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.
2 Comments
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?
My research is specific to the type of training's I conduct through my nonprofit organization. The main focus is around trauma and trauma-informed practices. This function in past years has led to some student disengagement, dropout, and crisis. To best deal with this, I seek to find the impact that flipped learning can have when addressing vulnerable, difficult and stressful topics. Since the topic of flipped learning to address social emotional learning (SEL) is not a common research topics, there are limited funnel generalizations that can be made on each level of international, national, state, district, school. I will instead try to address the general topic of flipped learning as it relates to these domains.
PINTEREST: Helpful tool to search and research media from a variety of topics/tags www.pinterest.com DELICIOUS: Tool for organizing and tracking research and brainstorming. www.delicious.com Diigo: Great way to save all the sites that you find helpful! www.diigo.com In her article, Deborah Rein asked if effective integration of technology really makes a difference. From the readings and the experience of most teachers new to using technology, it really depends. Technology adoption needs to mature into the appropriation and innovation realms, were the teacher uses technology in ways that are meaningful and relevant. The main crux of this goal is time. How to remain strong with content knowledge and pedagogy while remaining equally current with emerging technologies that can bring lessons and collaboration to life. The most complex and informative model for 21st century learning arrives in the final reading about integrating technology, pedagogy and content knowledge. Looking at the interplay between these realms also gives teachers the ability to monitor their own methods, to see where design may be lacking . Thus, if my CK content knowledge, and PK pedagogy knowledge are effective and relevant, but my TK technology knowledge is merely adopted for function, I will not arrive at the final goal of TPACK; bringing the 3 realms together within the context of the subject of study. CASE STUDY: Civil Engagement in the Digital Age
Video Link: https://www.teachingchannel.org/videos/digital-age-civic-engagement-edda A. What is the nature of the case? This video in a social studies class in Oakland USD, is engaging students to be involved in their own community and social issues, through research, collaboration and action for social causes. B. Share some descriptive details: In collaborative groups, teams decided on a social issue to address, they then created info graphics, petitions, and social media campaigns to make a difference. OUSD has the goal to engage students to be college, career and community minded. The enthusiasm and involvement of students showed their motivation, and success developing 21st century capacities. This type of engagement led to further innovation, as the next ideas for project and ways to support social action were investigate and shared by the group. C. What new and useful information did you learn? It's new to bring such current issues into the classroom, one teacher was discussing a social action group, and put it upon the student to research further and learn about the group's involvement in their community. It is useful to see such powerful investigation into matters of immigration, police brutality and racism, the teacher provided some scaffolding, but in the end, motivation was intrinsic in the student; a great goal to achieve in any learning environment. D. Could you potentially use this lesson? I would use this type of engagement with my students, promoting investigation into topics that matter to them, and use of technology to have a voice in the current discussion. Rate the film experience 1 - 5: 4 Prezi Presentation: http://prezi.com/hrngbbjbv8zd/?utm_campaign=share&utm_medium=copy I hope to get further clarity on the scope and purpose of the action research we will be conducting. It seems that our scope for this semester is around a specific inquiry related to our driving question(s), but how does that relate to the IRB review? For example, if I'm conducting research on the effect of using technology in a group of adult (21+) students, and it poses no risk beyond what is experience in daily, typical activities, how is IRB review involved?
I found the IRB certification training and the IRB review document insightful into the thorough nature of conducting research, especially with children and other vulnerable populations. Other points to consider are the risks involved for the participant, how those risks are shared through the consent process, ethical guidelines for different test groups, research reporting, and minorities and women participation. Many of the guidelines only apply to research that is funded by NIH and HHS and exceeds minimal risk; these topics are great to have awareness around, but I don't think our scope will extend into this area. The main need to knows to address my driving question, surround the idea of minimal risk and how to include a diverse sample size. My driving question has to do with motivation and voice/choice. Specifically for the action research for this semester, I plan to introduce technology into my adult cohort of students that will allow them to communicate questions (online) to the assistant instructor, who will communicate CFU levels to the main instructor. To me this is a basic minimal risk project, measured by participants' answers to a questionnaire. I will need to know how to separate test and control groups, what level of consent is necessary, and how my small sample size of 21 students will effect results. Again, my main questions are around what IRB review is necessary for an action research project of such small scope. As the Ken Robinson RSA video shared, 1 in 4 graduates will have a job that is not even created yet. It's obvious that the current education system coming out of the enlightenment structure, bound by the industrial revolution is not as relevant in this time of innovation and huge bounds in technology. The 21st century graduate needs the ability to innovate, think critically, collaborate, and trust their own intellect without comparing it to the intellectual canon of thought. In the professional world someone with these qualities is seen as a huge asset, with the ability to adapt to new technologies and job markets as they arise. This is part of the learning mindset and professionalism that I would like to bring to my students.
I enjoyed hearing the perspectives of different students, as the TED speaker shared, childishness has gotten a bad reputation; Ken Robinson echos this idea pointing out that students now face a school interface that is far behind the digital world they belong to. The perfect example of this is the example of the chalk board: how the archaic information delivery system cannot compete with Facebook, Youtube, Snatchat, and everything else that students invest in. This weeks reading and videos inspired me to really think outside the box, as Ken Robinson emphasized, we need a revolution, transforming education into something completely different. With my trainees/students I see the need to reinforce the value of each persons perspective and insight. Seeking to spark curiosity and creativity in my students to reflect their understanding in unique ways, while effectively communicating with peers through collaboration. 1) The Keyboard Station
Elementary Classroom Hacks: Big Ideas at Little Cost http://www.edutopia.org/blog/elementary-classroom-hacks-big-ideas-little-cost-samantha-mcburney Mrs. Mcburney demonstrates use of a keyboard (without computer) to introduce computer competency. Through her simple classroom hack, she acquired keyboards for her 1st grade students to practice their spelling words. This keyboard station is within her classroom, and has been effective to learn QWERTY keyboard use. By the time her students get to use the limited computers available, they already have familiarity and are able to adapt to the technology quicker. I found this to be a clever way to re-use outdated technology, and provide scaffolding to the next stage of technology use. 2) Evaluate Formula Formula Operators and Math http://www.schooltube.com/video/f050c135a125f769640b/Excel%20Basics%20#5: Formulas Operators and Math Teacher Mike Gel demonstrates the use of formulas within Microsoft Excel to evaluate the order of operations. He organized the lesson within an Excel document, with sequential instructional points found on each tab. The main tool was the use of the evaluate formula within the Excel program, this allows students to type in their expression and see step by step how the order of operations would apply. This gives students a way to review their work and gain deeper understanding. I've used Excel in math instruction in the past, it works well to organize computations, and aquatints students with the excel formula functions. 3) Project Based Learning Physics Instillation NOVA espisode: School of the Future http://www.pbs.org/wgbh/nova/body/school-of-the-future.html The many case studies within the episode shows how technology can alter the way the brain functions. One specific component revealed a physics class that was given a PBL assignment to show physics in action. The group decided to create a physics amusement park, with an exhibit that tested 8 different laws of physics. The main element that I observed was the pedagogy technique of PBL, the students had to figure out from start to finish how to present their ideas, they were clearly engaged, and came up with an amazing product on their own. I would love to use this lesson, if the resources were available. My initial reaction to reading the first 3 chapters of The Flat World and Education was sadness, frustration and confusion how the state of education could become so dysfunctional.
Darling-Hammond cites data on pupal expenditure, showing that $13,000 is spent on each student in New Jersey, while only $5,000 is spent in Utah. This seems to contradict the rights guaranteed by the 14th amendment, and unfortunately entire generations of students, specifically in low income neighborhoods have felt the full blow of this inequality. The lack of funding leads to lower teacher pay, leading to inexperienced teachers in the classroom, and less likelihood of successful learning. Sanders and Rivers' (1997) analysis showed that 3 consecutive years of poor language arts instruction led to a 50 percentile points difference in test scores compared to 3 years of quality instruction. When funds aren't there, classes are larger, inexperienced teachers fumble through their teaching and the student suffers in this enveloping cycle. As Darling-Hammond points out, everyone is concerned about the achievement gap, but little system wide supports are offered. As we continue reading and discussing I hope that we are shown some reforms that have been effective. From my perspective it definitely has to do with retaining quality teachers in schools that need the most support. Basic Sparks of Intrinsic MotivationAs an educator and nonprofit leader I'm concerned with access to external motivation. I believe this is the root of the achievement gap, and is perpetuated by the lack of resources and investment in those with the fewest external motivators, specifically undeserved students, minorities, and those struggling through poverty. My experience teaching in South Sacramento revealed how little outside support was offered to my students. Many lacked the resources and support commonly found in more affluent schools and neighborhood. I was blessed to support many of my students towards academic achievement, but also helped them navigate their life of poverty, violence, sexual assault, incarceration and hunger. Through my naturalistic research approach involving case studies, narratives and ethnography I hope to find the basic unit of intrinsic motivation that sustains successful students without resource or motivation from anyone but themselves. Through my nonprofit work with the incarcerated over the past 3.5 years, I've seen an environment unique to our society. The archaic practice of putting people in cages is still a reality for 2 million individuals in the United States. By researching the experience of CDCR inmates taking high school/GED classes in prison I hope to gather a mosaic of student experiences without resources, parental support, or the ability to apply education to a professional career (for inmates without parole). From this research the basic spark of intrinsic motivation may emerge. Answering the question, what drives students when most factors work against their success? In addition to literary review, I will compare these findings with research conducted at two schools where I formerly taught, my old South Sacramento school, and an affluent PBL-based school in Davis. I believe that motivation is the key to student success if resources are equal, comparing student motivation in these three different learning environments, may support pedagogy growth as educators, fostering intrinsic motivation from it's basic unit. I'd like to keep the prior paragraphs to note this larger idea for action research, but after the discussion at the 790 session 1, I've decided to research a different, smaller scale project. Within my nonprofit work, I run professional trainings to become yoga and meditation teachers working with trauma-sensitive populations. I will design action research that I can conduct on the 2 cohorts of 20 trainees each. Our program is highly academic with content standards, and formal assessment; I would still like to look into what motivates students, in terms of class format, project based learning, group dynamics and application of restorative practices. |
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
July 2017
Categories
All
|