developing theory of practice
While I have observed students demonstrate understanding of material on summative unit assessments, especially after participating in collaborative activities, the data from the peer review survey puzzled me. Despite my continual assessment of individual students and personal observations of student-student interaction during discussions, I found myself wondering whether or not students personally felt that collaborative activities and discussion in general aided their overall learning. To investigate this specific question, I surveyed students once again, at the end of the cell division unit. During the cell division unit, we first studied the basic scientific facts of cell division (the reasons why cells divide as well as the steps and purpose behind the cell cycle, mitosis, and meiosis). As an extension, we studied two unique situations in which the cell cycle is changed: cancer and stem cells. We studied cancer using a case study of a patient named Abby. At the end of the case study, students discussed possible treatments for this patient. I instructed students to first discuss their ideas with three or four people near them, then we came back together to share out ideas as a class. As observed in my video of practice and as I noted in my subsequent video analysis reflection, I "[foster] diverse student participation [during class discussions]. In just this 10-minute lesson clip, I noted ten different students offering ideas during the whole class discussion segment. I make sure to call on students from each section of the room, to show that I value input from each student." Perhaps I could have encouraged more students to participate if I had provided more scaffolding for the small group discussions, in order to keep students on track and help them organize their thoughts.
In the final survey that followed this cancer discussion, I asked student to respond anonymously to three questions:
1) In how many other classes are you allowed to discuss ideas with other students?
(1 - no other classes, 5 - some classes, 10 - all classes)
2) Do you feel that having the option to talk with others during certain activities helps you to understand biology better?
(1 - not at all, 5 - somewhat, 10 - definitely)
3) Explain [how discussion does or does not help you to learn]
As noted in the survey artifact, 23 out of 34 students noted that having the option to talk with others definitely (reported score of 8 to 10) helps them to understand biology better. However, most students also noted that only in some or even no other classes (reported score of 0 to 7) are they provided the opportunity to participate in discussion. Students who responded that they did not learn from discussion with others generally explained that they either learned better one-on-one or simply when listening to lectures. However, the students who responded that discussion definitely helped them learn had a variety of responses: other students motivated them, they pick up information from peers that they may have missed when trying to take notes and listen to the teacher, they understand better when their peers explain something than when the teacher explains it, and discussing ideas simply helps them to remember things better. Interestingly, some of these ideas echo the reasoning for implementation of peer assessment put forth by Black (2004) in his article "Inside the Black Box", referenced earlier.
In the final survey that followed this cancer discussion, I asked student to respond anonymously to three questions:
1) In how many other classes are you allowed to discuss ideas with other students?
(1 - no other classes, 5 - some classes, 10 - all classes)
2) Do you feel that having the option to talk with others during certain activities helps you to understand biology better?
(1 - not at all, 5 - somewhat, 10 - definitely)
3) Explain [how discussion does or does not help you to learn]
As noted in the survey artifact, 23 out of 34 students noted that having the option to talk with others definitely (reported score of 8 to 10) helps them to understand biology better. However, most students also noted that only in some or even no other classes (reported score of 0 to 7) are they provided the opportunity to participate in discussion. Students who responded that they did not learn from discussion with others generally explained that they either learned better one-on-one or simply when listening to lectures. However, the students who responded that discussion definitely helped them learn had a variety of responses: other students motivated them, they pick up information from peers that they may have missed when trying to take notes and listen to the teacher, they understand better when their peers explain something than when the teacher explains it, and discussing ideas simply helps them to remember things better. Interestingly, some of these ideas echo the reasoning for implementation of peer assessment put forth by Black (2004) in his article "Inside the Black Box", referenced earlier.
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