What impact, if any, will on-going reflections have on the quality of the culminating semester assignment?

Diane Klemme

Project Summary

 

Learning Question: What impact, if any, will on-going reflections have on the quality of the culminating semester assignment?

 

Classroom observations are an imbedded activity in many teacher training programs.  This activity takes place outside the classroom and often times has modest follow-up.  Students are expected to ³put-in-the-hours² and write a summary report.  I want to explore if on-going reporting about classroom observations will impact the final summative report.

 Students in the FCSE 201, Presentation Strategies for Family and Consumer Sciences Education (FCSE) class do classroom observations as a requirement for the course.  Half the class participants will be randomly selected write a brief response after each observation (6 total responses, will not be graded) 

First Observations will occur the week of February 14th- 18th, 2005

Second Observations will occur the week of April 11-15th, 2005.

Observations will occur at the Menomonie High School and the Menomonie Middle School.

To assure that the investigator is not influenced by prior knowledge of group members this will be a blind study.  I have had most of the students in the FCSE 101 course.  The investigator's student worker will be the only person to know the compositions of the two groups.  Students will be instructed not to discuss the questions with the investigator.  The student worker will randomly select the groups, input the data, send the reflection questions and monitors the completion of the 6 brief reflections.   After final class grades are submitted the investigator will be informed of the groups' compositions.

 Data Collection:

1)      All students will take a ³pre-test² (Appendix A)

2)      Half the class will write 6 brief responses to reflection questions (listed in key learning activity section) via email.

3)      Students' responses will be returned to respondent prior to completing final report.

4)      All students will take ³post-test²  (same as pre-test but reword directions)

5)      All students will complete summative report.

Data Analysis:

a)      Comparison of the two groups pre-test/post-test scores

b)      Comparison of the two group final summative report scores

c)      Feedback from class evaluation

 

Course Context

FCSE 201 is a prerequisite for FCSE 301, FCSE Curriculum, and FCSE 360, FCSE Evaluation .  The course is based on competencies defined as necessary for individuals who desire to become involved in a teaching/learning environment such as a school. This course follows FCSE 101, Introduction to FCSE and for most FCSE students this course provides their first observation of FCSE teachers at a middle school and high school setting.

These observations have been purposefully planned to occur at the Menomonie Middle School and the Menomonie High School.  At the middle school, students work  with Cindy Quilling, an exemplary teacher.  Cindy has each student present or be actively engaged in the observation process.  Students are allowed to self-select classes to observe during the high school observation time.  Cindy does fill out an evaluation form (Appendix B) on each student. The four teachers at the high school provide a variety of courses and diverse teaching styles.  Students are encouraged to observe as many of the FCE teachers as possible.

The classroom observations provide students with a ³real world² look at life in the classroom and the observations can either strengthens their commitment to the profession or provide motive to change majors. Course objectives addressed by the classroom observations include:

¤         demonstrate skill in utilizing methods of creating and maintaining positive physical, psychological and social teaching/learning environments for various family and consumer settings

¤         actively participate in a minimum of 12 hours in Family and Consumer Education Class rooms under the supervision of a Family and Consumer Education teacher. 

 In addition, class participants are introduced to writing lesson plans, various teaching strategies and students are required to develop a lesson plan and present it to the class.  The course content is very important as participants will hone their lesson writing and presentation techniques over the next couple semesters during classes and student teaching. 

 

Key Learning Activity

The key learning activity for this project was the introduction of 6 on-going reflections questions (listed below) related to the classroom observations and the observation report requirements (listed below)

 

Reflection Questions:

 

  1. Do you think the student behavior today reflected the students' age? Why or Why not?
  2. How did the instructor's transition from one activity to another?  Was it effective?
  3. What kind of classroom management system did you observe in the collection of papers, late assignments and other paperwork?  What system might you develop?
  4. How did the classroom arrangement (seating or labs) influence students' behavior?
  5. What types of distractions did you experience in the classroom (bells ringing, announcements, etc)?  How might you handle these?

6.  Tell me something you learned about students today?

 

FCSE 201 Journal Report Assignment (20pts)

Include:           1) Observation Logs Forms (Appendix C)

                        2) A brief description of the teaching /learning situation including:

        • curriculum taught
        • make-up of the classroom ­ gender, age, special needs students, etc.
        • community resources used or identified
        • how students reacted to the lessons

                                   

3) A reflective evaluation of what you learned about yourself in your

            future role  teacher including:

á         How you think the classroom make-up influences teaching activities and lesson plan development

        • What type of learning environment you seek and how you will go about developing this environment
        • Your potential strengthens in the classroom
        • Areas you feel that will be challenging for you
        • What teaching strategies you find most helpful
        • Motivation techniques you might use
        • Discipline techniques you might use
        • Evaluation techniques you might use

 

 

Key Findings

Comparison of Pre/Post means of Reflection Group and Non-Reflection Group

Paired-Sample T-test

Question

Pre-Test

Post-test

 

Average Difference in means

t and Sig (2-tail)

Average Difference in means

t and Sig (2-tail)

1

 .6667

.184

 .2500

.391

2

-.3333

.667

 1.250

.194

3

-.3333

.667

 1.000

.182

4

 .3333

.742

 .7500

.215

5

 .3333

.742

 .7500

.319

6

-.3333

.742

 1.250

.080

7

 .3333

.742

 1.500

.014*

8

0

0

 .5000

.182

9

-.3333

.423

 .7500

.215

10

 .6667

.529

 .7500

.319

11

 .6667

.529

 .2500

.391

12

-.3333

.667

0

0

13

-.3333

.667

0

0

14

 1.000

.225

 1.000

.308

15

 .6667

.423

 .7500

.444

16

 .3333

.667

-.2500

.391

*significance at *p<.05

 

Student means scores on final summative report (20pts)

Reflection Group                      Non-Reflection Group

17.25                                       18.30                                       sig(2-tailed) .736

 

Course Evaluations ­ I had intended to look at the students course evaluation but due to the move from the Home Economics Building ­ I' still trying to locate them.

 

 

Learning Question: What impact, if any, will on-going reflections have on the quality of the culminating semester assignment?

 

I would be very hesitant to suggest this project's findings as decisive because the class enrollment was 10 students.  The sample is really too small to provide reliable data.  My student worker selected the groups and based  on the groups' compositions, I'm not surprised the non-reflection group members received higher scores on the final report. When I looked at the composition, I noticed the non-reflection group included several academically successful students. My student worker had no way of knowing the students' background and this could be a contributing factor in the final score.

            From the data,  I might conclude that the students in the reflection group did have a better understanding of high school students (Question # 7 on the survey) and perhaps the reflection questions contributed to this fact; but I'm not positive.  I had anticipated the on-going reflections would increase the final scores, but they did not.  The non-reflection group members received higher scores.  What did surprise  me was that the reflection group students scored the majority of the post-test questions higher than the non-reflection group students.  This data suggest that the reflection group felt they gained a good deal from the observation experience.   

            Perhaps, the reflection questions provided the students an opportunity to personally process the experience throughout the semester and thus they felt they gained more out of the experience.  This also could an example of the ³Hawthorne effect² ­ the students have a positive effect toward the experience because they are involved in the study and in some way feel they are receiving ³special² attention. 

            The limited data from this study suggests that  focusing more attention on the observation experience lead to students feeling they gained more from the experience ­ even if their final reports  did not receive the highest marks.  I can use this knowledge in the future as I seek new ways to aid students in their attitudes toward observations assignments.     

 

 

Evidence of Student Learning

Overall, the final report scores reflected that students did gain from the observation experience and are starting to personally process their role as a teacher.   The cooperating teacher at the middle school wrote me a brief note indicating that this was one of the best group of students she has had the opportunity to evaluate.              


 

Appendix A

FCSE 201 Classroom Observation Experience

 

Directions: Please circle the response that best identifies you thoughts as to what you may gain from the classroom observations.

 

 

Very Helpful

Somewhat Helpful

Helpful

A Little Helpful

Not Helpful at all

1. commitment to FCSE major

5

4

3

2

1

2. self-awareness of personal strengths

5

4

3

2

1

3. self-awareness of personal weaknesses

5

4

3

2

1

4. understanding of middle school curriculum

5

4

3

2

1

5. understanding of high school curriculum

5

4

3

2

1

6. understanding of middle school students

5

4

3

2

1

7. understanding of high school students

5

4

3

2

1

8. professionalism in work environment

5

4

3

2

1

9. understanding of various teaching techniques

5

4

3

2

1

10. identification of motivational technique use at middle school

5

4

3

2

1

11. identification of motivational technique use at high school

5

4

3

2

1

12. identification of evaluation techniques used at middle school

5

4

3

2

1

13. identification of evaluation techniques used at high school

5

4

3

2

1

14. understanding of classroom management at middle school

5

4

3

2

1

15. understanding of classroom management at high school

5

4

3

2

1

16. identify various types of learning environment

5

4

3

2

1

 

Appendix B                                          University of Wisconsin ­ Stout

School of Education

Cooperating Teacher's Assessment Form of Prestudent Teaching Experience

Students Name_________________________________ Observation Dates # of Hours

Teacher's Name________________________________ ______________ ________

School_______________________________________ ______________ ________

School Address________________________________ ______________ ________

________________________________ ______________ ________

________________________________ ______________ ________

Please rate the pre student teacher's performance by using the following criteria:

NA-Not applicable in this teaching situation

1= Unsatisfactory/not achieved

2= Emerging/achieved with limited degree

 

Planning and Preparation Elements

Shows knowledge of content and pedagogy

Shows knowledge of student characteristics

Shows some understanding of instructional objectives

The Classroom Environment

Display respect and rapport

Notices sensitivity to learning, cultural, and racial differences in pupils

Aware of classroom procedures

Show understanding of behavior management

Initiates interaction with students

Instruction

Communicates Clearly and Accurately

€ Exhibits appropriate oral language usage

€ Exhibits appropriate written language usages

€ Exhibits appropriate voice projection

 

Recognizes the importance of student involvement

Provides appropriate feedback to student

Displays sense of flexibility and responsiveness

Assists in classroom activities

Professional Responsibilities/Personal Characteristics

Demonstrates potential to grow and develop professionally

Shows active interest and willingness to participate in classroom activities

Has poise and confidence

Indicates sense of responsibility and dependability

Exhibits good judgment, self-control and tact

Shows interest in students

Presents a professional appearance

Displays a positive attitude

Wisconsin Teacher Standards Note: Standards 4,5,7,8,9 and 10 are not evaluated in this experience

1. Knows the subjects they are teaching.

2. Knows how children grow.

3. Understands that children learn differently.

6. Communicates well.

 

 

Please make additional comments concerning information you have indicated on the reverse side of this form.


prestudentcoopassess (OVER) 10/18/2004

Planning and Preparation Elements

 

 

The Classroom Environment

 

 

Instruction

 

 

Professional Responsibilities/Personal Characteristics

 

 

Wisconsin Teacher Standards

 

 

 

Signatures:

Cooperating Teacher_____________________________________________ Date______________

Student________________________________________________________ Date______________

Pre-Clinical Course Instructor______________________________________ Date______________

Please return this form to ____________________________________________ in the self-addressed postage paid envelope provided.


 

 

 

 

Appendix C

 FCSE 201 Observation Log