Description
Problem Description: Throughout the year, the discussion among colleagues helped us identify specific needs of our IB students. We all agree that our students are good at regurgitating information. However the critical thinking skills that are demanded by the state and the IB curriculum still reminds to be a struggle among our students. Examining evidence for patterns, challenging misconceptions, reflecting on multiple points of view, connecting ideas and designing predictions and approaches for further research, being meta-cognitive - these are aspects of critical thinking that makes students distinguished learners.
Most importantly, there needs to be a quantitative system to monitor measure student growth and success on skills established by the state and IB standards. The use of quantitative data can help guide practice to help identify strengths and work on skills that are lacking in our students. In a nutshell, data that are specific to our goals can help teachers make educated decisions about their practice, rather than work ineffectively – and blindly.
Description of action research
SUMMARY OF THE STRATEGY AND DEPENDENT VARIABLE
This action research project intends to increase the critical thinking skills of our learners through a literacy-technology methodology. The effect of the pedagogy will be measured through data-based instruction – students will be assessed through pre examinations to establish base lines. Student’s learning growth throughout the year will be assessed through regular class assessments, where specific questions and tasks are categorized according to achievement goals.
DESCRIPTION OF THE INDEPENDENT VARIABLE: The rationale behind using a literacy-technology pedagogy stems from the idea that collaboration, modeling, working as a community of thinkers rather than passive learners, are what makes distinguished learners. Web 2.0 technologies will allow students to collaborate with each other outside the classroom. Its format makes students accountable for their thoughts, and allows collaboration with people outside of the community.
Case-based learning method allows students to learn biology content through real life case studies. Case-based learning models real scientists working on complex problems. It offers opportunities for students to make connections and examine evidence, viewpoints, and alternatives. Case based learning presents authentic science content that not only makes learning meaningful, but also supports our district’s goals in literacy.
Therefore, it is my hypothesis that through the collaborative use of Web 2.0 technology and case-based learning that our students will develop the critical thinking skills that will make them distinguished learners.
Finally, I am working collaboratively with Trish Embree, the IB Coordinator, to merge this study with any current and future work on IB practice and student assessment in the program. We intend to use our research as starting point in professional development, and data-based decision making.
ETHICAL ISSUES TO STUDY: In order to assure student success no matter the effectiveness of the independent variables, the student’s learning growth throughout the year will be assessed through regular class assessments, where specific questions and tasks are categorized according to achievement goals. Based on these routine assessments, the independent variable will be refined to assure student success. The refinement of the methodology will be documented in order to identify practices that make Web 2.0 and case based learning a success.
A base - line is established using a pre-assessment to compare the effectiveness of the methodology. Therefore, all students will receive the same instruction over time.
To address technology accessibility, students will be allowed to use class computers to work on technology related projects in class.
While the subjects of this study are 11th grade IB Biology students, it is the intension of this study to serve as a model for the rest of the student population in the near future. This study serves as a testing ground to initiate data on the type of skills we envision in all Schenectady High students. The habits of mind that will be address in this study can help us design appropriate technology and literacy practices in our Regents track students that will be effective, sustainable because it is supported by solid research data collection.