Inquiring Teachers Want to Know! Dr. Dennis S. Kubasko, Jr. Assistant Professor UNC-Wilmington

Inquiring Teachers Inquiring Teachers

Want to Know!Want to Know!

Dr. Dennis S. Kubasko, Jr.

Assistant Professor

UNC-Wilmington

http://www.pt3.org/

http://www.nhcs.k12.nc.us/

No Child Left BehindNo Child Left Behind

““Improving Improving student achievementstudent achievement is the is the goal of both the ABC’s of Public Education, goal of both the ABC’s of Public Education, launched in 1995 in North Carolina, and launched in 1995 in North Carolina, and the No Child Left Behind (NCLB) Act, the No Child Left Behind (NCLB) Act, signed into federal law in January 2002.”signed into federal law in January 2002.” Promote local school accountabilityPromote local school accountability Emphasis on closing the achievement gapEmphasis on closing the achievement gap

-ABC’s of Public Education Connects with No Child Left Behind-ABC’s of Public Education Connects with No Child Left Behind

www.ncpublicschools.org/nclbwww.ncpublicschools.org/nclb

No Child Left BehindNo Child Left Behind Quality StaffQuality Staff

““The Leave No Child Behind Act offers The Leave No Child Behind Act offers support to help schools recruit and support to help schools recruit and retain retain excellent teachersexcellent teachers and requires states to and requires states to have a ‘highly qualified’ teacher in core have a ‘highly qualified’ teacher in core subject areas in every public school subject areas in every public school classroom in five years”classroom in five years”

- Summary of Key Provisions, Content from the - Summary of Key Provisions, Content from the North Carolina Department of Public Instruction North Carolina Department of Public Instruction

Website,Website,http://www.ncpublicschools.org/nclb/summary.htmlhttp://www.ncpublicschools.org/nclb/summary.html

NSTA: Key Definitions NSTA: Key Definitions (NCLB)(NCLB)

Highly Qualified TeacherHighly Qualified Teacher Professional developmentProfessional development

1.1. Improve teachers’ knowledgeImprove teachers’ knowledge2.2. Involvement in broad Educational Imp. PlansInvolvement in broad Educational Imp. Plans3.3. Give teachers knowledge and skills to meet Give teachers knowledge and skills to meet

rigorous academic standardsrigorous academic standards4.4. Improve classroom management strategiesImprove classroom management strategies5.5. High quality, sustained, intensive, and lasting High quality, sustained, intensive, and lasting

impactimpact6.6. Advance teacher understanding of effective Advance teacher understanding of effective

instructional strategies that are…instructional strategies that are…a.a. Based on Based on scientifically-based researchscientifically-based researchb.b. Improve student academic achievement or Improve student academic achievement or

substantially substantially increasing the knowledge and increasing the knowledge and teaching skills of teachersteaching skills of teachers

NSTA: Key Definitions NSTA: Key Definitions (NCLB)(NCLB)

Scientifically based researchScientifically based research ““Means research that involves the application of Means research that involves the application of

rigorous, systematic, and objective procedures to rigorous, systematic, and objective procedures to obtain reliable and valid knowledge to obtain reliable and valid knowledge to educational activities and programs.”educational activities and programs.”

Methods that draw upon observation or experimentMethods that draw upon observation or experiment Rigorous data analysisRigorous data analysis Relies on measurement (reliable and valid)Relies on measurement (reliable and valid) Experimental designs (control with random assignments)Experimental designs (control with random assignments) Experimental studies allow for reproductionExperimental studies allow for reproduction Published and peer-reviewedPublished and peer-reviewed

Supporting the Inquiry Supporting the Inquiry ProjectProject

An Overview of Inquiry ProjectsAn Overview of Inquiry Projects

a. Rationale and purpose for Inquiry Projects

b. Examples of Inquiry Projects

c. How mentor/partner/colleague teachers can support an Inquiry Project

http://www.pt3.org/


What does “Inquiry” mean?What does “Inquiry” mean?

1. The act of inquiring.

2. A question; a query.

3. A close examination of a matter in a systematic search for information or truth.

http://www.pt3.org/


Rationale and purpose for Inquiry ProjectsRationale and purpose for Inquiry Projects

a. Teachers need to make an informed assessment of different approaches by evaluating the effects of the strategies on student learning.

b. While beginning (and experienced) teachers should be able to implement practices that "work," they should also be able to explain why a particular strategy is effective.

c. What is important? Teachers identify a meaningful question that relates to their instruction and that they have sought to answer the question, to identify the impact of the particular decision on their teaching effectiveness.


“I think there is a really good connection. I think this project is very valuable….The IQP encourages a skill that every teacher needs.. to identify problems and ask what the difference would be if you do a specific thing.”

--PDS Partnership Teacher


How Mentoring or Individual Teachers Can How Mentoring or Individual Teachers Can Support an Inquiry ProjectSupport an Inquiry Project

• The question to be investigated in the inquiry project should relate to the area that the teacher’s working in improving their instruction.

• For example, if a teacher is focusing on improving classroom management, then an inquiry project could be connected to management style.

• For all of us to see these projects as worthwhile, they need another teachers involvement.


Specific Teacher InvolvementSpecific Teacher Involvement

• Identifying an appropriate question: The question needs to be worthy of study and be connected to the individual’s teaching goals

• Identifying a sound method to study the question e.g. “Will try approach A with first block and approach B with second block.” (Are first and second block equally matched? What data will be collected to make comparisons? How will the data be collected? What period of time will be used?)


Specific Teacher’s InvolvementSpecific Teacher’s Involvement

• Collecting and analyzing the data: What conclusions does the individual draw from the data? Are there other factors to consider that might have affected the results? If another teacher were to repeat the study, what changes might they make?

• Sharing of results: Are the results of the Inquiry Project worth sharing with others? Is there a forum for presentation of the findings in your county?


Examples of Inquiry ProjectsExamples of Inquiry Projects

1.1. Taylor Abbott, New Hanover High SchoolTaylor Abbott, New Hanover High School

2.2. Jessica Eborn, Laney High SchoolJessica Eborn, Laney High School

3.3. Kristie MacDonald, Kristie MacDonald, New Hanover High SchoolNew Hanover High School

4.4. Lee Points, East Burke High SchoolLee Points, East Burke High School

5.5. Jessica Williams, Jacksonville High SchoolJessica Williams, Jacksonville High School

Inquiry Project Inquiry Project

Jessica EbornJessica Eborn

Laney High SchoolLaney High School

Question:Question:

• Is there a difference in students grades when Is there a difference in students grades when technology is incorparated into the review technology is incorparated into the review and testing process verses the typical review and testing process verses the typical review sheets or game and paper test?sheets or game and paper test?

How did I test my Question?How did I test my Question?

• Introduction to Jornadas and QuizstarIntroduction to Jornadas and Quizstar

• Practice Exam with QuizstarPractice Exam with Quizstar

• Chapter 19 and 20 TestChapter 19 and 20 Test

• Jeopardy Review GameJeopardy Review Game

• Chapter 21-23 TestChapter 21-23 Test

FindingsFindings

• The class average on the Quizstar The class average on the Quizstar test was 86.348test was 86.348

• The class average on the Paper test The class average on the Paper test was 78.3was 78.3

• Student survey Student survey

Students SurveyStudents Survey

Yes No Liked Using the Jornadas 8 1 Would like to take more test this way

5 4

Liked reviewing using the Jornadas 6 3 Liked taking test on Quizstar 4 5 Had problems with the Quizstar program

3 6

ConclusionsConclusions

• The grades were higher The grades were higher but only about 50% of but only about 50% of the class liked taking the the class liked taking the test this way and wanted test this way and wanted to take more this way.to take more this way.

• Many advantages and Many advantages and disadvantagesdisadvantages

• Needs to be done longer Needs to be done longer and multiple times for and multiple times for concrete evidence.concrete evidence.

Inquiry ProjectInquiry Project

Taylor AbbottTaylor Abbott

New Hanover High SchoolNew Hanover High School

The QuestionThe Question

If one class receives a different, more If one class receives a different, more complete quiz, will their grades complete quiz, will their grades reflect the difference?reflect the difference?

Third Block Chemistry quizzes sameThird Block Chemistry quizzes same Fourth Block Chemistry quizzes Fourth Block Chemistry quizzes

changedchanged

ResultsResults

No discernable difference between No discernable difference between classesclasses

A majority of all students had grades A majority of all students had grades decreasedecrease

AnalysisAnalysis

No guarantee that students used the No guarantee that students used the quizzes to study for the testsquizzes to study for the tests

An entire semester has not passedAn entire semester has not passed– Grades will increase with absence Grades will increase with absence

checkschecks Two different teachersTwo different teachers

– Students did not receive exact same Students did not receive exact same informationinformation

Third Block ChartThird Block Chart

Fourth Block ChartFourth Block Chart

Inquiry Project: EDN 408

The “Science” of Note TakingBy: Kristie S. MacDonaldNew Hanover High School

The Question

If I implement an assessment strategy immediately following a note taking lecture where students can use their notes to attain answers to the quiz, will the frequency and completeness of student note taking increase?

The Plan Take an initial read (3/3/03) of all of my 76

Earth and Environmental students and place them into one of four of the following categories:1. Always takes complete notes2. Sometimes takes complete notes3. Occasionally takes some notes4. Never takes any notes

Take two more reads (on 4/7/03 and 5/2/03) and determine how many, if any, students changed categories by looking at the ratios and percentages.

The findings

There was a substantial 25% change just in those students who always took notes from the initial reading to the final reading.

March 3, 2003- Pre-Investigation

26.30%

25.00%

31.60%

17.10%

Always takes complete notes Sometimes takes complete notes Occasionally takes some notes Never takes any notes

May 2, 2003- Post-Investigation

51.30%

28%

17.10%

3.90%

Always takes complete notes Sometimes takes complete notes Occasionally takes some notes Never takes any notes

The Discussion There was a direct correlation of students that

took notes more often and with more completeness after the quizzing “experiment” was begun.

A greater majority, up from the initial 51.3% to 78.9%, of students fell into the first two categories (either “Always takes complete notes” or “Sometimes takes complete notes”).

By the end of my internship experience, only 3 out of 76 students, 3.9%, fell into category 4—never took any notes.

The Conclusion(A.K.A. The End)

I confess, I did tinker with other parts to this inquiry project… I converted the initial “college text based”

Power Points into “Play Station II based” Power Points with more pictures/animations and fewer words.

I alternated using the traditional note taking methods with the guided note approach.

Overall, however, this inquiry project forced me to think more closely about note deliverance strategies as well as get a look into the psyche of a “normal” (if you can use that term) 9th grader!

Writing Across Curriculum

1)Is there any correlation between poor student performance on written work, and the level of concern for student literacy on the part of the school community?

2)Is there any relationship between concern for student literacy and experience level of educators?

Methodology

Eight question Likert scale survey.

Two open ended questions

Survey submitted to 100 faculty at New Hanover High School.

Response rate 30%

Data

Average number of years in education = 15.2Min=1 Max=35

Average number of years at current school = 9.7Miin

Data Cont.

Responses to Question #2

0

2

4

6

8

10

12

14

1 2 3 4 5

Responses Indicated

Nu

mb

er

of

Resp

on

es

1-Alw ays; 2-More than 1/2 the time; 3-1/2 the time; 4-Less than 1/2 the time; 5-Never

Data Cont.

Responses to Question #8

0

2

4

6

8

10

12

14

16

1 2 3 4 5

Responses Indicated

Nu

mb

er

of

Resp

on

ses

1-Alw ays; 2-More than 1/2 the time; 3-1/2 the time; 4-Less than 1/2 the time; 5-Never

Are Multiple Format Tests More Effective Tools for Assessing Students’ Acquired Knowledge Than Multiple Choice Tests?

Jessica WilliamsJacksonville High School

Why?

EXACTLY! Isn’t it better to have students use their critical thinking skills than guessing skills? Wouldn’t it be better to require them to tell what they know on a test than guess between a, b, c, or d, and t or f? If multiple format tests actually test what students know, rather than how well they can eliminate answers or make a complete guess, wouldn’t scores be better on multiple choice tests than multiple format tests?

Plan of Action

Three Multiple Format Tests

~Short Answer

~Matching

~Free Response

Three Multiple Choice Tests

~Multiple Guess

~True/False

Compared grades on two types of tests for two separate classes

ResultsA ver age T es t Sc or es f or R egul ar and A dvanc ed Oc eanogr aphy C l as s es

79

79. 5

80

80. 5

81

81. 5

82

82. 5

Advanced Oceanography Regular Oceanography

C lass

Multiple Format

Multiple Choice

So What Now?

More tests

Longer time

More students

Leads to other Inquiry Ideas (something more exciting!)

Connecting Technology to the Connecting Technology to the Inquiry ProjectInquiry Project

““Several federal technology programs are Several federal technology programs are consolidated under new technology provisions consolidated under new technology provisions that are designed to ensure that more money goes that are designed to ensure that more money goes to schools. Funds generally can be used for to schools. Funds generally can be used for professional development, increasing access to professional development, increasing access to technology, especially for high need schools, and technology, especially for high need schools, and promoting innovative state and local technology promoting innovative state and local technology initiatives to increase student achievement.”initiatives to increase student achievement.”

Proactive Science EducatorsProactive Science Educators

Teacher leaders need to “work with your Teacher leaders need to “work with your school district to determine how to use school district to determine how to use Title II funds.”Title II funds.”

““Create an individual Professional Create an individual Professional Development Plan”Development Plan”

Include NSTA and NCSTA Conferences and Include NSTA and NCSTA Conferences and ConventionsConventions

Take your plan to your professional Take your plan to your professional development personnel.development personnel.

Inquiring Minds Want to Inquiring Minds Want to KnowKnow

• Work in groups of two or threea. Define the classroom or teacher problem(s)

List 2-3 ideas for inquiry questions you would like answered about your classroom

b. Describe one of the ideas in some detailc. Define the question.d. List observable behaviorse. Develop your procedures.f. Are there any experts you can consult?g. Make a prediction!h. In which way can you of use technology to support your

inquiry project?

Supporting the Inquiry Supporting the Inquiry ProjectsProjects

UNC-WilmingtonUNC-WilmingtonDr. Robert Smith, Secondary Dr. Robert Smith, Secondary

Program CoordinatorProgram CoordinatorDr. David Gill, English EducationDr. David Gill, English Education

Dr. John Fischetti, Chair of the Dr. John Fischetti, Chair of the Department of Specialty StudiesDepartment of Specialty Studies

Dr. Laura Rogers, Science Dr. Laura Rogers, Science EducationEducation

http://www.pt3.org/

http://www.nhcs.k12.nc.us/

Documents

Inquiring Teachers Want to Know! Dr. Dennis S. Kubasko, Jr. Assistant Professor UNC-Wilmington