.
The value of each method is dependent on the context and goal of the research. Qualitative research design is based on a social constructionist perspective. The problems that are addressed become research questions based on prior experience. Thus, it is a building up of supportive data on what is experienced, filtered through new models of instruction. The main component is the individual's experience, so methods to collect this data involves interview, observation, and/or archival (content) data. Analysis of qualitative data includes content analysis and coding of entries on the manifest level, what was said without interpretation, and the latent level, where interpretation brings the data to life. Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. Quantitative data is less interpretive, and helpful when looking at large sample sizes. The US census conducted every decade is an example of quantitative data collection. With such a large sample size, asking qualitative questions would be extremely time consuming, and the interpretation of such large sample sizes would be a challenge to code and interpret across such diversity of experience based on region, ethnicity, age, etc. Quantitative research is all about analyzing variables; their frequency, differences, and probability of validity. A mixed methods analysis is a combination of both qualitative and quantitative drawing from each methods strengths, to cover more pieces of the research question. Analysis of said data includes a combination of both analysis methods listed above. I chose a mixed methods analysis, because it provides the data needed to address my question: What is the impact of the flipped model on Social Emotional Learning (SEL)? This question is best addressed by collecting quantitative data about learning outcomes (i.e. what is the level of understanding of content), and also qualitative data which address the SEL learning and health while covering the content over the training weekend. I chose this mixed methods analysis because content and individuals' experiences are both important to this action research, understanding both dynamics of learning will guide how the program is taught in the future. The survey was administered via survey monkey site post intervention; the window to complete the survey lasts until 11/30/16, so not all data has been retrieved. Preliminary evaluation of the survey responses, has shown that those involved in the flipped learning did process the information with greater ease, maintaining a positive social emotional health. However, all participants seemed to be well supported to address the challenging topic of trauma awareness, the in-class portion of the training included enough scaffolding and SEL awareness to allow for most trainees to address the topics without feeling overwhelmed. My full analysis of the data collected (when it is completed and available), will investigate these variables. 11/26/16 Research Paper Draft: https://docs.google.com/document/d/1wP7Hm-HYKqUGoooZ8jqTHAc3n6orLb_ANlTJVaAvBfU/edit?usp=sharing Expanded Research Table: https://docs.google.com/document/d/13fuT3xR5FDZyQ_DSXTFn23CfRNI-6ReSaCXCeElb8Ig/edit?usp=sharing
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The Linda Darling-Hammond reading has been inspirational and insightful throughout this course. While reading I was looking forward to hearing the next step suggestions from D-H, how will innovative teaching and learning transform the current challenging state of education?
In the final chapter of The Flat World and Education, D-H brings up the five areas of transformation that are necessary to make education work for all. These suggestions will have a huge impact of the direction of education. Meaningful learning goals: Education must be relevant, and prepare students for the 21st century. This will bring about greater student engagement and the tangible skills to succeed in this world where most jobs a decade from now, haven't been created yet. In order to prepare for an innovative workplace, innovations in education are essential. There is also a need for informed assessment, that is relevant to these 21st century skill set, and shoots for higher levels of Blooms Taxonomy. PBL is one model that addresses these needs of engagement and creative assessment of learning outcomes that matters. Intelligent, reciprocal accountability systems: D-H shares the need to, "diagnose the sources of failure, applying resources and expertise to enable improvement". This commitment to addressing what actually IS going on in education, instead of what education SHOULD be, helps maintain the evolution of education. The mere fact that direct instruction is the pedagogy that is least effective, and most extensively used, shows we have a long way to evolve as educators. As we move towards a more intelligent way of teaching, where creative ideas are tested by teachers, we will see the same intelligent risk-taking by students. This is the environment for innovation that we must reinforce. Equitable and adequate resources: This domain is one that was extensively addressed in the prior chapters. The inequality is palpable, driven by the funding gap between affluent schools and impoverished; this different has been up to 300% more funding for affluent schools. How this isn't seem as a clear violation of equal access to education is perplexing to me. Leveling the playing field with resources and funding, would allow for better technology in all schools, and funding to retain highly qualified teachers in low income schools. Strong professional standards and supports: The disparities that arise from under-prepared teachers is huge! This all too often affects low income schools, who have a hard time retaining experienced teachers, leading to a dependence of teachers without credentials, long-term subs and other remedies that negatively affect student learning. If all teachers were brought to the professional level of our greatest teachers, it would have a profound effect. Seasoned teachers have more capacity to inspire students; a first year teacher will typically struggle to even keep up with content, more experience means more capacity to inspire and motivate students. Schools organized for student and teacher learning: This really speaks to the purpose and culture of the school, does everyone have a right to fail? to improve without shame, and keep the goal of creating a better society in mind. Teachers and student benefit from this interaction. The result, increase agency for everyone in the school, leading to innovation and improvement. Collaboration is the greatest tool for deep learning, an environment set up this way, establishes a system that reflects the 21st century world. Where synthesis and creativity are key objectives to drive life-long learning. “What the best and wisest parent wants for his own child, that must we want for all children in the community. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy” John Dewey’s quote made one hundred years ago, is still relevant today. It is the spine behind the teachers' creed, En Loco Parentis, in place of the parent. This commitment connects our diverse cultures, norms and traditions. The teacher is the facilitator of the exchange, and one with promise to create more inclusion in our society. There are plenty of non-examples of this in our society. Racism, sexism, or any other ism has no place in the classroom. For teachers to mix the responsibility of En Loco Parentis with their own unloving bias, brings less voice and agency to students. As a democracy we need to protect the prime value of choice, that each person regardless of SES has an equal voice, this is an idea that is not fully experience, but we as educators need to strive to promote this world where our students thrive, and do not repeat generational errors from bias and pooled ignorance. My classroom focuses on content equally with Social Emotional Learning and civic responsibility. I enjoy the role of being the gatekeeper of these ideals. When microaggressions and bias emerge in the classroom, it becomes a chance to teach a different way of accepting ourselves and others. As a math and science teacher, I like to relate this to logic and statistics. If you actually think that your perspective and truth (subjective), IS Truth, you are statistically incorrect. The chance that your unique upbringing, race/ethnicity, spirituality, social and epistemological understanding, capacity, etc are all Truth (objective), is incredibly improbably. However, most people have a bias towards their own life and understanding, it must be correct because it is what I understand. The essential qualities of compassion and empathy are in stark contrast to this mindset. To become truly engages with the 21st century world, bias and discrimination must be overcome in it's gross and subtle manifestations. Research draft so far: https://docs.google.com/document/d/1wP7Hm-HYKqUGoooZ8jqTHAc3n6orLb_ANlTJVaAvBfU/edit?usp=sharing Research Table: (sorry this table didn't paste from my original document, here is the link for easy access:https://docs.google.com/document/d/13fuT3xR5FDZyQ_DSXTFn23CfRNI-6ReSaCXCeElb8Ig/edit?usp=sharing) Research themes: Psychological/SEL importance in Education, Flipped Classroom, Effects of Emotional Trauma on Learning. https://edpolicy.stanford.edu/publications/pubs/1310 Hamedani, M., Darling-hammond, L. Social Emotional Learning in high school (2015) Teachers need to be more that just content educators, they must also pay attention to the Psychological needs of students to teach the whole child. Hamedani, M. & Darling-hammon, L., Wagner, T. (2015). Social Emotional Learning in high school. Child Development, January/February 2011, Volume 82, Number 1, Pages 405–432. Retrieved November 12, 2016, from https://edpolicy.stanford.edu/publications/pubs/1310 http://www.episcenter.psu.edu/sites/default/files/news/Durlak%20et%20al.%20(2011)%20meta%20analysis%20SEL.pdf Durlak, J., Weissberg, R., Dymnicki, A., and Schellinger, K. The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, (2011). Research looks at the different interventions and approaches to promote SEL and student engagement. Durlak, J., Weissberg, R., Dymnicki, A., and Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, January/February 2011, Volume 82, Number 1, Pages 405–432. http://www.episcenter.psu.edu/sites/default/files/news/Durlak%20et%20al.%20(2011)%20meta%20analysis%20SEL.pdf http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1 Marlowe, C. THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS. (2012). Looks at the specific tool of the flipped classroom to alleviate stress. Marlowe, C. (2012). THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS. Montana State University Education. Retrieved November 01, 2016, from http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1 eujournal.org/index.php/esj/article/download/7335/7055 Ahmed, C. Flipped Learning as a New Educational Paradigm. (2016) A look at Blooms Taxanomy through the filter of Flipped Learning. Ahmed, C. (2016). Flipped Learning as a New Educational Paradigm. European Scientific Journal April 2016 edition vol.12, No.10. Retrieved November 09, 2016, from eujournal.org/index.php/esj/article/download/7335/7055 http://ajp.psychiatryonline.org/doi/abs/10.1176/ajp.156.6.902 Breslau, N., Chilcoat, H. Kessler, R. Davis, G. Previous Exposure to Trauma and PTSD Effects of Subsequent Trauma: Results From the Detroit Area Survey of Trauma. (1999). A look at how past trauma has a lasting effect and can be exacerbated with subsequent exposure. Breslau, N., Chilcoat, H. Kessler, R. Davis, G. (1999). Previous Exposure to Trauma and PTSD Effects of Subsequent Trauma: Results From the Detroit Area Survey of Trauma. The American Journal of Psychiatry, Volume 156, Issue 6, June 1999, pp. 902-907. Retrieved on November 12 from http://ajp.psychiatryonline.org/doi/abs/10.1176/ajp.156.6.902 http://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext?refuid=S0266-6138(11)00071-4&refissn=0266-6138 Felitti, V., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., Koss, P., Marks, J. Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. (1998) The lasting effects of trauma, and the adverse effects in adult outcomes. Relate this to difficulties in learning do to past trauma. Felitti, V., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., Koss, P., Marks, J. (1998). The lasting effects of trauma, and the adverse effects in adult outcomes. Relate this to difficulties in learning do to past trauma. American Journal of Preventative Medicine, May 1998Volume 14, Issue 4, Pages 245–258 Retieved on Nov. 12 from http://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext?refuid=S0266-6138(11)00071-4&refissn=0266-6138 Post-intervention Survey: SEL Survey Following the training session, please complete the following survey and email to [email protected]. Your submission will remain confidential, and not personal indicators will be reported in the research report. On a scale from 1-5 please select the best choice that describes your experience. 1) I understood the topic of trauma and how it affects well being. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 2) I benefitted personally from developing awareness around trauma. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 3) I felt emotional prepared to participate in the training. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 4) I felt that the topics were covered in a pace that was not overwhelming. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 5) I understand the basics around trauma-informed care. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 6) I felt prepared to become aware of my own trauma experience(s). 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 7) I felt emotionally supported by the group and instructors. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 8) The understanding I possessed before the training, supported my understanding of trauma. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) Please answer the following short response questions.
The C-Content speakers all speak to one central theme, that as a society we misunderstand creativity, it's value, cultivation and worth in the 21st century workplace. Dr. Seely-Brown elaborates that learning should seek to give context to content, and that tacit understanding has more benefits than the over emphasized cognitive understanding. Also that our understanding is evolving as a species, we've moved from Homo- Sapiens (those that know), to -Faber (those who make), to -Ludens (those who play). I enjoyed this perspective of understanding; I believe it works in tandem with a post-modern perspective, where indexicality is the only thing for certain. In this world of infinite perspectives, our goal of educators is to allow for this discovery through collaboration between students. This will transform epistemology as we know and experience it.
In School Kills Creativity, Sir Ken Robinson brings up the insightful story example: A student is drawing a picture, when the teacher emerges to ask about the drawing, the student responds that she is drawing a picture of God. The teacher says nobody knows what God looks like, to which the student replies, "They will in a minute." This speaks boldly to the idea that creativity and thinking outside the box is the key successful intrinsic motivation, and educators in devotion to boxed ideas, may squash the creative spirit in students. Students have to be prepared to be wrong or they will never create anything! Together Gardner's insights about the 5 mindsets for the future: Scientific, Synthesizer, Creating, Respectful, and Ethical, and Dan Pink's video on motivation, speak to cultivating intrinsic motivation in students. Following on his concepts of intelligence types, Gardner sets the context within the 5 mindsets. These domains are essential for success in the 21st century workplace. The current generation has a different paradigm to their teachers, especially in the realm of respectful and ethical minds. The take away from these engaging videos is around the evolution of thought and how we interact with knowledge (epistemology). There are old assumptions, best practices, and defense of the institution that squash our students creativity. Instead, as educators, we need to update our assumptions, and prepare students to be successful, creative, and respectful/ethical in the 21st century. Start a new blog posting on your Weebly blog page. What were the key ideas you noted from the C-Content speakers. Any synthesis thoughts on them as a whole?
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AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
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