Engaging At-Risk Students using Collaboration.
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Why Research Engaging At-Risk Students?
A population of students in secondary education are labeled at risk for a variety of reasons. These students fall below academic standards in three core classes: math, science, and history and a high percentage are at or below basic level in standardized testing. Working with this population of students in middle school has created many discussions with other teachers about creating strategies to allow them to succeed. An observation that was made and agreed upon when students were able to work together on an assignment, the amount of work completed by almost all groups increased. The one group that did not change was students considered at risk. The goal of this study is to discover how to combine strategies of effective collaboration with Inquiry based learning to increase the engagement levels of at risk students.
Many conversations with fellow teachers at Solano Middle School in recent months have revolved around the topic regarding the decreased levels of lack of engagement in classes. As each semester passes, the number of students that are disengaging have risen with no concern by the students about receiving a non-passing grade. Further investigation into grades revealed that many were not passing the three core classes: science, math, and English. Another teacher and myself created a list of students that were not passing the three classes and compared their names with the names of students who have been referred to the office or sent to buddy room. Ninety percent of the names were the same. Students that were not engaged in the class were also creating the majority the major class disruptions. The question was asked “ What can we do to help engage the students so they want to be engaged.”
The Vallejo Unified School District has adopted policies mandating the practice of using both Positive Behavior Incentive and Support (PBIS) and Restorative Justice when dealing with behavior issues. The question above was reframed to ask “What can we do using positive methods to help engage students in our classrooms” In his book Teach Like a Pirate, Dave Burgess helps set a goal about getting students engaged by having the teacher ask themselves two questions: If your students didn’t have to be there (in class), would you be teaching to an empty room? and, Do you have any lessons you could sell tickets to? (Burgess, 2012 ). How can we create that level of engagement so our students would want to come and learn even if they did not have to be there. What strategies can be used to help engage these at risk students to become engaged?
Many conversations with fellow teachers at Solano Middle School in recent months have revolved around the topic regarding the decreased levels of lack of engagement in classes. As each semester passes, the number of students that are disengaging have risen with no concern by the students about receiving a non-passing grade. Further investigation into grades revealed that many were not passing the three core classes: science, math, and English. Another teacher and myself created a list of students that were not passing the three classes and compared their names with the names of students who have been referred to the office or sent to buddy room. Ninety percent of the names were the same. Students that were not engaged in the class were also creating the majority the major class disruptions. The question was asked “ What can we do to help engage the students so they want to be engaged.”
The Vallejo Unified School District has adopted policies mandating the practice of using both Positive Behavior Incentive and Support (PBIS) and Restorative Justice when dealing with behavior issues. The question above was reframed to ask “What can we do using positive methods to help engage students in our classrooms” In his book Teach Like a Pirate, Dave Burgess helps set a goal about getting students engaged by having the teacher ask themselves two questions: If your students didn’t have to be there (in class), would you be teaching to an empty room? and, Do you have any lessons you could sell tickets to? (Burgess, 2012 ). How can we create that level of engagement so our students would want to come and learn even if they did not have to be there. What strategies can be used to help engage these at risk students to become engaged?
Literature Review
The purpose of this project is to examine if collaborative experiences in science can increase the engagement of at risk students in the classroom and the role that technology plays a part. This literature review will address the areas related to area that synthesize information that will blend how to engage at risk students using collaboration as the central strategy for engagement. The first section will address research related to what collaboration is and how it is used effectively in the classroom. The second section will focus on using Inquiry Based Learning to increase student engagement. Finally, the third section will discuss what is an At-Risk student and what is the current pedagogy for working with At-Risk students.
Theme 1: What is Collaboration and how to use Collaboration in the classroom.
Collaboration is a ubiquitous word that has a different meaning as determined by context and application. Group work and collaboration are used interchangeably in many areas. Whereas both ideas have people working together to complete a given task, collaboration is very about what and how the project or task is completed. Collaboration is based on the summative experiences of all participants. A key element to provide the highest level of success is having a diverse group of individuals that have decided on a process to follow and create an outcome that is a synthesis of the individuals (Gardner , 2005). Part of the lessons centers around conflict resolution. According to Gardner, resolution is not resolved with dominance or compromise, but with a creative integration that meets the needs of the individual participants. Conflict is always part on an equation when two or more individuals work together. How we use the conflict is the key since we cannot get rid of conflict. Gardner also highlights that collaboration is used to find solutions to complex problems; therefore collaboration is not always needed and can lead to negative consequences. In secondary education, conflicts are rampant between students for a variety of reasons. This is a major obstacle for many students to truly collaborate.
In a classroom comparison of a teacher driven / individual learning with a student driven / group learning, many facets change. One change is the dialogue among students. The dialogue that focused on resolving, asking, and informing was 80%, 80%, and 78% in a student driven class as opposed to 20%, 19%, and 21% for a teacher driven class. Also noted was that how information was introduced and presented in each type of class was determined by teacher or student driven class (MacQuarrie, S 2002)
2: Using Inquiry Based Learning to increase Student Engagement
The purpose was to review existing articles that focused on using Inquiry Based or Cooperative learning in the classroom. There are five main types of this type of learning and each has its advantages, disadvantages, and efficacy in student learning. The learning type that had the greatest efficacy in the student learning is Project Based Learning or PBL. PBL according to Barron “ involves completing complex tasks that typically result in a realistic product, event, or presentation to an audience” (Barron, 2008). Successful implementation of PBL involves five components: 1) central to the curriculum, 2) organized around driving questions that lead students to encounter central concepts or principles, 3) focused on a constructive investigation that involves inquiry and knowledge building, 4) student-driven (students are responsible for designing and managing their work), and 5) authentic, focusing on problems that occur in the real world and that people care about. To be successful at using PBL in the classroom is directly related to the skills and knowledge of the teacher implementing the five elements listed. The teacher needs to be able to properly scaffold, assess, and redirect as the projects develop. When implemented correctly, the research has shown that students develop and retain depth of content knowledge, ability to work cooperatively with fellow students to solve a complex problem, create a product, effectively communicate their results, and think critically to solve a problem.
Many specific challenges are likely to be encountered by teachers during each stage of the PBL process :planning, implementation, and assessment. and teachers will need specific scaffolds that can be used to support efforts in adopting this new approach. Research shows that the success of PBL is directly related to implementation of PBL by the teacher. Many teachers struggle with the proper implementation. Ertmer and Simons created scaffolding techniques to help new and novice teacher to PBL help implement. Teachers need to make many changes in how they teach the class and must learn to switch from a directive role to a facilitator role. If a teacher has a an excellent unit plan and never has ventured in PBL, Ertmer suggests doing a “post hole” lesson: a short two day lesson that identifies areas that need to be strengthened prior to implementing a full PBL unit lesson. The main scaffolds discussed are Identifying the driving question, locating / gathering resources, creating student ownership of the problem, creating a collaborative classroom culture, managing student engagement, developing assessment methods and instruments, and developing students self assessment skills (Ertmer and Simons, 2005)
Theme 3: What Is An At-Risk Student and What is the Current Pedagogy used in the classroom
Bulger and Watson review the literature on what an “at risk” student is and broaden the definition from a Community College standpoint. The definition of at risk is changed from students who are poorly equipped to perform up to academic standard based on race or economics encompasses more qualifications and broadens the definition into three categories: background characteristics, internal characteristics, and environmental factors (Bulgar and Watson, 2006). The background characteristics of at risk students are low socio-economic status, single parent family, older sibling dropped out of school, student has changed school two or more times, has average grades of “C” or lower from 6th -8th grade and has repeated a grade. Another factor that places a student at risk is access to and ability to use technology. With the increasing number of online courses and courses using technology as an integral part of the learning environment. Internal characteristics are labeled as “weak self concept” or do not have a belief that they can be successful in the endeavor. Environmental factors are but not included to student services such as counseling, tutoring, financial aid processing, and course availability. The article concluded with the need to broaden and increase the levels of research for at risk students so strategies can be developed to help those at risk succeed.
Student characteristics and the characteristics of the rural environment of at risk students in poor rural areas was compared. This is a review of research in what is an at risk student in a low socio-economic rural area and the associated characteristics. The research shows that students in both urban and rural poor areas have a higher chance of being at risk. The composition of the neighborhood, enrollment in high poverty schools, and the influence of family, specifically single family parents and parents who have low educational backgrounds, are the three leading factors that combine to determine a student of being at risk. Also the term “at risk” has many ways to define the characteristic including but not limited to poverty, limited employment opportunities, ethnicity, etc. The National Institute on the Education of At Risk students defines at risk as education failure or low academic achievement. Characteristics of what constitutes a rural community, the interplay of students behavior, background, and personal characteristics, and the relationship of school- community were analyzed to determine the causation of at risk students.
Traditionally, schools have responded to student diversity and poor academic performance with approaches such as ability grouping, grade retention, special education, and pull-out programs--in which students are removed from their regular classrooms and offered remedial instruction in particular subjects (Letgers, McDill, & McPartland, 1993). There are a multitude of action options educators can take to increase the success of an at risk student. The four options that can be used with PBL and collaboration to increase the success are 1) using assessment tools that accurately measure what students know and can do, 2) make classroom activities meaningful and relevant to student's lives, culture, and future, 3) provide assistance to students to achieve success, and 4) foster resiliency by building on a student's strengths rather than deficits. Using these four actions will help students see meaning in the content so they can apply what they learn in school to life (Costello, Mary 1996)
References:
Barron, B. Hammond L. (2008) Teaching for Meaningful Learning: A Review of Research on Inquiry Based and Cooperative Learning. San Francisco, Ca: Wiley Press
Bulger, S. Watson, D. (2006) Broadening the definition of at-risk students The Community College Enterprise Fall 2006 (p 23-32)
Burgess, Dave (2012) Teach Like a Pirate Dave Burgess Consulting Inc. San Diego Ca.
Duncan - Andrade, J. (2008) The Art of Critical Pedagogy. Possibilities for Moving from Theory to Practice in Urban School. New York, NY: Peter Lang Publishing
Ertmer, P. A., & Simons, K. D. (2005). Scaffolding teachers' efforts to implement problem-based learning (PDF). International Journal of Learning, 12(4), 319-328.
Gardner, Deborah. (2005) 10 Lessons in Collaboration. What is Collaboration. Online Journal of Issues in Nursing, 10(1)
Herman, R., & Stringfield, S. (1995, April). Ten promising programs for educating disadvantaged students: Evidence of impact. Paper presented at the meeting of the American Educational Research Association, San Francisco.
Khatteri, N., Riley, K., Kane, M. (1997) Students At Risk in Poor, Rural Areas: A Review of the Research. Journal of Research in Rural Education, Fall, 1997, Vol. 13, No.2, 79-100
Legters, N., McDill, E., & McPartland, J. (1993, October). Section II: Rising to the challenge: Emerging strategies for educating students at risk. In Educational reforms and students at risk: A review of the current state of the art (pp. 47-92). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
MacQuarrie, S; Howe, C; Boyle, J (2002) . Cambridge Journal of Education. Dec, Vol. 42 Issue 4, p527-546.
Theme 1: What is Collaboration and how to use Collaboration in the classroom.
Collaboration is a ubiquitous word that has a different meaning as determined by context and application. Group work and collaboration are used interchangeably in many areas. Whereas both ideas have people working together to complete a given task, collaboration is very about what and how the project or task is completed. Collaboration is based on the summative experiences of all participants. A key element to provide the highest level of success is having a diverse group of individuals that have decided on a process to follow and create an outcome that is a synthesis of the individuals (Gardner , 2005). Part of the lessons centers around conflict resolution. According to Gardner, resolution is not resolved with dominance or compromise, but with a creative integration that meets the needs of the individual participants. Conflict is always part on an equation when two or more individuals work together. How we use the conflict is the key since we cannot get rid of conflict. Gardner also highlights that collaboration is used to find solutions to complex problems; therefore collaboration is not always needed and can lead to negative consequences. In secondary education, conflicts are rampant between students for a variety of reasons. This is a major obstacle for many students to truly collaborate.
In a classroom comparison of a teacher driven / individual learning with a student driven / group learning, many facets change. One change is the dialogue among students. The dialogue that focused on resolving, asking, and informing was 80%, 80%, and 78% in a student driven class as opposed to 20%, 19%, and 21% for a teacher driven class. Also noted was that how information was introduced and presented in each type of class was determined by teacher or student driven class (MacQuarrie, S 2002)
2: Using Inquiry Based Learning to increase Student Engagement
The purpose was to review existing articles that focused on using Inquiry Based or Cooperative learning in the classroom. There are five main types of this type of learning and each has its advantages, disadvantages, and efficacy in student learning. The learning type that had the greatest efficacy in the student learning is Project Based Learning or PBL. PBL according to Barron “ involves completing complex tasks that typically result in a realistic product, event, or presentation to an audience” (Barron, 2008). Successful implementation of PBL involves five components: 1) central to the curriculum, 2) organized around driving questions that lead students to encounter central concepts or principles, 3) focused on a constructive investigation that involves inquiry and knowledge building, 4) student-driven (students are responsible for designing and managing their work), and 5) authentic, focusing on problems that occur in the real world and that people care about. To be successful at using PBL in the classroom is directly related to the skills and knowledge of the teacher implementing the five elements listed. The teacher needs to be able to properly scaffold, assess, and redirect as the projects develop. When implemented correctly, the research has shown that students develop and retain depth of content knowledge, ability to work cooperatively with fellow students to solve a complex problem, create a product, effectively communicate their results, and think critically to solve a problem.
Many specific challenges are likely to be encountered by teachers during each stage of the PBL process :planning, implementation, and assessment. and teachers will need specific scaffolds that can be used to support efforts in adopting this new approach. Research shows that the success of PBL is directly related to implementation of PBL by the teacher. Many teachers struggle with the proper implementation. Ertmer and Simons created scaffolding techniques to help new and novice teacher to PBL help implement. Teachers need to make many changes in how they teach the class and must learn to switch from a directive role to a facilitator role. If a teacher has a an excellent unit plan and never has ventured in PBL, Ertmer suggests doing a “post hole” lesson: a short two day lesson that identifies areas that need to be strengthened prior to implementing a full PBL unit lesson. The main scaffolds discussed are Identifying the driving question, locating / gathering resources, creating student ownership of the problem, creating a collaborative classroom culture, managing student engagement, developing assessment methods and instruments, and developing students self assessment skills (Ertmer and Simons, 2005)
Theme 3: What Is An At-Risk Student and What is the Current Pedagogy used in the classroom
Bulger and Watson review the literature on what an “at risk” student is and broaden the definition from a Community College standpoint. The definition of at risk is changed from students who are poorly equipped to perform up to academic standard based on race or economics encompasses more qualifications and broadens the definition into three categories: background characteristics, internal characteristics, and environmental factors (Bulgar and Watson, 2006). The background characteristics of at risk students are low socio-economic status, single parent family, older sibling dropped out of school, student has changed school two or more times, has average grades of “C” or lower from 6th -8th grade and has repeated a grade. Another factor that places a student at risk is access to and ability to use technology. With the increasing number of online courses and courses using technology as an integral part of the learning environment. Internal characteristics are labeled as “weak self concept” or do not have a belief that they can be successful in the endeavor. Environmental factors are but not included to student services such as counseling, tutoring, financial aid processing, and course availability. The article concluded with the need to broaden and increase the levels of research for at risk students so strategies can be developed to help those at risk succeed.
Student characteristics and the characteristics of the rural environment of at risk students in poor rural areas was compared. This is a review of research in what is an at risk student in a low socio-economic rural area and the associated characteristics. The research shows that students in both urban and rural poor areas have a higher chance of being at risk. The composition of the neighborhood, enrollment in high poverty schools, and the influence of family, specifically single family parents and parents who have low educational backgrounds, are the three leading factors that combine to determine a student of being at risk. Also the term “at risk” has many ways to define the characteristic including but not limited to poverty, limited employment opportunities, ethnicity, etc. The National Institute on the Education of At Risk students defines at risk as education failure or low academic achievement. Characteristics of what constitutes a rural community, the interplay of students behavior, background, and personal characteristics, and the relationship of school- community were analyzed to determine the causation of at risk students.
Traditionally, schools have responded to student diversity and poor academic performance with approaches such as ability grouping, grade retention, special education, and pull-out programs--in which students are removed from their regular classrooms and offered remedial instruction in particular subjects (Letgers, McDill, & McPartland, 1993). There are a multitude of action options educators can take to increase the success of an at risk student. The four options that can be used with PBL and collaboration to increase the success are 1) using assessment tools that accurately measure what students know and can do, 2) make classroom activities meaningful and relevant to student's lives, culture, and future, 3) provide assistance to students to achieve success, and 4) foster resiliency by building on a student's strengths rather than deficits. Using these four actions will help students see meaning in the content so they can apply what they learn in school to life (Costello, Mary 1996)
References:
Barron, B. Hammond L. (2008) Teaching for Meaningful Learning: A Review of Research on Inquiry Based and Cooperative Learning. San Francisco, Ca: Wiley Press
Bulger, S. Watson, D. (2006) Broadening the definition of at-risk students The Community College Enterprise Fall 2006 (p 23-32)
Burgess, Dave (2012) Teach Like a Pirate Dave Burgess Consulting Inc. San Diego Ca.
Duncan - Andrade, J. (2008) The Art of Critical Pedagogy. Possibilities for Moving from Theory to Practice in Urban School. New York, NY: Peter Lang Publishing
Ertmer, P. A., & Simons, K. D. (2005). Scaffolding teachers' efforts to implement problem-based learning (PDF). International Journal of Learning, 12(4), 319-328.
Gardner, Deborah. (2005) 10 Lessons in Collaboration. What is Collaboration. Online Journal of Issues in Nursing, 10(1)
Herman, R., & Stringfield, S. (1995, April). Ten promising programs for educating disadvantaged students: Evidence of impact. Paper presented at the meeting of the American Educational Research Association, San Francisco.
Khatteri, N., Riley, K., Kane, M. (1997) Students At Risk in Poor, Rural Areas: A Review of the Research. Journal of Research in Rural Education, Fall, 1997, Vol. 13, No.2, 79-100
Legters, N., McDill, E., & McPartland, J. (1993, October). Section II: Rising to the challenge: Emerging strategies for educating students at risk. In Educational reforms and students at risk: A review of the current state of the art (pp. 47-92). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
MacQuarrie, S; Howe, C; Boyle, J (2002) . Cambridge Journal of Education. Dec, Vol. 42 Issue 4, p527-546.