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Overcoming Barriers to Implement Active Learning in the Middle Grades Classroom
Susan EdwardsGeorgia Regents University
This We Believe
• Students and teachers are engaged in active, purposeful learning. (Active Learning)
• Educators use multiple learning and teaching approaches (Multiple Learning Approaches) (NMSA, 2010, p. 14).
Background Information• MAT Student-”Will I get in trouble if I do this?”• Wood, (2004)-Anecdotally, many teachers report that these principles
cannot be implemented in the climate of standardized testing and accountability .
• McEwin & Greene (2010) report in their survey of randomly selected middle schools that 81% of respondents reported regularly using direct instruction, while 64% of respondents reported regularly using cooperative learning, and only 42% of respondents regularly used inquiry teaching. They found that “schools still tend to rely more heavily on teacher-centered direct instruction” (p. 55).
• Musoleno & White (2010) also conclude that developmentally appropriate instructional practices that are aligned with middle school philosophy have decreased since the No Child Left Behind Act increased the pressure of standardized testing on schools and teachers.
Research Questions
• 1. What are the barriers or challenges that middle level teachers face when attempting to implement the instruction principles (i.e. active learning and multiple learning approaches) of effective middle level education proposed by the Association for Middle Level Education (NMSA, 2010)?
• 2. How are some teachers able to implement the instruction principles (i.e. active learning and multiple learning approaches) of effective middle level education proposed by the Association for Middle Level Education (NMSA, 2010) when many teachers report that these principles are not possible in the current climate of standardized testing and accountability?
ParticipantsTeacher
(Pseudonym)Grade Subject Years of Experience
Clarisa Garcia 6 Social Studies 15
Pam McLean 8 Math 16
Nick Johnson 8 Language Arts 2
Keisha Smith 5 Math 5
Crystal Jenkins 6 Science 2
Karina Jacobs 7 Science 3
Aaron Harris 6/7/8 Reading Remediation 2
Erin Kiser 7 Science 25
Katherine Morefield 8 Social Studies 9
School DemographicsTeacher
(Pseudonym)School
(Pseudonym)Black Whit
eOthe
rSpeci
al Need
s
Gifted
Free or Reduced Lunch
Clarisa Pam Nick
Timberwood Middle School
Rural
48% 48% 4% 12% 10% 71%
Keisha Jefferson Charter School
Urban
96% 1% 3% 8% 2% 99%
Crystal Karina Aaron
Bryant Middle School
Rural
67% 32% 1% 9% 4% 82%
Erin Reston Middle School
Suburban
14% 73% 13% 6% 20% 10%
Katherine Greene Middle School
Suburban
34% 46% 20% 8% 8% 52%
Overcoming andActive Learning
Examples of Original Emic CodesCommitmentYou just do it
You just figure it outIt takes tenacity
Intersection
Examples of Original Emic CodesIt’s about the kids
Not on a teacher pedestal
Examples of Original Emic CodesI’m creative
Always looking for new ideasTrying new things
Open to trying something new
Tenacity
Student-focused
Experimental
Overcoming and
Multiple Learning Approaches
Examples of Original Emic CodesVery determinedFinding the time
Examples of Original Emic CodesYou’ve got to know your kids
Respect them
Examples of Original Emic CodesTake teaching risks
Willing to give it a shot
Tenacity
Student-focused
Experimental
Validity
• Two member checks• Looked for data that did not fit the patterns• Triangulation (data collection and recommendations)• Outside researcher reviewed the findings
Challenges to Implementation
• Challenges related to the system• Challenges related to students• Challenges related to content• Challenges within the teachers
Challenges Related to the System
• Time-both planning and instructional• Testing/Curriculum Guides/Benchmarks• Lack of Resources– “You know, with the curriculum maps and
emphasis on CRCT testing a lot of the creativity in teaching has left because of that.”
~Erin
Challenges Related to Students
• Behavior• Range of abilities– “Behavior is one because some kids can’t handle
it, they need that but they can’t handle it.”
~Clarisa
Challenges Related to Content
• Teacher comfort with the content – (Constantly moving grade levels or subjects)
• Making content relevant to the students– “Sometimes it’s just a stretch to make the learning
purposeful, I try to give the students a reason that yes, you will use this at some point in your life.”
~Pam
Challenges Within the Teachers
• Need more ideas• Requires more effort• Risk is involved– “I really think it’s a teacher’s comfort… it’s hard to
have a lot of different activities. It’s easier just to throw out a worksheet or a Powerpoint that’s created.”
~Katherine
Tenacity
• “I think it’s tenacity, you can’t just give it up… I think it’s a commitment that you just have to make. If you throw your hands up and say, “It can’t be done,” then you’ve kind of made your mind up that it can’t be done. Sometimes it’s just persistence.”
~Pam
Student-Focused
• “You start to care a whole lot… and the look of frustration on the kid’s face is pain-staking to me. I don’t want them to be frustrated with something I taught.”
~Keisha
Experimental
• “We do teacher observations or peer observations... “Ooo, I like how she did that...” “I want to try that...” I have actually gone over to the high school since we are life science and they do biology and see how they do things and then bring stuff back here. So, I hate to say it but it's just a lot of 'I like that'... 'I'd like to try that'.... just bring it in and go with it.”
~Karina
Limitations and Further Research
• Limitations– Intensity sampling-select group of teachers– Scheduled observations– Other influences are not clear– No observation protocol
• Future Research– Intersection with teacher agency– Co-teaching study
References• Edwards, S. (in press, 2015). Active learning in the middle grades
classroom: Overcoming the barriers to implementation. Middle Grades Research Journal, 10(1).
• McEwin, C. & Greene, M. (2010). Results and recommendations from the 2009 national surveys of randomly selected and highly successful middle level schools. Middle School Journal, 42(1), 49-63.
• Musoleno, R., & White, G. (2010). Influences of high-stakes testing on middle school mission and practice. Research in Middle Level Education Online, 34(3).
• Wood, G. (2004). A view from the field: NCLB’s effects on classrooms and schools. In D. Meier & G. Wood (Eds.), Many children left behind: How the no child left behind act is damaging our children and our schools (pp. 33-50). Boston, MA: Beacon Press.