Life
We are all motivated by a variety of things - loyalty to family, religious beliefs, money, power, or the desire to serve others, to name a few. What if we can bring this type of motivation into our classrooms and schools?
Action research will enable us to achieve this. As stated in the book, action research provides high levels of motivation that highlight the potentials that lie in the heart of any educational setting (Preface,page iv). Action research as defined by Bogdan and Bilen (1992) is the systematic collection of information that is designed to bring about social change(p.9). Action research engages teachers in reflective processes that illuminate significant features of their classroom practice(p.11).
I propose to do an action research on the “Environment and Emotions of Students.” How to get students more actively involved in team projects? What can I do to control extraneous variables or what affect does the extraneous variables play in the performance of team projects and classroom participation? Change the student behaviors? Change the curriculum? Change the environment? Change the size of the groups? Group by learning styles? Create teams that mix ethnicity? Race? Gender? Social class?
In the past, when students were assigned to group projects, team members were hesitant to rely on one another for input. The teams seem to break down the assignments so that each individual has a piece of it. The students use this motive to hurry and complete the assignment. How does one motivate the groups so the team comes together as one? How does one get the team to take ownership of their projects and connect with one another in their group?
I would like to have their team projects to be more meaningful and worthwile so that they can understand that they are learning in ways that are meaningful within their own social and cultural life-worlds (phenomenology).
Deb Elmore
Comments (9)
Deb, I think this is an awesome idea. One of the main skills employers want to see in prospective employees is the ability to work in a team and be a team player. What does it mean to truly collaborate? It is possible that students don't have a true grasp of that concept and therefore don't know anything else but to divide and conquer. What instantly comes to mind is how "collaborative grouping" is typically done in elementary and middle school is each student is given a job to do. Is this possibly where their habits comes from as high school students? I look forward to hearing more from your research.
Roxie
Posted by Roxie Miller | January 18, 2009 3:00 PM
Posted on January 18, 2009 15:00
Deb, as always I enjoy reading your post. What you say about religion, family, and other things that motivate us are very interesting. It would be wonderful to know what motivates all the students in our classroom. I'm looking forward to hearing about your findings. As Stringer says the action research should bring high levels of motivation and this research seems to fit that standard. After the research is done I'm looking forward to all the changes you talked about.
What changes do you see being the most important before the research begins? Do you think the students will be willing to change? Will you create the groups or let them create them on their own? Will you try to incorporate this with any other classes to see the different effects or just in your own class. Great idea that I think could help us all.
Scott Harrill
Posted by Scott Harrill | January 18, 2009 4:49 PM
Posted on January 18, 2009 16:49
I love this idea and think Roxie has an interesting take on it too. I do not know that students are ever taught how to collaborate. Sure, we group them and tell them to use their inside voices and allow one another to speak, but they never really seem to be taught the bad picture elements of collaboration- playing to each other's strengths, constructive criticism, etc... It shows in our workplace, in how some of us as teachers struggle to work together professionally.
Scott is correct too, that whatever comes of your research could help us all. I think that even in high school, it might be worth some time to study (especially in your business classes) how some successful companies deal with collaboration differently. I stumbled across a couple of magazine articles about Google and their method of collaboration and directing their ambitious staff are different and interesting. Did you know for example, that even with all of the projects and deadlines they are under as a multi-billion dollar company, they take 30 minutes out of everyday to work on the impossible? 30-minutes out of a six figure salary everyday, to figure out how to make a teleportation device to the moon. Maybe creative outlets and periods of isolation to entertain your own ideas is one of the keys to working together too.
Posted by Kyle Wood | January 19, 2009 8:32 AM
Posted on January 19, 2009 08:32
I, too, think that this sounds like a good idea. Working as a team is something that they will experience throughout their lives in the working field. I am also curious about how you will group them. The research part of this project, in my opinion, would have you grouping them in several different ways. If it were me, I would let them group themselves first, to get that "I want to work with her but anybody but HIM!" mentality sort of out of the way. Besides, once they work with their "buds" then see what it is like to work with other people in itself is a learning experience. I look forward to hearing about your findings.
Posted by Sherry Fender | January 19, 2009 12:44 PM
Posted on January 19, 2009 12:44
This topic will definitely have a great impact on the way you teach and the way your students learn. As Roxie mentioned and from our own experience we recognize the need to work cooperatively and if students don't learn that in school, then where do they learn it? As Kyle points out, it is probably never explicitly taught, so how do we change the way group work is done, what makes a successful group or team? I think you will find ideas in many places by looking at groups that have succeeded. Sports teams, casts of actors, company boards of directors (admittedly hard to find in the current economy), clubs, government groups, etc.
Jeff Kitchen
Posted by Jeff Kitchen | January 19, 2009 1:33 PM
Posted on January 19, 2009 13:33
Deb,
You raise some important questions in your post. I like that you framed your research idea within the concept of motivating factors outside a school environment. I think that through your research you'll be able to give your students that same passion for their group work.
I agree with you and all those who've already commented regarding when we are actually TAUGHT to work as groups--does it ever happen? I know that even in college, I've been in groups where we do exactly what you described--break down the project into individual tasks and assemble it later.
Roxie brings up a good point about "collaborative grouping" in younger years and its impact on high school groups. One thing you might consider--and I have no idea how well this would work, or if it's practical to try--is to try a group project that manipulates the concept of collaborative grouping. Perhaps each student COULD start with their own task, but rather than just assembling the project from there, they would have to switch tasks mid-project and collaborate with those who have already worked on that task. I'm not sure how much sense I'm making, but maybe this would help students recognize that their project can be greatly improved if they share responsibilities and ideas and finish their work as a unified team.
Posted by Tara Smith | January 19, 2009 7:18 PM
Posted on January 19, 2009 19:18
Deb,
This is an exciting project! There will be much value in your topic, from the level of classrooms (students) to professional development for teachers. What will be most fascinating is what students have to say about this topic. Sometimes teachers think they "know" how to group for collaborative achievement and success, but students definitely have different ideas about this. You have an excellent idea here and I look forward to seeing how you move forward with your research.
Posted by Alecia Jackson | January 20, 2009 10:31 AM
Posted on January 20, 2009 10:31
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