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Cross Case Study

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Cross Case Study Matt Green, Bridget Hoolihan, Kimberly Krawczyk, Anne Scott and Erin Severson – PowerPoint PPT presentation

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Title: Cross Case Study


1
Cross Case Study
  • Matt Green, Bridget Hoolihan, Kimberly Krawczyk,
    Anne Scott and Erin Severson

2
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

3
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?
4
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

5
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)

6
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

7
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

8
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?

9
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

10
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)

11
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

12
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.

13
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

14
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

15
AND NOW FOR THE REVIEW BY MATT
Katie Ds Inquiry Project that would have been
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