Findings
Adrielle
"Science is not a boy's game, it's not a girl's game. It's everyone's game. It's about where we are and where we're going." Nichelle Nichols (former NASA Ambassador and actress)
Is there a sweeter image than that of two little girls skipping along together on their way out to recess? It would be easy to keep that image of Adrielle and her friend in my mind and go no further. She's sweet. Caring. Kind. And so much more, as I have discovered through this journey. I've seen persistence as she worked her way through technology frustrations when creating an on-line book about marmosets . I've listened to conversations where she stood her ground. I've watched her confidence grow as she raises her hand more in a whole group setting to answer questions and (more importantly) ask her own. In the beginning of the school year she was quiet, but working with her peers in a small group setting has enabled her to understand that she has important contributions to make.
Deeper questions evolve
Figure 1
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Adrielle asked questions about the rainforest when we began our study. Figure 1 shows the questions are mostly factual (close-ended.) She must have been sitting near Lily because their questions are very similar. She wondered how many types of butterflies, grasshoppers and frogs there are, and how small a capybara is. I noted in my research journal that Adrielle, Gabe and Lily really benefit from working together to construct knowledge and that I must provide time for that. I need to think more carefully about my purpose for having them work by themselves. This project has shown me how they benefit from working together. Students often learn from each other through discussion, and I need to work on creating those opportunities (Coiro, Castek, & Quinn, 2016).
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Adrielle asked questions after a non-fiction read aloud about The Amazon Rainforest.
Adrielle: How much rain does the rainforest get?
Student: It gets a lot! That's why it's called a rainforest.
Adrielle: So more than we get here. How much rain do we get in Jacksonville?
Me: That's a great question. It sounds like you're trying to get a picture in your mind about how to think about the amount of rain in the rainforest. Using a comparison is a good way to think about that.
I noted in my research journal that Adrielle began thinking more deeply about the rainforest during that conversation. The read alouds, modeling of questions, and peer interactions helped move her thinking forward. Adrielle's confidence began to grow and she saw that her question was valid, and the other students' questions were honored too. In the beginning of the school year, she didn't raise her hand too much in a whole group setting. That was beginning to change as she learned about the rainforest and felt comfortable in class. Ness (2016) wrote about the importance of teachers welcoming any questions students ask. "Logically, instruction must focus on meaningful ways to encourage and honor the questions that children naturally ask. When teachers create time and space for children's questions, powerful learning and interactions occur." (p. 194).
Adrielle: How much rain does the rainforest get?
Student: It gets a lot! That's why it's called a rainforest.
Adrielle: So more than we get here. How much rain do we get in Jacksonville?
Me: That's a great question. It sounds like you're trying to get a picture in your mind about how to think about the amount of rain in the rainforest. Using a comparison is a good way to think about that.
I noted in my research journal that Adrielle began thinking more deeply about the rainforest during that conversation. The read alouds, modeling of questions, and peer interactions helped move her thinking forward. Adrielle's confidence began to grow and she saw that her question was valid, and the other students' questions were honored too. In the beginning of the school year, she didn't raise her hand too much in a whole group setting. That was beginning to change as she learned about the rainforest and felt comfortable in class. Ness (2016) wrote about the importance of teachers welcoming any questions students ask. "Logically, instruction must focus on meaningful ways to encourage and honor the questions that children naturally ask. When teachers create time and space for children's questions, powerful learning and interactions occur." (p. 194).
I videotaped several times when small groups worked together constructing knowledge and asking questions. I realized that it was much easier to hear when we moved to a separate area. The conversation that occurs in video 1 could be in Lily, Gabe, or Adrielle's section. It shows them talking about ants and why ants make antpiles. The conversation evolves and Adrielle comes up with an example, "Let's say a person stepped on the antpile. If it was all the way in the ground and it wouldn't hurt them." Similar to the conversation above, she is constructing a scenario to better understand what is happening.
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Video 1
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I noted that in my research journal for the future instruction. Concrete examples help her understand abstract ideas. Gabe continued with that idea and stated that if it was flat the ants wouldn't come running out. This helps Lily to think of a question, "Why do ants make ant-piles?" Adrielle showed that she remembered about different kinds of questions, and responded that it was a good question. The interaction is a wonderful illustration of how student interactions are beneficial. Coiro (2015) stated, “When curriculum is built around learner instincts to talk, investigate, construct meaning, and express new discoveries with others, meaningful and transformative learning happens quite naturally” (p. 189).
Adrielle asked significantly different questions when we began our study of the solar system. Figure 2 shows how her questions have evolved. They are broad and open ended: Why do we have planets? Why is there space? She wonders what the planets feel like, why they have rings, and if scientists have found a new planet. I see how she needs to have comparisons and images in her mind to get a grasp on big concepts. I must remember that as the school year progresses.
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Figure 2
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Collaboration
Video 2
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Video 2 shows the toucan paintings from a couple of students and the things they learned about what poses a threat to the toucan. At the thirty-six second mark Adrielle and Gabe are working on how to attach the rainstick to the device that turns. I noticed that Gabe is taking the lead in figuring that out, and I wrote about that in my research journal. I was hoping to see Adrielle take more of an active role in the interaction. At the one minute mark, Sam explains how the entire process works. It was important for students to reflect on what they did and how they accomplished their goal of making a motorized rain stick.
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Afflerbach et al (2013) recognize that metacognition is a factor in increasing students' reading achievement. " Students proactively set goals, select and use strategies, and self-monitor the effectiveness of their reading to achieve goals. When
students' engagement and motivation are strong, reading instruction improves students' reading comprehension" (p.441).
students' engagement and motivation are strong, reading instruction improves students' reading comprehension" (p.441).
Video 3
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Adrielle, Gabe and Lily had an interesting conversation about how working in this small group in a place away from our regular classroom is fun. Video 3 shows Adrielle (next to Lily, who is doing most of the talking) typing a question on the I-pad. They are all relaxed and chatty, yet they are still accomplishing their goal of searching for information. Adrielle starts moving around in her seat about half way through this clip. She is part of the conversation, checking her I-pad, and being an eight year old student. She even asked Gabe, “Wait, what was I working on?” When I watched this at first, I smiled at her dancing around. I noted in my research journal that
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she does not typically do that in a whole group setting. Working in this small group setting allowed her to be herself. I need to remember that small groups work well for her.
Video 1 illustrates Adrielle adding significant contributions to the group conversation about ant-piles. She builds everyone's understanding by creating a scene with ants so her peers can imagine what might happen. This is noteworthy because Adrielle does not speak up in a whole group setting, so I was pleased to see her share her ideas.
Video 1 illustrates Adrielle adding significant contributions to the group conversation about ant-piles. She builds everyone's understanding by creating a scene with ants so her peers can imagine what might happen. This is noteworthy because Adrielle does not speak up in a whole group setting, so I was pleased to see her share her ideas.
Adrielle's Final Product
Video 4
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Adrielle created an on-line book about marmosets. Video 4 is Adrielle reading her book. She reads clearly and confidently. She told me when she came back to class (after recording) and told me how proud she was of her work. Her book is now posted on her blog and she is excited to share it.
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