Cross Case Study

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Cross Case Study

• Matt Green, Bridget Hoolihan, Kimberly Krawczyk,
  Anne Scott and Erin Severson

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1. What did I learn about Middle School Students?
(Expectations, surprises,include Sharpen the
Saw)

• THEY HAVE ENERGY!
• Positive and Negative
• Socially Motivated
• Like Erins Student Terrin
• THEY NEED VARIETY!
• Annes students couldnt focus for more than an
  hour

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1. What did I learn about Middle School Students?
(Expectations, surprises,include Sharpen the Saw)

• When given the proper activities Middle School
  Students can be motivated and focused!
• Kims Students

Bridget and her student Alicia motivated on a
worksheet?
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1. What did I learn about Middle School Students?
(Expectations, surprises,include Sharpen the Saw)

• Students ARE TRULY experiencing complex emotions
• Critical thinking skills are still developing

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2. What are some literate practices observed?
(include Sharpen the Saw)

• Family practices influence childrens literacy
• Families who read at home had children who liked
  to challenge themselves (Bridget, Kim and Erin)
• Families who didnt read had children that didnt
  read (Erin and Bridget)

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2. What are some literate practices observed?
(include Sharpen the Saw)

• Students read for social purposes
• Students had a hard time admitting that they
  liked to read
• Students dont find much time outside of school
  to read even if they like it

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2. What are some literate practices observed?
(include Sharpen the Saw)

• THE MANGA CONFLICTIs it confusing or engaging?
• Sharpen the Saw students were confused
• Selby-Dale students were reading them constantly

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2. What are some literate practices observed?
(include Sharpen the Saw)

• Gender differences in reading?
• Males read for purpose?
• Males read less?
• Females read for enjoyment?
• Females read more?

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3. How did participation in the urban
neighborhood inquiry project foster literacy
practices that may not be fostered in a more
traditional curriculum?

• Kids motivations was turned off by real lack of
  choice teachers picked neighborhood and topics
• Students needed more immersion in the inquiry
  project

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3. How did participation in the urban
neighborhood inquiry project foster literacy
practices that may not be fosterd in a more
traditionalcurriculum?

• Students are used to working for a grade
• Students had a hard time switching to working to
  learn (Anne)

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3. How did participation in the urban
neighborhood inquiry project foster literacy
practices that may not be fostered in a more
traditional curriculum?

• Students had a hard time connecting all of the
  work as one large inquiry project where
  everything worked together

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4. How did the students vary in their ability to
employ inquiry strategies?(Reference assessment
data, previous experience, purpose,
interest,motivation, etc).

• Some students struggled
• Students doing the interview couldnt connect the
  ability to ask questions and use follow up
  questions.

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4. How did the students vary in their ability to
employ inquiry strategies?(Reference assessment
data, previous experience, purpose,
interest,motivation, etc).

• Students are well trained to do exactly what
  there teachers tell them and not ask questions
  for themselves (Bridget)
• Constraints from teachers seemed to hinder the
  control students had on the project

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4. How did the students vary in their ability to
employ inquiry strategies?(Reference assessment
data, previous experience, purpose,
interest,motivation, etc).

• Inquiry projects require internal motivation!
• Inquiry projects are Constructive Learning the
  students working on the SelbyDale Project needed
  to construct more of the project

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AND NOW FOR THE REVIEW BY MATT
Katie Ds Inquiry Project that would have been