While reading chapters one and two of Stringer, several different action research topic ideas kept running through my head. The chapters gave me a good foundation for which to begin my own project. As a teacher, I thoroughly enjoyed reading the case study abstracts from real classroom professionals. The one that I found most interesting was the scenario on p.7-9 in which a young teacher uses the process of action research to enliven her classroom. The teacher had the students identify the problems in their learning environment, then come up with working solutions. By empowering the students to give input, the teacher created a successful learning environment from which they all benefited. All teachers will have a class like the one that is described in this short story at some point in their careers, and it is encouraging, refreshing, and uplifting to learn how an action reseach methodology can help resurrect a struggling class dynamic. I think it is an important message that empowering students and giving them an active role in decisions that will shape their own education can create a more productive learning environment.
In my opinion, the most important quote in our reading is, "There is no 'one-size-fits-all' formula that teachers can apply to their teaching in all situations" (p.14). Therefore, what teachers are usually forced to do is implement a teaching style that is 'one-size-fits-most' and go with it; hoping that those we can reach will pull along the other struggling students. While this certainly isn't an ideal classroom practice, it is reality. We are not given classes that are homogenously grouped, and therefore we often must teach high-achieving students, low-performing students, special education students, etc. all in the same classroom. My action research idea will be to investigate one teaching strategy that could be effective in such a multi-layered class: Literature Circles.
As an eighth grade teacher, many of my students are at an awkward stage in their development, leading to an unenthusiastic approach to their education. I want to find out if literature circles can be successful with this age group. They are often used in elementary schools, or in self-motivated high school English classes, but literature circles are often an overlooked teaching method in the middle grades (or at least in my school.) My project will hopefully look like the following:
1. Look--I will research the effectiveness of using literature circles in the classroom, as well as at the implementation of them. I will need to find out how to use lit circles with students reading on different academic levels.
2. Think--After collecting data, I will prepare and plan a literature circles unit.
3. Act--Hopefully I can implement a literature circles unit by the end of this school year that students of all abilities can learn from and enjoy.
(Simple action research plan based on the Action Research Helix model p.4)
By researching, designing and implementing a literature circles unit, I hope to replace generic 'one-size-fits-all' teaching with a style that will be appropriate and effective for each individual student based on his or her interests and abilities.
I would like to have some feedback from others who have used lit circles in their classrooms, or maybe get some reasons why if you haven't. I know the basic principles behind using them, but any info you would like to share would be appreciated!
Amy Galloway
Comments (7)
I have always been afraid to use lit. circles for many years for many reasons. This year, our AIG teacher offered to help me get them started and it is great! She came to my classroom and demonstrated with AIG students and some of my high functioning students. She had them use the selection from our reading anthology for the week that the students had already read. For the next several weeks, we practiced with our anthology story. Now, I feel that my class is finally ready to begin true lit. circles. My advice is to start small, with something they already know, and work your way through the process.
Posted by Barbara Cloninger | January 18, 2009 11:48 AM
Posted on January 18, 2009 11:48
I have a little bit to share about literature circles from a student teaching placement in a high school. The placement ended shortly after literature circles started so I don't have all the information.
The school year was organized by quarter: 1st & 2nd: thematic literature, research projects, 3rd: writing workshop, literature circles, 4th: Shakespeare.
That format was followed for 9-12th grade by all teachers. 9th graders had class only with 9th graders, but 10-12th graders were taught in mixed grade and ability level classes. That made it a lot easier to teach because in every 10-12 class there were students who had done writing workshop and literature circles for 3 years. Students were offered a choice from among about 6 books. Those who were training to take the AP Composition test had choices restricted to the more challenging books.
Students had individual journal assignment related to the books they were reading, and group activities were implemented in class. It was a very affluent district with a tradition of having students purchase their own books for the entire year and summer reading--not just literature circles.
Obviously, a middle school context is very different. I taught in a middle school for 5 years before going back to college for an MLS. I never tried literature circles (though I would have liked to) because I never worked out the logistical issues.
Kecia Hopper does them in middle school language arts classes. She is a 7th grade teacher who is in the MLS program. I would contact her for ideas about literature circles in the middle school context.
Posted by Daniel Skinner | January 18, 2009 2:33 PM
Posted on January 18, 2009 14:33
Amy,
I think a literature circle would be great for middle school students. If they do that in elementary and high, I really believe that middle school students can handle one. I know middle school students are going through a difficult time, but I really think an English literature circle would help them overcome various communications issues they have at that grade level. I know middle school students want to feel special, and allowing them an avenue where they can all speak makes them feel good about themselves. You also aren’t calling on the one that always knows the answer, and letting everyone express their ideas about the story. This is a great idea!
Posted by Elizabeth McMullan | January 18, 2009 5:32 PM
Posted on January 18, 2009 17:32
I also think this would be a great idea. I would recommend letting the students have a say in the books that they read. I taught eighth grade for almost 10 years before going to the alternative school. You have to make it seem that they have some ownership in the project. My students now will discuss their readings only if it interests them or if they can personally relate to the characters or plot.
Posted by Heather Greene | January 18, 2009 9:42 PM
Posted on January 18, 2009 21:42
Amy,
Reading your post reminded me of the experience that we had when taking our Children's Lit class. (Are we really that different from middle schoolers? :) I hadn't done something like that in more years than I'll bother to name but I loved the experience. We may have been at different reading levels (I'm a thorough but slow reader myself.) with different interests and of course, a wide range of experiences that gave us different perspectives. And all that is what I thought made the experience most valuable. There were books that we read that might not have been my favorite, but by working with other folks that were reading the same thing and getting their input, I was able to gain value from what I'd read.
I would think this would translate well into your 8th graders, too. As frustrating as they may be at times, they've got the potential to do great things. By working in these circles, I would think it would work to help ALL of the children to pull each other up by the bootstraps. The eternal optomist in me thinks it would be a great idea, but I'd love to see what you find out in your research. I'll be paying attention! :)
Posted by Kate Whyte | January 19, 2009 11:26 AM
Posted on January 19, 2009 11:26
Amy,
I use lit circles with my 5th graders, and it's amazing how they will open up and talk about something, particularly if it's a topic they enjoy (or a book they have chosen!) and they don't have to directly talk about themselves. When you get to the implementation of your idea, have you thought about pulling several different books on the same topic or literary element and doing a literature circle/jigsaw/thematic study? It might lend itself nicely to a multi-level classroom.
Posted by Amanda Ogle | January 19, 2009 8:21 PM
Posted on January 19, 2009 20:21
Amy,
This is a thorough and insightful post. I can see your level of engagement with Stringer and how you have carefully thought through your ideas. This is a doable project, indeed! And we even have a couple of readings coming up on literature circles.
Because data collection lasts only 4 weeks, you'll only probably get some preliminary data, but it will be a good start to continue the implementation process in your classroom, even after our course ends. I look forward to your project and think you will learn much from your students.
Posted by Alecia Jackson | January 20, 2009 1:57 PM
Posted on January 20, 2009 13:57