Chapter1BeginningtoListen

Whenthesemesterstarted,Iwasreadytobegincollectingdataformyactionresearch.Atthetime, however,Icouldnotforeseewheremyfindingswouldlead,orhowmyconceptofstudentvoicewould evolve.Iaminclinedtoapproachresearchinascientificmanner,preferringtohavethingswell organized,withpreparedconditionsthatservetovalidateanticipatedoutcomes.However,duetothe unpredictablenatureofaclassroom,Iknewthatmyactionresearchwouldnotworkinthatfashion. Classroomscangetmessy,andIvelearnedthatoutcomescanbeanythingbutanticipated.Ialsoknew thatifInarrowedmyfocusonexpectations,Imightmissawealthofinsightsfromotherclass happeningswhilewaitingformyexpectationstomaterialize.Idecideditwouldbemoreappropriateto embracetheunpredictablenatureoftheclassroom,andtakeamoreopenmindedapproach,whereI collectdataandanalyzeittohelpmeinterpretwhatishappening.Atfirst,whichIwillexpandonbelow, Iwaslost,feelingincapableofextrapolatinginsightsordeterminingmynextsteps.Inretrospect, however,Icanidentifysomepowerfulthemesthatemergedfromthebeginning. Intheseearlystagesofmyresearch,Iassumedthatincorporatingstudentvoicesimplyentailedgetting feedbackfromstudentsthatIcouldusetodesignnewstructuresorreaffirmthechoicesIhadalready made.Thetwoimportantaspectstothisapproach,thatlaterevolved,dealtwithtrustandchoice.For somereason,whichIdonotentirelyunderstand,Ididnotbelievethatstudentswouldgivemehonest feedbackifIinvitedthemtodirectlyworkwithmetohelpbuildstructure.ThiswasjustsomethingthatI assumed,anddidnotpayanymindto.Asaresult,myconceptofbringingstudentvoiceintothedesign ofclassroomstructurewashavingthestudentsreflectontheirworkandexperiences,whichIwould lateranalyzeinanattempttoinformmynextsteps.Atthispoint,studentswereunawareoftheir involvement,andIwasultimatelymakingthechoicesastohowtomoveforward. Thefirstscienceactivity Inthefirstweekofschool,Iwasanxioustobeginmyactionresearch,andhadthestudentsperforma laboratoryexercisethatIhopedwouldcontributetothetwolearninggoalsIhadformyscienceclass. Wespentabitoftimediscussingthestatesofmatter,andthebehaviorofparticlesineachona molecularlevel.Afterwards,Idocumentedthekeyconceptsintroducedinourdiscussiononthefront boardintheclassforthestudentstousereferenceastheyproceededtoperformthelaboratory exercise,hopingthattheywouldbeabletomakeconnectionstotheconceptsandtheirexperience.

Fig.1pictureoffrontboardduringlabactivity

 Theexerciseitselfwasdesignedtoprovidestudentswiththeflexibilitytoexploreandexperiment.I encouragedthemtodocumenttheirfindingsastheyworked,andmyhopewasthattheywouldmake connectionstotheconceptsthatwecovered.Ididnotwanttoleadthemtotheirconclusions,asifthis exercisewasonlyusefultovalidatewhatwehadalreadystatedinourdiscussion,butinsteadprovide themwithopenendedpromptswheretheycouldgivetheirinterpretationofwhatwasoccurring.Itwas guidedwork,butlessguidedthanacookiecutter,ortypicalprescriptedlab.IwassatisfiedthatIhad designedinfreedomtoexplore,butalsocreatedstructurestohelpstudentsachievethelearninggoals. BelowarethetwopagestothelaboratoryexercisethatIgavetothestudents,andtheyworkedin groupsof34.

Properties and Phases of Matter Part I Learning goals: 1. 2. Develop a deeper understanding of matter and how it can be described. Gain experience in using the processes of scientific investigation.

Properties and Phases of Matter Part II Experiment Design Exercise Analysis of Solids and Gases Using Dry Ice As previously discussed, there is no space between molecules in a solid or a liquid. Relatively, there is much more space between molecules in a gas. But, how great is the distance between those molecules? Below is are two example experiments designed to test this relationship using a substance called dry ice, or carbon dioxide in its solid state. At room temperature, dry ice undergoes a process of sublimation, where a substance converts directly from a solid state to a gaseous state. Therefore, if we compare the volumes of a sample of dry ice and its solid and gaseous state, it will provide us insight to the magnitude of space between molecules in solids and gases. Simple Test Take a small piece of dry ice and place it into the beaker of water. What do you observe? Comment on the amount of gaseous carbon dioxide in relation to the amount of solid carbon dioxide. Advanced Testing

Preparation of Oobleck: Mix water and cornstarch to an approximate ratio of 1:1.75 Oobleck So what is Oobleck? Consider yourselves the first people to find the substance known as Oobleck and your task is to describe it to the world. Use your scientific skills to critically analyze the material. Assign descriptive properties to your sample of Oobleck and then observe and record its behavior under different conditions. Initial Observations Describe the substance as best you can. Include intensive and extensive properties. Question - Is it a solid or a liquid? What properties does it possess that would have you think that it is a liquid? What properties does it possess that would have you think that it is a solid? Investigation

Lets roughly attempt to quantify the amount of volume difference between solid and gaseous carbon dioxide. Steps:

Measure a small piece of carbon dioxide and record the volume (~1cm radius). (volume of a sphere= 4/3 r3) Put the piece of dry ice into a balloon and tie off the end. After you are convinced that the piece has completely sublimed, determine roughly the volume of the balloon using the same equation above.

Prepare tests to determine under which conditions it acts as a solid or a liquid. For each test, list the actions taken, and the results. Analysis/Conclusion

What is the simple ratio between solid and gaseous carbon dioxide? Up to date there have been many theories as to how Oobleck works. Based on your observations and knowledge of the phases of matter, propose an explanation to the mechanics behind its behavior. As a challenge, try to include insights of what is happening at a molecular level.

Conclusion: How might this ratio help us understand more about the distance between molecules in a gas? What forces may have been at work that could have affected the numbers we got for our simple ratio?

Fig.2pagesfromlabhandout

 Asstudentsperformedtheexperiment,IwantedtobeaslittleinvolvedaspossiblesoIcouldobserve themproceedontheirown.Usingthisformat,IfiguredthatIifIcoulddeterminethesuccesslevelof theclass,thenIcouldusethatasameasuretoevaluatetheeffectivenessofstructuringlabexercisesin thismanner.Iwrotemyobservationsasthestudentsprogressedthroughtheactivity,onlystoppingto facilitatethetransitionfromPartItoPartII. Icouldclearlyseethatsomethingswereworking.Studentswereengaged,andenjoyingtheirtime playingwiththesubstances.Throughouttheentireactivity,Ididnotfindanyunengagedstudents.When theyfinishedinteractingwiththematerialsinonemanner,theywouldfindallkindsofotherwaysof manipulatingthem,manyofwhichIwouldhaveneverconsideredifIweretodictatewhattheyshould do. WhentheymadeOobleck,acombinationofcornstarchandwaterthatformsanonNewtonianfluid havingquicksandlikeconsistency,therewereavarietyofreactions.Somestudentsstartedtointeract withit,whileotherswerereluctant.However,assoonasonegrouphadpoureditoutonthetableand begantoplaywithit,allothergroupsfollowedsuit.Beforelong,everystudentintheclassseemedto havesomeintheirhandsandwasmanipulatingitinsomefashion.IdidntwanttomoveontoPartII,but wewererunningoutoftime,andtherewasamesstoclean. InotedinmyobservationsaboutthesocialeffectinthelaboratorysettingthatIjustwitnessed.The experimentationseemedtobeinfluencedbyothers.Studentswouldtakeanideafromanothertable andtryitforthemselves,oftenbuildingonit.ThistendencyoccurredagainduringPartII.Onegroupof studentsgrabbedanemptyaquarium,filleditwithwater,andputinsomedryice.Soonacloudlayer formed,andothergroupsofstudentscameforwardtoseewhatwashappening.Oneindividualgrabbed acanisterofbubblesoapandblewsomebubblesintothecloudlayer.Asthebubblesreemergedfrom thecloudandfloatedontop,therewasacollectiveWhoooaaa!fromthegroup.Itooktheopportunity toaskthemwhatmightbecausingthat,andtheysoonagreedthatcarbondioxidegasisheavierthan air.AnothergroupgrabbedanErlenmeyerflask,filleditwithabitofwateranddroppedinapieceofdry ice.Theythenblewsomebubblesovertheflask,andwhenabubblecollidedwiththetop,itstuck, coveringtheopening.Becausedryicecontinuedturningtogasintheflask,anadditionalcloudybubble grewinsidetheoriginalbubblethathadstuckontop.Again,Iheardalong,drawnoutWhoooaaa!and Thatssocool!Anothergrouprepeatedthis,andasthecloudybubbleontheinsideformed,they decidedtoshootitwithalaserpointer.Ihavenoideawhytheychosetodothis,butitmadethewhole insidebubbleglowbrightred,andIfoundmyselfsayingWhoooaaa!.Theexperimentationinthe classroombecamecontagious,withstudentsfeedingoffofeachother,andmyselfidentifyinglearning opportunitiestoofasttoaddress.Itseemedwrongtostopandcleanup. Afterwards,Ilookedbackontheactivityandtriedtodeterminehowmyobservationsrelatedtomy actionresearch.IwonderedifIcouldevaluatethestructurethatIusedforperformingexperiments,and searchedmyobservationsforelementsthatcontributedtothesuccess.Itseemedliketheflexibilityin experimentationcontributedhighlytotheengagementlevel,butcouldIattributetheirengagement

solelytotheflexibility?HowwouldthingscompareifIweretodictatetheirexperimentation,orcreate rigidlearninggoals? Iwonderedabouttheflexibilityforsometime,andanotherthingoccurredtome.Iwasstruckbythe amountoflearningopportunitiesthatmaterializedthroughthedecisionsstudentsmadetointeractwith thematerials.Ifoundmyselfwatching,andwishingIhadcomeupwithmanyoftheirideas.Ievenfelt compelledtojoininandstartexperimentingmyself.Therewassomethingpowerfultothis,yetIhad difficultydefiningwhatthatwas.Ibecameconvincedthatflexibility,initself,wasausefulelementto structureintolabexperimentationmovingforward,bothforthestudentsandme,andIhopedthatI wouldeventuallyknowwhy. Wheremyobservationslackedwasthattheywerentverytellingwhenitcomestotheoverallsuccessof eachindividualinreachingthelearninggoalsoutlinedonthehandout.IdecidedthatIrequiredanother structuretohelpmeassessthis,soIcreatedablogandrequestedforstudentstodocumenttheir findingsasaresponsetopromptsIlisted(shownbelow).Ifeltthiscouldhelpmebetterviewindividual learning,whichwasdifficulttoascertainfrommyobservationsoftheirgroupwork.
ForPartI: 1.Doyoubelieve"Oobleck"isasolidoraliquid? Useyourobservations. Whatinformationdidyougatherfromyourexperiencewithitthatledto yourdecision? 2.ProposeanexplanationtothemechanicsbehindOobleck'sbehavior.Trytouseinsightfrom yourunderstandingofmoleculesinsolidsandliquids. ForPartII: 1.Whatdidyounoticewhenyouplacedapieceofdryiceintowater? 2.Whatsimpleratiodidyoufind? 3.Whatdoesthatsimpleratiotellyouaboutthedifferenceindistancesbetweenmoleculesin solidsandgases? YouonlyneedtosupplyaparagraphortwoforeachParttoaddressthesequestions.Itdoesnot havetobeahugereportjusttrytomakeitclearandconcise.

Fig.3blogreflectionprompts Thestudentshadtheweekendtorespondtotheblog,andIhopeditwasausefultoolincollectingdata, orprovidingaforumforstudentstosharetheirwork.Ilikedthatstudentscouldbenefitfromseeing eachothersworksothattheycouldgainabroaderperspectiveonwhatwehaddone.Irecallfeeling anxiouswhenIopenedituptocheckonMondaymorning,andwhenIlooked,therewere39responses. Ithoughtthatwasprettygood,butIalsowonderedabouttheother11studentswhodidnotpost.

AsIproceededthroughmymorningroutine,Ifoundthemissingwork.7studentsemailedmeabout havingtroublewithpostingtotheblog.4ofwhichcitedtechnicaldifficultiesand3werefeeling reluctanttosharetheirworkinapublicsetting.Theremaining4studentswereabsentduetoillness. TheirconcernshelpedmerealizethatIshouldofferalternativemethodsofturninginwork,andwhenI suggestedalternativeoptionsinclass,suchasturninginhandwrittenwork,thestudentsresponded positivelytoit.Bythatevening,Ihadresponsesfromeverystudent,minusthe4studentswhowereill. Theblogseemedtobeuseful. NowthatIhadmyresponses,itwastimetoanalyzethelearning,andreflectonthelabstructurethatI used.Thechartbelowdetailstheresponsesthatthestudentsprovided. Althoughtheresponsesvaried greatlyintermsofgrammatical scoreof7 correctness,thestudentsdidwellin 14% addressingthecontentassociated scoreof10 28% withthelearninggoals.Icantsayit scoreof8 16% wasveryexcitingevaluatingtheir scoreof9 work,though.Theirresponseswere 42% verysimilar,andbecamefairly repetitiveaftersometime,asifI wasteachingandgradingtheirlevel ofmentaluniformity.IfeltlikeI shouldhavebeenhappyaboutthework,butIwasnt.Itisnotbecausetheydidntaddresstheprompts. Theydidthatquitewell,witheverythingIexpectedmostlybeingthere.Whattroubledmewaswhat wasntthere.TheydidnotincludeanyofthegreatthingsIobserved.NomentionoftheOobleckallover thetables,orthefloatingbubbles,orthelaserbubblesasiftheseeventshadneverhappened. Fig.4distributionofstudentscores Inretrospect,thequestionsIposedwerenotveryreflective,andmoreevaluativeinnature.Therewas somuchlearningthatoccurredoutsidethescopeoftheseprompts,andIhadmystudentstakeno accountofit.InsteadtheyjustrepliedtothepromptsasIrequested,whichineffectwasmedictating andframingwhattheyshouldhavelearned.Thiscausedeverystudentexperience,otherthanonesthat contributedtoresponses,tobecomeinsignificant.Ihadguidedthemawayfromauthenticlearning.I didntwantthistohappenagain,andIwasdeterminedtothinkofwaystoacknowledgeallofthe learningthatoccursintheclassmovingforward,ultimatelydecidingthatinfuturelabexercisesIwould havethemjournalandshareouttheirexperiences. TheremaybeaquestionaboutwhatIwantstudentstolearnfromsomethinglikelazerbubbles,butI seetheseeventsasuniqueopportunitiestoconnectstudentlearningwithanauthenticexperience.The teacherstudentrelationshipwhensomethingisplannedisdifferentfromwhensomethingmaterializes duringaclassactivity.Intheformer,theteacheristhekeeperoftheknowledgewhichneedstobe passedontothestudent.Forthelatter,theteacherandthestudentarelearningsimultaneously,witha jointownershipoftheknowledgethatiscreated.

HeadingintoMath Ihadtoweighthedecisiontoconductmyresearchfortwosubjectsverycarefully.Iknewthatdividing myattentionintotwodisciplinesposedauniquechallenge,yetcouldpotentiallybenefitmywork greatly.Thechallengewasclear.Icouldeasilystretchmyselftoothintakingthisapproach,spendinga greatdealoftimegatheringdatathatmaynotdevelopintocoherentconnectionsorleadanywhere. Eventually,Iwouldhavetofocusononesubjectwhilediscardingalltheworkfromtheother,settingme backquiteaways. Thepotentialbenefits,ontheotherhand,mademedecidethatitwasaworthwhileendeavor.Oneof thehopesIhaveformyresearchisthatmyworkandexperienceswillbevaluableforotherteachers, andinordertoreachthelargestaudienceofeducators,IknewthatIwouldhavetofindthemesand implicationsthatwouldapplyacrossdisciplines.BecauseIbeganbyusingmyChemistryclassasthe contextformyresearch,Iwasconcernedthattheimplicationsofmyfindingswouldapplysolelyto scienceeducation.IfIcouldexpandmyresearchintootherfieldsofinstruction,Imightgainmore powerfulinsights. Fortunately,IteachbothChemistryandMathtothesamegroupofstudents,soIcouldcapitalizeonthis opportunitytoinvestigatetheuseofstudentvoiceineachclass.Asanaddedincentivetotakethis approach,IknewthatasmyresearchprogressedIcouldimplementfindingsfromonesubjectinanother toassessinterdisciplinarysignificance.Thiswould,atleast,allowmetotriangulatethatdataIcollectin eachclasstovalidateanyemergingfindingsorthemes,orassistingeneralizinganyspecificsignificant momentsforbroaderapplication. ExtendingmyResearchtoMathclass ThegoalsIhadformyMathstudentswereforstudentstogainfundamentalskills,developcomplex problemsolvingability,andlearnhowtobestprepareforformalsummativeassessments.Tofacilitate thelearningtowardsthesegoals,Idecidedtoscaffoldthework.Tobegin,thestudentswouldlearnbasic skills.Theywouldthenproceedontocombiningthebasicskillstheygaintodevelopsolutionstomore complexproblems.Lastly,thestudentswouldhaveasummativeassessmentintheformofaquizwhere theycouldindividuallydemonstratewhattheyhavelearned. Iintendedtofollowthisroutinethroughouttheyear,intwoweeksectionsoutlinedbelow.Inchoosing thisschedule,Iexpectedthatstudentswouldbecomefamiliarwiththesystemthatwewereusingand begintofocusontheirownapproachtolearning.
Monday Week1 Chemistry MathIntroducenew concept(s)with worksheet MathIntroducenew concept(s)with worksheet Chemistry Math complex problemsolvingwith newconcept(s) Mathquizreview Flex(Mathor Chemistryfocusas needed) Mathquiz Tuesday Wednesday Thursday Friday

Week2

Chemistry

Chemistry

Fig.5structureforbiweeklyschedule

SimilartoChemistry,Ididnothavemuchtogoonwiththeinitialstructuringofclasswork,anddesigned theactivitiesstrictlybasedoffofmyowndiscretionastowhatIfeltwouldbeeffective.Inaddition,my conceptofstudentvoicehadevolvedlittlesofar,andIremainedcommittedusingstudentreflectionson theirworktoinformmynextsteps.Ididwanttochangemyapproachtogainingfeedback,however. Sincemyinitialresearch,Irealizedthatsuccesscancarrymanydefinitions,dependingonthe perspectiveofthepersonwhoisjudgingthecriteriathatcontributestosuccess.Astheteacher,Ijudged successastheleveltowhichstudentsachievedthelearninggoalsoutlinedinthehandoutduringthelab activity.Thestudents,ontheotherhand,mayhavejudgedtheirsuccessdifferently,attributingitto manyoftheotherexperiencestheyhadduringtheexperimentation.HadIonlyaskedthem,Imayhave gainedgreaterinsightintotheirperspectivesofsuccess,andalsowouldhavepreventedmakingtheir overallexperienceseemlesssignificant.Iwasintentonfindingwaystohavethestudentssharemore authentically,anddecidedthatfollowingthequizIwouldgiveasurveydesignedtogathermore introspectivefeedback,andthencomparethattotheirquizperformance. AnotherelementofstructurethatIwantedtocontinuewastoincludeflexibilityinstudentwork, allowingthemtodeterminewhatisnecessarytocontributetotheirindividualsuccess.Itproved valuableearlier,andIwascuriousaboutanyaspectsofstructuringflexibilitythatmightbeconsistenton aninterdisciplinarylevel.Ichosetoincludeacertainleveloflessguided,independentworktimeineach Mathday,andwouldmakeobservationstohelpgivemeasenseforthevalueofdoingso. Tuesday OnTuesdays,whennewfundamentalconceptsareintroduced,Iplannedtobegintheclasswitha discussionaboutthematerial,lastingroughlyhalftheblockperiod.Iwouldthengivestudentsasheet containingimportantdefinitions,examplesandpracticeproblemstoworkonfortheremainingtimein tablegroupsof45students,wheretheycouldchoosetoproceedinamannerthatbestsuitedthem. WhenTuesdaycame,Iwaspreparedtomakeobservationsaswebeganourdiscussion.Frommy perspectiveitallseemedtogowell.SomestudentstooknotesasItalked,whileothersdidnot.Some askedclarifyingquestions,andforthemostpart,everyoneappearedtobelistening.Iwasalmost convincedthattheyallunderstoodthelesson,untilIgavethemthesheettoworkon.Thedynamic changedquitedrastically,andInoticedthatmypreviousobservationswerenotaccurate.Iwas convincedduringthediscussionthatthestudentsweregraspingtheconcepts,yetitwasclearthatsome werestrugglingasIroamedthroughouttheroomandstoppedbytablegroupstogetacloserviewof theirwork. Myexperiencewithonestudentwhowasstrugglingstruckmefairlyhard,mainlybecauseIdidntknow whattomakeofit.AsIapproachedhertable,sheshiedtowardstheoppositecornerandmade adjustmentswithherbodytoshieldherwork.BeforeIcameover,Inoticedthatshewasworkingwell withherpeers,interactingwiththemfrequently.Itwaseasytoseethatshewasexperiencingdifficulty tacklingthepracticeproblems,yetwhenIaskedherifsheneededanysupportorassistance,shetoldme thatshedidntandeverythingwasfine.Buttomeitwasntfine.Shewasstruggling.Whywouldntshe wantmyhelp?

Thenitoccurredtomethatitwasntthematerialthatmatteredasmuchasitwasme.Shewasworking withherpeers,andIcouldhearhertalkingabouttheproblemsasImovedtoothertables.Therewas somethingaboutmeapproachingherthatcausedhertoshutdown.Ineverdidfindoutwhatitwas,but theexperiencehadadditionalsignificanceinmyresearch.Inanattempttoaddressthisencounter,I resolvedthatitwouldbenecessarytostructuremutliplewaysstudentscouldcommunicatechallenges ordifficulties,andworktobuildanethicofsupportinmyclassbyrespondingtotheissuesthatwould arise.Thismomentinitiatedthefirststepsinmovingtowardsanewconceptofstudentvoice,onethat involvesdirectfeedbackfromstudents. AnothersignificantrealizationemergedfrommeacknowledgingthatIwasincorrectinpresumingthat allstudentsweregraspingtheconceptsduringthelecture.Theflexibilityinthisactivitywasvaluablefor areasonotherthanallowingforstudentstoexplorelearningopportunitiesthatIcouldnotconceive.In thisinstance,itcausedmetoreflectmoreonmyselfasaneducator.Iwasconfidentthatthediscussion waseffectiveandstudentshadgraspedtheconcepts,butIcouldseefromthesecondpartoftheday thatmyperceptionswerefairlymisplaced.ThisbecameespeciallyevidentwhenIconsideredthegirl whorefusedmyhelp.IfshewouldntrequesthelpwhenIapproachedherinapersonalizedmanner, thenitisfairtoassumethatshewouldbeevenlessforthcominginfrontoftheentireclassduringa discussion.Ihadtakenthesilencetowardtheendofthediscussionasanindicationthatthestudents werereadytomoveon. IwonderedabouthowoftenmyjudgmenthasbeenoffandIwasunawareofit.Myconfidencewas shaken.Iwasinclinedtoprotectmyegoatfirst,notwantingtorecognizeanyshortcomings,butI eventuallyacceptedthatassessingtheclassbasedoffofmysoleperspectiveconstrainedmyviewof reality.IknewthatIwouldneedabroaderperspectiveonthelearningthatwasoccurringallthemore reasontoelicitdirectfeedbackfromstudents. Thursday ThetopicfortheweekwasthePythagoreanTheorem.Forthebeginningpartoftheclass,wereviewed thepracticeproblemsfromtheworksheethandedoutonTuesday.Afterwardswemovedontoour activityaimedatdevelopingcomplexproblemsolvingskills.Intentonprovidingmoreselfguidedwork time,Idesignedworkstationsforstudentstorotatethroughat10min.intervalsingroupsof45.Ichose 10minutesbecauseIwantedstudentstohavetimeateverystationandalsotopresentnewscenarios, hopingthatitcontributetoengagementbykeepingtheworkfresh.Eachstationcontainedablank2x2 whiteboardforthegrouptoworkontogetherastheydevelopedsolutions.Myguidingprinciplewasto preparequestionswouldbemoreopen,andencouragedivergentthinkingtowardstheconstructionof multiplesolutions,asopposedtodirectapplicationproblemsstudentsencounteredonTuesdaythat typicallyhavefewersolutionroutes.Again,Imadeobservations,onlystoppingtofacilitatetherotation ofgroupstothenextstation.Iwasparticularlyinterestedinidentifyingbehaviorsassociatedwith collaboration,peersupport,andlevelsofparticipationamongstindividualswithintheirrespective groups.

Afterthefirstrotation,Iimmediatelysawanerrorinthedesignoftheactivity.Twogroupswerenot readytomoveon,namingmembersthatrequiredabitmoretimetogooverthesolutionthatthegroup devised.Ihadtomakeachoice,andneitheronewasideal.Icouldeitherhavethemholdtheirquestions andmoveon,orIcouldgivemoretimetotheentireclass.Ivaluedthecollaborationandpeersupport thatwasdemonstratedfromstudentstryingtohelpeachother,anddecidedthattherewouldbean additional2min.beforerotating.Assoonastheannouncementwasmade,anothergroupgroanedin disagreement,andIoverheardonestudentsay,Imgettingbored.Thisistooslow.Theirentiretable wasfinishedandreadytomoveon.Havingthemwaithadanegativeimpactontheirexperience. LaterintheactivityInoticedthatthegirlIwroteaboutfromTuesdaywasdisengagedfromhergroup. OnTuesdaysheworkedwellwithhergroup,soIwascuriousastowhysheseemedtoremoveherself fromtheactivity.Idecidedtoapproachher,andthistimemoredelicately,attemptingtoappearless intimidatingandempathetic.IstartedthediscussionbysayingYouknow,sometimesteachersplan thingshopingthattheywillwork,butthisdoesntseemtobegoinggoodforeveryone.Whatdoyou thinkcouldmakethisworkbetter?Shesaidthatshecouldntspeakforothers,butemphasizedhow sheneededmoretimetogoovertheearlier,fundamentalmaterial.Tryingtotacklemorecomplex problemsatthispointwastoodifficult. IrealizedthattherehadtobesomethingmoretotheflexibilityIdesignintoactivitiesasidefrom providingstudentstimetoexplorenewstudyandworkhabits.Theyhadthatfreedomwiththetable stations,buttheydidnthaveachoiceabouttheproblemstheyweredoingorthepacingofthework.To betrulyindependent,theyneededmorechoice.IcouldntseehowImightadaptthetablestation activitytoaccommodatethevaryingneedsofallstudents,andfeltthatImighthavetodiscardit altogetherandthinkofanotherwaytofacilitatethebuildingofcomplexproblemsolvingskills. ApproachingtheQuiz Iwentonwiththeremainingscheduleleadinguptothequiz.ThefollowingTuesdayweintroduceda newtopic,andstudentsreceivedasheettoworkonindependentlyoringroupsfortheremainderofthe blockasIroamedandprovidedsupportasneeded.OntheThursday,wereviewedthematerialfrom Tuesday,andthenproceededontoourreview.Ihadpreviouslyplannedtohaveaonesizefitsall reviewsessionwherewewouldwalkthroughproblemsasaclass,butwhenIconsideredmyexperience usingthetablestations,Irevisedmyapproachtoaccommodatemorestudentpreference.Ioffered manyoptionsforreviewandallowstudentstochoosetoworkwheretheyfeltnecessary.Onesectionof myclasswasdevotedtothefirstweeksmaterial,andanothersectionoftheclasstothesecond.I plannedonperformingthereviewasIhadplanned,butforstudentswhochosetogatheraroundmy desk. Theopenreviewstructureseemedtoworkwell.Studentsroamedtodifferentareasoftheclass throughouttheday,seekinghelpfrompeersormyself.Therewasagroupoffourstrongstudentsthat usuallyworktogether,yetInoticedthattheywerenttogetherduringthereview.Instead,theywere workinginvariouspartsoftheroomhelpingothers.Ididnotaskthemtodothis.Otherstudentsknew

thattheyunderstoodthematerialandwereactivelyseekingtheirhelp.Thiswasencouraging,andIfeel theopenformatmighthavecontributedtothesupportiveenvironment. Thefollowingdaywastimeforstudentstotakethequizcoveringthematerialthatwasintroducedover theprevioustwoweeks.SinceIhadscaffoldedtheworktoculminatewithanassessmentoftheir knowledge,Ideterminedthatthequizwouldmakeafittingmeasureoftheeffectivenessofthe structuresthatIhadinplace. OnceIhadcollectedallofthequizzes,Itooktheopportunitytocollectsomedata,andhadthestudents takeaquicksurvey(shownbelow).IwasbeginningtoseethatwhenIdirectlyapproachedstudents,I wouldgetveryusefulfeedback,butIwasstillnotcommittedtomakingthattransition,andwantedto continueusingamoreindirectapproach.Asbefore,Icannotrationalizethiscommitment,butIfeelthat itderivedfrommyreluctancetoshiftthebalanceofpowerintheclassroom.WhereIdidmakeashift wasthatthequestionsIaskedweremoreintrospective.IfiguredthatifIcouldgetfeedbackfrom studentsabouthowtheyfeltgoingintothequiz,thenIcouldcompareittotheiractualperformance, hopingtoseemoreclearlytheconnectionsbetweentheirperspectivesandtheiractualdevelopment. Thisstrategyusesthequizasthemeasureoftheirdevelopment,soIwasalsostillchoosingthecriteria forsuccess.

Fig.6surveyforquizfeedback

OvertheweekendIgradedthequizzesandcompiledalloftheinformationfromthesurveys.I rememberedthinkingthatnowIhadsomesoliddata,feelingencouragedthatthereweresomeconcrete numberstoworkwith.Imadegraphs,anticipatingthatthemeswouldjumpoffthepageatmeonceI couldcomparethedatavisually. IthoughtIwascleverandtriedtocompileallofthedatainonerepresentation,whichonlyservedto makeafancymess(shownbelow).Eachsetoflinesrepresentsoneindividual.

100 90 80 Percentage(%) 70 60 50 40 30 20 10 0

SurveyDataCompilation
averages MorningClassAfternoonClass

Linesformorningclassavg.(57),afternoonclassavg.(68),andtotalteamavg. (blue) studentscore (orange)selfpredictedscore (red) studentpreparation (green) confidencelevel Fig.7graphforcompilationofsurveydata

Thisrepresentationofthedatadidnttellmemuch.Theonlythingthatreallystoodoutwasthatthe afternoonclasshadscoredsignificantlyhigherthanthemorningclass(68%and57%respectively).So whatdoesthismean?Arethestudentsinmyafternoonclassstrongerinmaththanthemorningclass? Dostudentsingenerallearnmathbetterintheafternoon?Wasitme?WasIamoreeffectiveteacherin theafternoonthaninthemorning?Howdoesanyofthisrelatetomyactionresearch? Itwasatotalmess,andIwasntgettingmuchfromstaringatthegraph.Iwasntreadytogiveuponit, though,andfeltthatIjustneededtocomparethedatainamoresimplisticway.Thepurposeofthis, again,wastogaininsightintoanydiscrepanciesbetweenstudentperspectivesandmyown.Ithought thatitmightbehelpfultomakeadditionalgraphswhereIwouldpullouttwocategoriesofdata.Hoping thatconnectionswouldbecomeclearerbetweentheirperformanceandotherlistedfactors,Iprepared graphsfortheiractualscoresvs.studentselfpredictedscores,theiractualsoresvs.theirlevelof preparation,theiractualscoresvs.confidentlevels,andtheirconfidencevs.theirlevelofpreparation. BelowisoneexampleofthegraphsthatImade.Ichosenottoincludeallofthesegraphsinthissection

becausetheyledmetothesameconclusion,whichIwilldescribeingreaterdetailfollowingthegraph below.

100 90 80 Percentage(%) 70 60 50 40 30 20 10 0

StudentScorevs.SelfPredictedScore
averages MorningClassAfternoonClass

Linefortotalclassavg.(62.5%) (blue) studentscore (orange) studentselfpredictedscore Fig.8samplegraphfromsubsequentcomparisons

Thedataitself,whencompared,seemedtobeinconclusiveinrepresentingsignificantconnections betweenthefactorsthatIwascomparing.Thisledmetoreconsidermydatacollectionmethods,and theconclusionIcametowasthatmydatamayhavebeenunrepresentativeofactualstudent experiences.WhenIrevisitedhowIcollectedthisdata,Ibecameunsureifthestudentshadinterpreted thepromptsfromthesurveyasIexpected.Inlookatthetwoquestions,Howconfidentwereyou beforetakingthisquiz?andHowdidyoufeelaboutyourpreparationbeforetakingthequiz?,I wonderediftheseappearedasthesamequestiontothestudents.Ihadmyowninterprationtothe differences:Didtheyusetheirtimeeffectivelywhenpreparing?Didtheyhaveenoughsupportand resourcestoprepareeffectively?Didtheyfeeltheygraspedtheconceptswell?Didthestudentseven considerthesepoints?Therewasnowaytoknow. Soafterallofthisworkcollectingdataandanalyzingit,theonlyrealizationIcametowasthat individually,studentsmaynotaccuratelyinterpretthereflectivequestionsIposed.Iwonderedifthe studentswouldhaveabetterunderstandingifIaddressedtheclassasawholeandclarifiedany questionsthatthestudentsmighthave.Thisrealization,however,provedvitallyimportantasI progressedinmyresearch,becauseithelpedmovemetodecidetoelicitfeedbackfromstudentsmore directlyabouttheirexperiences,andalsoledmetoconsiderwaystoelicitmorequalitativedata. Atthispoint,Iwasntfeelingsogoodaboutmyresearch,andseemedtobeinaconstantstateof frustration.Asjustmentioned,Igatheredalotofdataaboutstudentexperiencesintakingthequiz,but

didnotfeelthatIgainedmuchinsightintotheirlearning,orhowtheotherstructuresinmyclasshad contributedtotheirpreparation.Icouldstareatthegraphsalldayandcomeupwithanincredible amountofthoughtsastowhattheyinfer,buteachinferenceImadewouldonlyleavemequestioning whetherornotImadeanaccurateanalysis,orevenaskedtherightquestions,requiringfurtherdata collectiontovalidate.Thiscouldgoonandon,withnoend!IrealizedIhadtofindawaytoobtaindata thatwasmoreconsistentwithmygoalsanddirectedtowardstheeffectivenessofthestructuresinthe classroom. Itallseemedtooccurtomeatonce.Whynotjustaskthestudentsabouttheiropinionsonhowtomake theclassbetter?Sofar,whenthingswerentworkingaswellasIplanned,orifIwasunsureifasituation wassignificant,Iwouldjustmaintaincourseandworkharder.AndthereIwas,dancingaroundtheidea ofaskingstudentsdirectlybycollectingtonsofdata,makinggraphs,andstrugglingtoseewhatitall means,whenIneededtojustchangecourse.Ishouldhaverealizedthisearlier.Aftermakingthegraphs, Icouldclearlyseethatstudentshadanaccurateperceptionofthework,soitisclearthattheirtakeon whathappensinclassisvaluable.IshouldhaverecognizedearlierinChemistry,whensomestudents requestedturninginworkonpaper,Iagreed,andthatisthereasonwenowhaveabetterstructurefor turninginwork.IshouldhavealsoseenthatwhenIapproachedthegirlwhopreviouslyshiedawayfrom meandaskedherdirectlyregardinghowshefeltabouttheactivity,Iconnectedandgotsincere,useful feedback.Alloftheseinstanceswerepointingtooneconclusioninvitethestudentsintoadirect discussionabouttheirexperiencesintheclass,andalsocritiquethestructuresthatweuse.Myconcept ofusingstudentvoicehadevolved.