Running head: CONCERN AND COOPERATION

Concern and Cooperation Dianne Kraus Wilkes University

CONCERN AND COOPERATION

Abstract The mini-study was conducted to analyze a video demonstrating concern and cooperation in a sophomore AVID Elective class at Dundee-Crown High School. There were 28 college-bound students who participated. The students have mid-range test scores, and they represent the underserved middle students. The students participated in a class discussion to celebrate highlights for the week after being greeted at the door by their teacher in preparation for their weekly tutorials with college tutors. The weekly reflection is a team building activity and celebration for class members to share their successes and moments of pride from the week. The target learning goal for this lesson is that students will be able to apply strategies to overcome academic obstacles to goal achievement.

CONCERN AND COOPERATION

Concern and Cooperation

The lesson plan that incorporated concern and cooperation is a weekly class discussion held prior to tutorials with college tutors. The students prepare a tutorial request form (TRF) that consists of two higher order questions and is the focus for the tutorial groups. The students prepare Cornell notes that are turned in for grading at the beginning of the class with the TRF. The tutors use the TRF forms to divide the students into groups and they score the notes based on a rubric. While the tutors are preparing for the tutorials the teacher reflects on successes with the students based on their GPAs. The GPAs are goals, plans and actions that the students have prepared for short term, mid-term and long term goals. The class shares other non-academic events during this time and celebrates with the students or teacher who is sharing the spotlight. The video-taped lesson occurred at the end of a grading period and students have written their reflections on their GPA and will be writing their new GPA at the next class. The class just finished the college research presentations based on a student interest inventory. (See Appendix A) The goal for the lesson was met during taping because all of the students were able to apply

strategies to overcome obstacles to goal achievement during the past term and the reflections that they wrote for their GPA were proof of this achievement. There were three students that demonstrated their mastery of this learning goal during the video by analyzing their achievement of their goal and applying strategies to overcome the obstacles to goal achievement. (See Appendix B). The focus for analyzing the videotaped lesson was based on the Marzano Protocol Design Question 8. (See Appendix C). The data collected by observation demonstrates that the teacher used interests and background to produce a climate of acceptance and community. The students were discussing their own academic goals and plans for the future by reflecting on their past experiences and their goals for the future. One student discussed how he changed his viewpoint

CONCERN AND COOPERATION

on dropping out of school and shared his plans for success. Another student shared his experiences from the previous term and how he has improved. A female student discussed her experience with the Worthy program and her new outlook based on an experience that resulted from her college search. Northrop Grumman works with the students during the school year on selected projects tailored to their business interests and technical level. Upon graduation from high school, qualified students receive multiyear partial scholarships from the company ($5000/year for a maximum of $20,000 as long as they maintain a t least a 3.0 GPA) to an accredited college or university where they will major in math or science. (CSBA, 2010) Another student who was not on the videotape will be flown to Southern Illinois University by an American Airline pilot who is an alumnus of our high school to take a tour of the school and to visit with the architecture school. This experience is based on the students interest inventory. Based on this data, the teacher built the students interest for career and college choice into the lesson. The teacher in the video also shared a special moment with the students because the students nominated their teacher as their favorite in the district and she won a monetary award. The teacher received the nomination forms from the hosts of the contest and the students stated that they felt that the teacher understands their real lives. (See Appendix D). The teacher shared her appreciation for their thoughts during the video and hugged one of the students who gave special feedback. Regarding appropriate use of verbal and non-verbal behavior that indicates caring for students the teacher gives students high-fives, she meets them at the door when they arrive and greets them by name and she shows interest in their personal lives. This is demonstrated

CONCERN AND COOPERATION

by the conversation between the teacher and the student with the surgery and the interest shown for late homework, sleep loss and athletic practice. The teacher also smiles at the students, nods her head and uses humor with the students. The students feel comfortable with each other and with their teacher. They demonstrate respect for one another and for their teacher by clapping to celebrate and by giving each other the appropriate level of attention during the discussion. The lesson is innovating in that the teacher is using strategies that engage students in their own interests, and she has the students engage with one another to motivate themselves by sharing personal experiences. The teacher shows a caring response to the students by celebrating their successes, understanding their needs and lives, responding to their research by providing them with unique career internship and college visit opportunities. The students are provided with tutorial instruction that is tailored to their needs by college tutors and the teacher is able to assess the success of the lesson through student interviews, reflection and summary sheet, student presentations and discussions. I am very proud of the lesson I feel that it went very well. I am proud of the relationship that I have with all of the students in the AVID program. I have worked diligently to establish these relationships with all of the students. Many of these students do not have the support from home so our classroom is a family that is devoted to supporting and caring about one another. An area where I need to grow is the development of more interest inventory surveys in order to get feedback from students. I plan to use computer surveys or feedback systems that the students can use during advisory so that I can determine their interests.

CONCERN AND COOPERATION

References California School Board Association (2010). Northrop Grumman Worthy Program. Retrieved on February 8, 2012 from http://www.csba.org Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

CONCERN AND COOPERATION

Appendix A

Appendix B

Rubric Score 4.0 The student will be able to monitor progress toward achieving a goal and evaluate ones performance against criteria. In addition to score 3.0 performance partial success at score 4.0 content The student will be able to apply strategies to overcome obstacles to goal achievement. No major errors or omissions regarding score 2.0 content and partial success at score 3.0 content. The student will be able to analyze why they achieved or did not achieve a goal Partial success at score 2.0 content, but major errors or omissions regarding score 3.0 content With help, partial success at score 2.0 content and score 3.0 content With help, partial success of score 2.0 content, but not at score 3.0 content Even with help, no success

Score 3.5 Score 3.0

Score 2.5

Score 2.0 Score 1.5

Score 1.0 Score 0.5 Score 0.0

APPENDIX C

Appendix D

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