Emerging Writers Learn to Revise and Edit

Writing instruction at the early elementary-level has often been reduced to one-size-fits-all prompts, which encourage limited student engagement or creativity. In response to this, many elementary classrooms have seen a push for workshop models that teach students to think of writing as a process. Through a modified Writers’ Workshop model, this study investigates first grade students and their journey through the revising and editing stages of the process. This three month study includes qualitative data collection methods such as field notes and student work samples. The findings of this study suggest that although revising and editing may seem a daunting task for emerging writers, a combination of explicit group lessons, peer conferencing, and checklists can guide students to look at their own writing with a more critical eye. These results suggest the importance of providing writing instruction that allows for more student involvement and peer interaction

Making More Time For Social Studies: Intergrating Social Studies into Reading Instruction Through Whole Class Read-Alouds

It is not uncommon in many elementary classrooms today, that subjects such as social studies receive limited daily instruction time in favor of mathematics and literacy. This situation, in my second grade student teaching classroom, inspired me to study the practice of using read-alouds during literacy time to introduce and reinforce social studies content. I read selected children’s literature aloud to the whole class and we discussed the story, highlighting its connections to social studies, during and after my reading. I used children’s literature, field notes, and student reflection assignments to draw the conclusion that the integration of social studies into reading instruction was an engaging and practical way to expand students’ exposure to and knowledge of topics in social studies. Specifically, I also concluded that read-alouds facilitated my students’ application of vocabulary and their ability to make connections to other texts as well as to the world around them

Retention Through Song One Teacher\u27s Journey with Song in the Classroom

This self-study, which investigated the use of music in the classroom, was prompted by my love and passion for singing and music. My goal was to see if incorporating songs into lessons would reinforce content in grammar, math and science and increase retention of material, as well as students’ excitement for music. Additionally, I aimed to see if it would peak students’ enjoyment while learning. Analysis of field notes, student journals, and other student work, suggest that using songs as a vehicle to reinforce information helps students retain content and make learning enjoyable

Ways to Integrate Science into the Language Arts Curriculum

In this inquiry I sought to answer the question: How can I effectively integrate science into the language arts curriculum? I planned and implemented lessons that combined science, reading and writing while student teaching in a second grade classroom. I combined all three of those subjects through a variety of different activities and lessons. Data collection included lesson plans, writing activities that I created, and written reflections on the effectiveness of the lessons. In this final report, I analyze the extent to which the integrated instruction I implemented was effective, and the significant factors contributing to more or less effective integrated learning experiences in science and language arts. I conclude with some reflections for future practice

Utilizing Mathematic Manipulatives in the Elementary Classroom

This self-study was designed to investigate the impact of using mathematic manipulatives on elementary students\u27 learning of expected math skills, specifically at the fourth grade level. This inquiry included the implementation of both concrete and virtual manipulatives. In order to determine how to utilize manipulatives in math to support and foster student attention, comprehension, and retention, this inquiry focused on observations, lessons, student assessments, and reflections. I conclude that manipulatives can be beneficial tools used to enhance student learning when they are properly applied within the classroom. It is necessary for teachers, as well as students, to have ample time to learn how to use the manipulatives. I believe the most effective way to utilize manipulatives, so students can better understand an abstract mathematical concept, is when teachers take time to research and demonstrate for students how to correctly use the manipulatives

What Works in Writing

For this self-study, I developed and presented a series of authentic writing experiences and corresponding mini-lessons for fourth graders. This study looks at my journey through the early stages of implementation of a literacy program based on writer\u27s workshop. The goal of this study was to answer the questions of which teaching methods best engage and motivate students, whether the implementation of some components of writing workshop leads to differentiated, individualized instruction in support of all students\u27 writing, and how to balance grammar instruction with workshop practices. By evaluating my lesson plans, student work, writing conference transcripts and field notes, I find that student-teacher writing conferences are especially useful, both for differentiating instruction and for developing positive attitudes about writing. The results highlight the importance of explicit instruction of the writing process in order to teach the skills needed to create an effective writers\u27 workshop

Responding to the Challenges of Teaching High School Journalism

In this inquiry, I address the challenges of teaching high school journalism classes in which the students vary in prior knowledge of and experience with journalism, as well as in age and academic ability. The heterogeneity of the students and the variety of tasks that are involved in publication create an environment that poses certain challenges for the teacher/adviser in terms of effectively individualizing instruction with the common class goal of producing the newspaper. During student teaching, I implemented and examined different pedagogical strategies in exploring how to help students meet learning goals specific to each level of the course. Through analysis of my written reflections on student participation and learning, along with student feedback, I have reached conclusions as to which strategies are most effective in the journalism classroom. I have also gained insight as to what journalism students find meaningful about their learning in the class

Making Multi-Age Work

While student teaching in a combined first and second grade class, I was faced with the challenge of meeting the diverse needs of my students. In this study I address the challenges of teaching in a multi-age classroom. My goals were to develop an inclusive classroom community while exploring effective methods of organizing students for instruction, small group work, and independent practice. I employed a qualitative methodology, collecting data in the form of field notes, journal entries, student dialogues, student work, and lesson plans. I share stories of my successes and missteps and conclude that establishing an optimal multi-age classroom community works best when social and academic student relationships across grade lines are encouraged and the benefits of multi-age grouping are discussed with students. Additionally, I found that student learning was most successful when students were placed in changing and flexible groups and worked with others of various achievement levels

Implementation of Student-Centered Learning in the Elementary Classroom

This self-study examines implementation of student-centered learning in a second grade gifted classroom. My objective was to meet the needs of the students in ways that urged them to participate in their own learning. Specifically, I explored the questions, how can I implement student-centered activities\u27 in a way that students still obtain all the information that would be presented to them in a traditional teacher-centered lesson? and what are the students\u27 responses to learning that is centered on their specific educational and developmental needs? Data included documenting and reflecting upon lessons which involved hands-on activities or cooperative group work. All lessons required students to take an active role in their own learning. I found that student-centered learning is more enjoyable than traditional teacher centered instruction for both students and teachers, just as effective in the acquisition of skills and knowledge, and perhaps more effective in engaging students in higher-order thinking

Integration of Health Education into Mathematics

The purpose of this study was to explore the integration of health education into the mathematics curriculum in a fourth grade classroom. I developed and taught math lessons that involved making graphs which focused on diet and exercise. The unit was designed to incorporate two Illinois State Learning standards in which students should be taught the basic principles of health in order to maintain physical fitness and be aware of how to prevent and treat illness and injury. I generated my own post unit assessment of student learning and provided students with a journal in which to record their written reflection on healthy diet, exercise, and sleeping habits. I examined their journals and test results to determine if they had learned the math skills while also looking for meaningful responses in their journals. I concluded that health education can be successfully integrated into mathematics when it is connected to student\u27s lives and there is ample time to teach the unit