Action Research in the Classroom to What

Action Research in the Classroom

To what extent is team-based learning effective in helping children learn? Although team-based learning is often touted as helpful in teaching students to how to work together on a social level, monitoring the degree to which learning is actually taking place can be challenging because of the degree of 'social loafing' that may transpire. Students may allow one student to assume the majority of the burden of work, and the conscientious student is often unwilling to complain. The result is that the final project does not accurately reflect the full knowledge level of the entire group, merely that of one student.

Comparing test grades of students after they study two chapters within the same subject area together -- one of which is assessed using a team-based project, the other of which is assessed with an individual project -- can provide guidance as to the impact team-based learning may have in terms of learning. After each project, students would take summative tests that would enable the teacher to compare the discrepancy. This is significant to my professional development as a teacher, because I wish to use team-based learning in my classes, but am often uncertain as to the degree which it can truly enhance student learning in an equitable manner.

'Wondering 2': When teaching ESL students, one point of contention is the degree to which instruction should be content-based or should primarily reflect the need to orient students in the new language. Increasingly, there has been a shift to emphasizing content-based instruction, to excite student interest. However, given the multiplicity of techniques that exist to educate ESL students, there is little solid research confirming that one approach is superior to the other. Some teachers arrange to have subjects such as biology and mathematics taught by other instructors fluent in the student's first language and offer English instruction in their own classes. Some use an all-English based instructional day with an immersion format, while others simplify the instruction in math, science, and higher-level subjects so ESL students do not 'fall behind' in these content areas.

As a teacher with ESL students in the class, determining the right way to approach student learning is essential. Do I simplify content areas that I teach in class? Do I rely upon resource room staff to provide support in the child's original language? "You could take field notes, ask a colleague to observe your class and look for particular aspects relevant to your study, distribute student questionnaires and self-assessments, or gather student work samples"(Action research project, 2012, Teaching foreign languages: K-12 workshop). Results can be compared with action research of students in other districts using a different approach.

Wonderment 3: To what extent does student choice improve student performance? Allowing students to select what books we will read during a semester (from an approved list); choose if they will be assessed with a paper or an exam, and allowing them even to select how they will schedule their homework (allowing Fridays free, in exchange for more homework during the week) are ways to give students a sense of empowerment in the classroom, and to encourage them to feel in control over their learning. Action research methods enable teachers to document whether this results in real, measurable student improvement.