legal problem; pedagogical solution

Legal Problem; Pedagogical Solution:

Legal Problem; Pedagogical Solution Jennifer Cheveallier 9 th Grade English Teacher P.K. Yonge DRS

2010-2011 School Year: Districts fined for non-compliance with the Florida Constitution’s class size limit:

2010-2011 School Year: Districts fined for non-compliance with the Florida Constitution’s class size limit Before 2010-2011 2010-2011 ~120 students Two sections: English I, English I Honors Three honors sections of 22-26 Two “regular” sections of 24-28 ~ 120 students One heterogenous group Students elect “Core” or “Portfolio”

Pedagogy:

Pedagogy “An academic discipline…is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices.” -James Gee “Our emphasis should be less on student achievement than on students’ achievements. ” -Alfie Kohn “Unless students are given power, they may exert what little power they have to thwart learning and achievement through inappropriate behavior and mediocrity.” -Amber Simmons and Melissa Page “When students learn that they do have control over their choices, thoughts, and actions, it means that their teachers have created motivating learning environments.” –Erika Daniels

How we made the decision:

How we made the decision What is “regular”? “Honors”? Take away honors? Everyone is honors? African American students not making AYP, but consistently scheduled together RTI Tier One = Core Tiers Two, Three = Portfolio

What is “Portfolio”?:

What is “Portfolio”? Same assignments and assessments as Core Writings – essays, 10% Summaries, narratives Reading – poems, articles, books, plays, stories Discussion Presentations Projects Portfolio of major assignments and reflections Reflection – gain understanding, connect learning, metacognition Presentation Night

Wondering:

Wondering Among African American students who have not traditionally qualified for Honors, in what ways does self-selection of Portfolio affect their reading achievement and attitudes as learners? IPDP Goal If I increase rigor by creating a heterogeneous learning environment that combines Core and Portfolio students, then Black students will show gains on the 2010-2011 FCAT reading test.

Students selected for study:

Students selected for study Criteria African American Would NOT have qualified for honors (did not “pass” FCAT) Chose Portfolio Pseudonyms Troy (300) Jake (276) Mona (290) Kalani (308)

Achievement Data:

Achievement Data Name 8 th Grade English 9 th Grade Portfolio 8 th Grade FAIR Fall* 9 th Grade FAIR Winter* Troy B/C C/D 20 th 19 th Jake C/F D/F 11 th 17 th Mona B/B B/B 21 st 14 th Kalani B/B C/B 25 th 49 th Grades FAIR Percentile * Percentile for reading comprehension

Attitude Data – “Favorable” toward Portfolio:

Attitude Data – “Favorable” toward Portfolio Attitude Statement Before Portfolio Now That I’m In Portfolio Disagree Unsure Agree Disagree Unsure Agree I was/am a quick learner. 25% 75% 25% 75% I was/am good at school. 25% 50% 25% 50% 50% I enjoyed/enjoy school. 25% 50% 25% 75% 25% I knew/know how to be organized. 75% 25% 25% 75% I thought/think of myself as an advanced student. 75% 25% 25% 25% 50%

Attitude Data – “Unfavorable”/puzzling toward Portfolio:

Attitude Data – “Unfavorable”/puzzling toward Portfolio Attitude Statement Before Portfolio Now That I’m In Portfolio Disagree Unsure Agree Disagree Unsure Agree I liked/like reading. 25% 75% 50% 50% I felt/feel appropriately challenged by English. 100% 25% 25% 50%

Focus Group Findings:

Focus Group Findings Proud to be in Portfolio; want to continue Main motivation – raise GPA All want careers that would require college Lack of metacognitive thinking (developmental)? Polarity of thinking about school Disconnect between school and “real world”

Further Thinking:

Further Thinking Making school relevant “Sell” the content – they are always thinking about purpose, are we? Freshman Project Supports Patterns for success Help sessions

References:

References Daniels, Erika. “Creating Motivating Learning Environments: What We Can Learn from Researchers and Students.” English Journal 100.1 (2010). Web . 4 April 2011 . <http://www.ncte.org/library/NCTEFiles/Resources/ Journals/EJ/1001-sep2010/EJ1001Creating.pdf>. Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave, 2007. Print. Kohn, Alfie. “Education: Debunking the Case for National Standards: One-Size-Fits-All Mandates and Their Dangers.” Education Week 29.7 (2010). Web. 4 April 2011. <http://www.alfiekohn.org/teaching/edweek/ national.htm>. Simmons, Amber M. and Melissa Page. “Motivating Students through Power and Choice.” English Journal 100.1 (2010). Web . 4 April 2011 . <http://www.ncte.org/library/NCTEFiles/Resources/ Journals/EJ/1001-sep2010/EJ1001Creating.pdf>.