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Implementation Team Research (9th Grade)
Implementation Team Research (9th Grade)
Research
Research
Research Theme:
We will design collaborative experiences for students that foster a sense of empowerment through meaningful activities.
Meaningful work centers around educational experiences that are active, constructive, intentional, authentic, cooperative, or relational.
Collaborative discussions can foster empowerment by encouraging active participation and ownership of learning while practicing communication skills.
Students can use literacy as a tool for social justice to develop critical thinking and connection to themselves and their communities to promote change.
Equity Theme & Lesson Hypothesis
Equity Theme & Lesson Hypothesis
Equity Theme:
Students will make personally relevant connections to their work and lives through collaborative experiences that center their voice and choice to tend to their sense of empowerment.
Hypothesis:
If we employ meaningful group work while students are making sense of Maslow’s Hierarchy of Needs, then students will improve the development of their agency through voice and choice to tend to their sense of empowerment as evidenced by
Reflection
Reflection
Glows:
Students were clearly engaged, they wanted to participate with each other.
Impressed with the classroom's routines and structure.
Lots of clear examples of students' selves in their responses in the chalk talk.
Teacher talk time was low, students engaging with each other was high. There was an even number of boys and girls called on.
Grows:
So many activities happened, but did they go deep enough? However, the lesson gave them a lot to chew on, students made connections and applied them to their world.
Wondering if full group discussions that allowed students to make meaning of the content together could have happened.
Cycle 1
Cycle 1
PDSA 1
PDSA 1
The change idea: Making an identity mask with drawings to represent different aspects of self.
Implementation: Masks w/ sentence frames to guide creation of masks (think of empathy interview questions) after independent time
Reflection questions at the bottom:
What are your top 3 identity markers? Why are they important to you?
Gallery walk with reflection:
What were some things you noticed about your classmates’ masks?
Outcome:
PDSA 2
PDSA 2
The change idea: La Bolsa: past, present, future presentations represented in three meaningful objects.
Implementation:
L: aztec gods… precious knowledge- ancestors
Smoking mirrors- understanding the past quick write.
E: draw on the bag and choose objects
D: present items
-why is it significant to you?
Data: Individual student reflections and a poll of which play center students prefer.
Lesson Study
Lesson Study
Lesson Goal: Students will be able to understand Maslow’s Hierarchy of Needs and make predictions about what they have to do with community.
Lesson Standards:
Identity 1 ID.9-12.1
I have a positive view of myself, including an awareness of and comfort with my membership in multiple groups in society.
RL.9–10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9–10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9–10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Justice 14 JU.9-12.14
I am aware of the advantages and disadvantages I have in society because of my membership in different identity groups, and I know how this has affected my life.
Launch:
Students will come into class with a question on the screen: "What are human needs? Name some examples." Students will settle into their seats and begin discussing with their tablemates. Their ideas will be unpacked in a full group discussion.
Students will be introduced to the vocabulary for the lesson: hierarchy, esteem, physiology, and self-actualization.
Then, in small groups, students will work together to place the categories of Maslow's Hierarchy of Needs on the provided poster papers. Once students determine the order, they will work together to place the needs from the article into each section of the pyramid. Ideally, students will make educated guesses and debate with each other to decide where each need goes on the poster.
Explore:
As a whole group, students will read Maslow's Hierarchy of Needs article from CommonLit. As they read, students are prompted to annotate their articles, finding the main ideas from each paragraph. Students will also be encouraged to check whether their guesses from the warm-up activity were correct on their posters. Throughout the reading, I will pause students to make sure they are annotating their articles.
Then, students will be introduced to the group roles for the chalk talk activity. After defining what each role is, students will determine which role they will play in the activity. Students will move around the room to 5 different stations (the back side of their posters), where they will work together to write down some ideas regarding Maslow's Hierarchy of Needs.
“For example, a person with an eating disorder may ignore the need to eat and the security of health for a feeling of belonging.” Why did the author put this scenario into the article?
Why might it be true that a student who doesn’t eat a nourishing lunch will likely do poorly in school? Use examples from the article.
Maslow’s Hierarchy of Needs has not been proven with science, it’s a way of thinking. Why is it difficult to prove Maslow’s theory?
What kind of community programs exist to help with physiological needs that aren’t being met? Name some real life examples.
How can psychological theory (like Maslow’s Hierarchy of Needs) be useful in understanding the motivations of people? Reference an example from the article.
Drop your anchor:
The final portion of this lesson will involve a discussion about community: "If needs aren't being met in a community, what do you predict will happen? Can you name any historical examples?"
Lastly, students will fill out an exit ticket, where they can choose from two prompts:
"Which needs feel most important to you in your life at the moment? Why?
"How does it feel when your needs are being met? When they aren't being met? Give examples."
Data Collection: During the lesson we used note catchers to make observations of 3 specific focus students. Each visiting teacher will focus on one student. The note catcher will focus on 5 specific student actions I - Idea, C - connection, Q - question
Focal Student 1:
Focal Student 1:
Assets:
Describes themself as disciplined and smart.
Applying concepts from class to real life.
Tries to find the fun in classroom activities.
Needs:
Time to draft ideas.
Focus when doing classroom assignments.
Focal Student 2:
Focal Student 2:
Assets:
Describes themself as calm, quiet, and cooperative.
Engagement with practical tasks.
Applying learning to real world skills
Needs:
English language supports.
Structure for how to accomplish tasks.
Focal Student 3:
Focal Student 3:
Assets:
Describes themself as hard working, calm, and smart.
Working as a team player.
Able to step out of their comfort zone and try new things.
Needs:
Balance of collaborative and independent work time.
Multiple modalities of engagement.
Teacher Observations of Focal Students:
Teacher Observations of Focal Students:
FS1:
FS1:
Generally really engaged, but at times distracted with classmates outside of their table group.
They were excited to see if they were right for the intro activity.
They annotated a lot when reading the article as a class.
They were social but not distracted during the chalk talk, was excited to engage with their classmates.
Asked a lot of questions. Some to clarify instructions, some to push the thinking of their tablemates.
FS2:
FS2:
Seemed very quiet and reserved, but ready to work during the warm-up and chalk talk.
They started to do the group work without knowing exactly what their role was, but asked for clarification as the activity started.
Even though their role was the facilitator, they played more of a background role because their two tablemates dominated the discussion.
FS3:
FS3:
Very engaged, right from the bat started writing and looking at the screen to follow directions.
Seemed to take the lead in group settings.
They only talked with one of their tablemates for most of the lesson.
They annotated their article a lot when reading as a group.
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