EXTRA READ ALL ABOUT IT How Different Teaching

EXTRA, READ ALL ABOUT IT: How Different Teaching Strategies Used to Implement Current Events Affect Student Participation. By: Lucia Perrotti

Why did I study this topic? • Interest in incorporating current events in instruction. • Educational Philosophy: Student-centered learning. • Wondering developed from previous research. • Observed student needs: – Student Engagement – Understanding of ideas and concepts – Application of concepts to real world events

Guiding Question • How do different teaching strategies used to implement current events affect student participation? Sub Questions • How do different elements of each strategy affect student engagement? • How will the different strategies affect student test scores?

Setting • Morgantown High School, Morgantown, WV • 12 th Grade • Civics Class

Participants • 12 th Graders • 2 regular Civics classes – Used for data collection • Focus Group – 5 th period Civics class. • 30 students: 13 boys/ 17 girls • 2 ESL learners • 10 students with either IEP’s, SAT’s or 504’s

Teaching Strategies • Cooperative Debates – Assigned topic, debate teams, and pro or con – Student research in computer labs – Two debates conducted during inquiry: Patriot Act and Censorship • Student-Led Discussions – Students view BBC world news – Students pick news topics to discuss – Multiple student-led discussions • 10 -15 minute discussions at beginning of chapter • 30 -45 minute discussion at the end of the chapter

Data • Field Observations taken on participation • Student Reflections/Exit Tickets • Student test scores • Student work samples • Student surveys

Data Analysis • Observations were used to calculate percentage of student participation. • Student reflections/exit tickets were used to measure the amount of students who were engaged during each strategy. • Test scores were graphed and compared to student participation. • Surveys were averaged and compared.

Percentage of Student Participation

Student Participation Among Discussions

Comparisons Among Participation and Student Reflection

Student Test Scores

Student Rating of Strategy

Student Preference of Strategy

Student Attitudes Towards Strategies Debates • Dislikes – Rigid structure – Not being able to choose own position – Fear of public speaking – Competitive win/lost nature → pressure – Not enough choices for debate topics Discussions • Likes – Students able to choose issues to discuss. – Explore multiple issues during discussions – Students did not feel threatened – Ability to ask questions Student quote in regards toward discussion- “I like it because everyone is on a level playing ground. No one is trying to beat one another so there is less pressure but things can still get intense sometimes making it interesting. ”

Conclusions and What I Learned • Timing of when the strategy is implemented and background knowledge has a great impact on student participation. • Students enjoy flexibility and control in what they learn. • Time constraints can be difficult when implementing strategies. • It is not always about the strategy or method you use, but rather, how you go about implementing that strategy. – May differ from class to class

Conclusions and What I Learned (cont’) • Participation may not always reflect engagement. • Little correlation between teaching strategies and student test scores. • “Spark” questions are more effective for discussion rather than yes/no questions.

Implications for the future • Continued use of student-led discussions to implement current events • Ideas for changes in debate format: – Split students into smaller groups →able to debate both sides – Allow students to pick which side to argue and then allow students to switch sides if convinced by argument • Other strategies I would like to try/use: – Moot trials and mock trials – Community-based projects – Blogs and Twitter

New Wonderings and Questions • How does student participation affect student test scores and understanding?

Thank You!!! • Jessica Wise and Joel Barrett – MHS Coordinators • Joseph Cutenese – Mentor Teacher • Harrison Oonge – Small group facilitator • Matt Anderson – MHS Liaison • Mr. Cutenese’s 12 th grade students