Problem of Practice
Module 1
1. Describe Your Problem
My problem of practice is improving active student engagement during reading workshop. This is a problem for me as a teacher because of the amount of management first grade entails. I find that many of my students become distracted or unfocused during times I’m working with them as a whole-group for long periods of time. Additionally, students can become off-task when I “don’t have my eyes on them” (i.e. reading workshop centers). However, small-group time is a great way to differentiate instruction, make connections with my students and work more closely with my students' individual needs. My hope is that my class will become more actively engaged (working on-task) in reading workshop by adjusting the way I plan that part of my day.
2. The Context
My district participates in the Oakland Schools Reading Workshop program where the hour block includes a mini-lesson, active engagement, “independent work time” and regrouping. This model is followed K-5 in our building with some adaptations to include Daily 5 center activities and other “station” working areas for young students to work at independently. Six and seven year olds are a handful and relinquishing control to my students during center time to work independently at this age is a bit overwhelming. There are many times I'm working with a guided reading group and I'm taken away from that group to diffuse or address an issue (off task, arguing, unclear of directions) elsewhere in my classroom.
3. Your Audience
My audience is my first grade class.
5. Preliminary Thoughts
I plan to approach this problem area is by participating in colleague conversation, traveling to other classrooms in my building to see how other teachers are operating their reading workshop time and utilizing online research and studies that explain the benefits of a "center-run" reading workshop time. I also plan to use content I’ve learned from the modules in this course to adapt my reading workshop time in a way that would be more efficient and engaging for my first graders.
My problem of practice is improving active student engagement during reading workshop. This is a problem for me as a teacher because of the amount of management first grade entails. I find that many of my students become distracted or unfocused during times I’m working with them as a whole-group for long periods of time. Additionally, students can become off-task when I “don’t have my eyes on them” (i.e. reading workshop centers). However, small-group time is a great way to differentiate instruction, make connections with my students and work more closely with my students' individual needs. My hope is that my class will become more actively engaged (working on-task) in reading workshop by adjusting the way I plan that part of my day.
2. The Context
My district participates in the Oakland Schools Reading Workshop program where the hour block includes a mini-lesson, active engagement, “independent work time” and regrouping. This model is followed K-5 in our building with some adaptations to include Daily 5 center activities and other “station” working areas for young students to work at independently. Six and seven year olds are a handful and relinquishing control to my students during center time to work independently at this age is a bit overwhelming. There are many times I'm working with a guided reading group and I'm taken away from that group to diffuse or address an issue (off task, arguing, unclear of directions) elsewhere in my classroom.
3. Your Audience
My audience is my first grade class.
5. Preliminary Thoughts
I plan to approach this problem area is by participating in colleague conversation, traveling to other classrooms in my building to see how other teachers are operating their reading workshop time and utilizing online research and studies that explain the benefits of a "center-run" reading workshop time. I also plan to use content I’ve learned from the modules in this course to adapt my reading workshop time in a way that would be more efficient and engaging for my first graders.
Module 2
Reading workshop is about an hour block in the morning of the first grade day. Students in my class have a reading strategy to focus on and practice that skill independently and with me. My biggest struggle in reading workshop is maintaining student engagement during this part of our morning routine. Students in first grade have a lot of energy and can be easily distracted during independent work time by their neighbor or the classroom environment. Reading workshop consists of 3 parts: mini-lesson, active engagement and regrouping. My students work in centers during active engagement where they may focus on the skill of the day or other reading skills that have already been covered.
In order to gain more understanding about what it is that causes students to become unfocused or lack engagement, I first observed my class and gained information simply by watching the ways the students behaved. I found that many students lacked clarification in expectations during reading workshop time. Students seemed to wander aimlessly, ask a friend “where does this go” or “what do I do now”, “how much longer until we switch”. While the structure of reader’s workshop is the same every day, the students are not clear about what they should be doing during the active engagement time.
The second method I used to empathize with my students was through interviewing. I told the students that they wouldn’t hurt my feelings with their honesty and that I want to make their reading time something they look forward to every day. I asked students “how could I make reading workshop more interesting or what could I change?” Below are some of the responses I received from my class.
By interviewing some of my students, I was able to get a first-hand perspective of what their likes and dislikes are regarding reading workshop time. It also allows me to be able to come up with some potential design ideas to better-accommodate students wants and needs in reading workshop.
One thing I learned is that I was did not communicate clear expectations to my class. I run my classroom in a very structured way but somehow overlooked the need for clarity in each center. My class seemed to get easily turned around and uncertain of each station’s purpose. This has helped me think of ways I could adjust the way my centers are run so that I am able to work with a guided reading group without as many interruptions or questions to be answered.
It’s also important to note that some of the expectations I had for my class during independent work time may not have been appropriate. Modeling plays a big part in a teacher’s lesson and without my modeling, students lack the knowledge of the “correct” way to compete an unfamiliar or “new” activity. I have recognized that I need to design the independent work area with a work that is more familiar to them.
In order to gain more understanding about what it is that causes students to become unfocused or lack engagement, I first observed my class and gained information simply by watching the ways the students behaved. I found that many students lacked clarification in expectations during reading workshop time. Students seemed to wander aimlessly, ask a friend “where does this go” or “what do I do now”, “how much longer until we switch”. While the structure of reader’s workshop is the same every day, the students are not clear about what they should be doing during the active engagement time.
The second method I used to empathize with my students was through interviewing. I told the students that they wouldn’t hurt my feelings with their honesty and that I want to make their reading time something they look forward to every day. I asked students “how could I make reading workshop more interesting or what could I change?” Below are some of the responses I received from my class.
- “There’s too much sitting. I want to be able to walk around the room more.”
- “I wish there was a center for writing stories.”
- “I want to be able to read with a buddy more.”
- “The centers are boring because it’s the same every time.”
By interviewing some of my students, I was able to get a first-hand perspective of what their likes and dislikes are regarding reading workshop time. It also allows me to be able to come up with some potential design ideas to better-accommodate students wants and needs in reading workshop.
One thing I learned is that I was did not communicate clear expectations to my class. I run my classroom in a very structured way but somehow overlooked the need for clarity in each center. My class seemed to get easily turned around and uncertain of each station’s purpose. This has helped me think of ways I could adjust the way my centers are run so that I am able to work with a guided reading group without as many interruptions or questions to be answered.
It’s also important to note that some of the expectations I had for my class during independent work time may not have been appropriate. Modeling plays a big part in a teacher’s lesson and without my modeling, students lack the knowledge of the “correct” way to compete an unfamiliar or “new” activity. I have recognized that I need to design the independent work area with a work that is more familiar to them.
Module 3: Part 1
Part A: The 5 Whys
My problem: Lack of student engagement in reading workshop.
Why #1: Why is this a problem?
Students aren’t able to focus during reading workshop time.
Why #2: Why aren’t students able to focus during reading workshop?
Students aren’t clear on their expectations.
Why #3: Why aren’t students clear about their expectations?
I neglected to create a structured reading workshop routine for my class.
Why #4: Why didn’t you create a structured reading workshop routine?
I followed the structure of classrooms I’ve seen and lessons that have been successful elsewhere.
Why #5: Why did you create a classroom setting following structure and lessons from other classrooms?
I thought these “popular” approaches would work well with my students.
My problem: Lack of student engagement in reading workshop.
Why #1: Why is this a problem?
Students aren’t able to focus during reading workshop time.
Why #2: Why aren’t students able to focus during reading workshop?
Students aren’t clear on their expectations.
Why #3: Why aren’t students clear about their expectations?
I neglected to create a structured reading workshop routine for my class.
Why #4: Why didn’t you create a structured reading workshop routine?
I followed the structure of classrooms I’ve seen and lessons that have been successful elsewhere.
Why #5: Why did you create a classroom setting following structure and lessons from other classrooms?
I thought these “popular” approaches would work well with my students.
Part B: Why-How Ladder
Part C: POV Madlib
Every student needs needs more interest in reading every day because otherwise none of us could read this.
Part 2: Problem of Practice Statement
My problem of practice is lack of engagement in reading workshop. This involves my class of first graders who participate in this reading workshop every morning that consists of about three parts as designed by the Oakland University unit that my district follows. Students have a focus that I model as a whole-group lesson, which is followed by active engagement where students go off and work independently or in small groups and then regrouping at the end of the hour block in our morning.
My classroom is filled with energetic six and seven year olds that have a big year of progress to be made. I have noticed that during reading workshop, many of my students lack focus in their small group setting. This may be chatting with a neighbor, distracted by their surroundings or catching a student “day dreaming”. Additionally, many students are unclear about their expectations or responsibilities at these stations. While lack of focus can be attributed to the fact that my students are so young, I know that there is something that I need to do in order to eliminate this during our lesson time
I believe that my own lack of structure during reading workshop can be considered one of the root causes of this problem in my classroom. I also believe that the routine or procedures of my reading workshop is not entirely developmentally appropriate for my class. From these observations, I plan to redesign the way I run my reading workshop time to allow for most on-task, independent or group work time where students feel certain of their goals and confident in the work they are completing. Reworking the way I run my reading workshop time and thinking about the things students would be able to complete on their own while still interesting them would provide my students with great reading improvements.
My classroom is filled with energetic six and seven year olds that have a big year of progress to be made. I have noticed that during reading workshop, many of my students lack focus in their small group setting. This may be chatting with a neighbor, distracted by their surroundings or catching a student “day dreaming”. Additionally, many students are unclear about their expectations or responsibilities at these stations. While lack of focus can be attributed to the fact that my students are so young, I know that there is something that I need to do in order to eliminate this during our lesson time
I believe that my own lack of structure during reading workshop can be considered one of the root causes of this problem in my classroom. I also believe that the routine or procedures of my reading workshop is not entirely developmentally appropriate for my class. From these observations, I plan to redesign the way I run my reading workshop time to allow for most on-task, independent or group work time where students feel certain of their goals and confident in the work they are completing. Reworking the way I run my reading workshop time and thinking about the things students would be able to complete on their own while still interesting them would provide my students with great reading improvements.
Module 4: Ideate
Part 1: Brainstorm Session
I spent my brainstorm session with two co-workers on a long drive to a technology conference in Grand Rapids, Michigan. We were on the road for two hours which allowed me to talk about my problem of practice with a second grade and fourth grade teacher. We discussed the way their reading workshop looks in their classroom and how they keep students interested during this block of time.
Q: What does your reading workshop consist of?
2nd Grade: I have students come to the carpet and introduce them to a skill through a mini lesson. This becomes the focus for when students go off to independently read. I have students working at their seats with their book bins after the carpet where they are to read books from their bin for about 25 minutes. During this time I have students come meet with me for guided reading groups. I try to meet with two groups a day.
4th Grade: Mine is similar to this setting, except students are meant to read independently for about 30 minutes a day in the classroom. My guided reading groups is more of a "book club" discussion rather than a strategy focus. By fourth grade students are working on higher level thinking skills and less decoding.
Q: Would you consider your students to be actively engaged during reading workshop?
2nd Grade: I would say that my class is engaged, although there are times when I check in and recognize when they may need a brain/wiggle break to refocus after an extended period of time.
4th Grade: My class is quiet during reading workshop which isn't the case in lower elementary grades. I notice the difference in students reading styles from reading texts aloud to reading texts in their head. Fourth graders do have more stamina and focus by fourth grade as well.
Q: Would you incorporate the use of centers for reading workshop time?
2nd Grade: I try to separate my students a couple times a week into centers but typically find that my class operates well with seat-work. There is the option of using iPads and the computers to incorporate technology in reading. Students are usually pretty excited and eager to be able to use the computer for Raz Kids or other reading programs similar to iPad apps.
4th Grade: Centers isn't as common in my room but I do try to include computers and iPads in the day to give students some choice and variety.
Q: My first graders come from kindergarten where their day consists of many different centers for short periods of time that aren't always necessarily "curriculum-related" (doll house, play kitchen, puppets). How can incorporate centers in my classroom without creating more work for myself?
2nd Grade: Maybe organizing your class into behavioral group rather than reading level groups. Sometimes eliminating potential "flare ups" will allow your class to operate more smoothly.
4th Grade: Keep your center switches from 1-2 a day. My son's teacher does this and he loves knowing which centers he'll get to the next day. It won't make you feel as rushed to get through your reading groups as well.
Q: How do I build stamina in reading so that students are engaged in their reading?
2nd Grade: There's apps on the school iPads that are similar to an interactive white board. I have my class use it for writing sentences or sight words on during word study. You could have students write down their word families, color words, etc. that they've been practicing instead of on a regular white board.
4th grade: I use a timer so my class knows that while that timer is ticking on the board, they are to be working. I usually have some form of an "exit slip" to keep them accountable for their reading.
Q: What types of centers do you feel would be developmentally appropriate for first graders in reading?
2nd Grade: word building and word patterning. Giving students something they know how to do on their own or doesn't need to be introduced every week. This way they gain independence in their work and you don't need to give daily instructions on "new" activities.
4th Grade: My son loves stamping, rainbow writing and reading from big books. Those are the "luxury" items in the classroom for him.
Q: What does your reading workshop consist of?
2nd Grade: I have students come to the carpet and introduce them to a skill through a mini lesson. This becomes the focus for when students go off to independently read. I have students working at their seats with their book bins after the carpet where they are to read books from their bin for about 25 minutes. During this time I have students come meet with me for guided reading groups. I try to meet with two groups a day.
4th Grade: Mine is similar to this setting, except students are meant to read independently for about 30 minutes a day in the classroom. My guided reading groups is more of a "book club" discussion rather than a strategy focus. By fourth grade students are working on higher level thinking skills and less decoding.
Q: Would you consider your students to be actively engaged during reading workshop?
2nd Grade: I would say that my class is engaged, although there are times when I check in and recognize when they may need a brain/wiggle break to refocus after an extended period of time.
4th Grade: My class is quiet during reading workshop which isn't the case in lower elementary grades. I notice the difference in students reading styles from reading texts aloud to reading texts in their head. Fourth graders do have more stamina and focus by fourth grade as well.
Q: Would you incorporate the use of centers for reading workshop time?
2nd Grade: I try to separate my students a couple times a week into centers but typically find that my class operates well with seat-work. There is the option of using iPads and the computers to incorporate technology in reading. Students are usually pretty excited and eager to be able to use the computer for Raz Kids or other reading programs similar to iPad apps.
4th Grade: Centers isn't as common in my room but I do try to include computers and iPads in the day to give students some choice and variety.
Q: My first graders come from kindergarten where their day consists of many different centers for short periods of time that aren't always necessarily "curriculum-related" (doll house, play kitchen, puppets). How can incorporate centers in my classroom without creating more work for myself?
2nd Grade: Maybe organizing your class into behavioral group rather than reading level groups. Sometimes eliminating potential "flare ups" will allow your class to operate more smoothly.
4th Grade: Keep your center switches from 1-2 a day. My son's teacher does this and he loves knowing which centers he'll get to the next day. It won't make you feel as rushed to get through your reading groups as well.
Q: How do I build stamina in reading so that students are engaged in their reading?
2nd Grade: There's apps on the school iPads that are similar to an interactive white board. I have my class use it for writing sentences or sight words on during word study. You could have students write down their word families, color words, etc. that they've been practicing instead of on a regular white board.
4th grade: I use a timer so my class knows that while that timer is ticking on the board, they are to be working. I usually have some form of an "exit slip" to keep them accountable for their reading.
Q: What types of centers do you feel would be developmentally appropriate for first graders in reading?
2nd Grade: word building and word patterning. Giving students something they know how to do on their own or doesn't need to be introduced every week. This way they gain independence in their work and you don't need to give daily instructions on "new" activities.
4th Grade: My son loves stamping, rainbow writing and reading from big books. Those are the "luxury" items in the classroom for him.
Part 2: Incubation Journal
- organize groups by reading level but don't be afraid to mix students up if a frequent behavioral problem arises.
- what if I gave my class "guided options" during reading workshop centers so that they have a sense of variety without being so overwhelming that no decision gets made.
- what if my centers were organized clearly not he board with a timer so that students saw their group members and the location of their group
- use some of the word family pattern pages from morning work as a word work station. These are the pages students have gained independence in and would be something they can do without teacher guidance.
- include more word building related centers to support those foundational skills that many teachers have said are continuously being worked on in every grade level (homophones, long and short vowels, etc.)
- research iPad apps that would be a good substitute for things I already do - don't reinvent the wheel
- contact kindergarten teachers/online sources for potential center ideas
- utilize the classroom setting more by allowing students to work in areas that are "new" and "exciting" - give students the option to sit on the window bench, read in the teacher's chair or read with a stuffed animal.
- use the beginning of independent reading time for students to shop for their "just right book". Allow students to exchange their books once to twice a week so that they don't become "bored" with the same texts. This could promote motivation and enjoyment of reading rather than making them re-read the same books the entire week (although it does help build fluency).
- include thematic word work pages as a "bonus" or "for fun" word work day. again, the variety and option of something new could give students more interest and engagement in that particular station.
- research skill videos on youtube or other internet sites that could be accessed through iPads or computers (post videos to website)
Reflection on Ideas
During the process of ideation I was able to broaden my horizons as far as options or ideas to implement in my classroom reading workshop time. I had the realization that I may be running my reading workshop time in too much rigidly. I questioned if certain centers were "best-fit" for that day's particular lesson but what I'm realizing is that while I may have a target skill for each day or week, I should be giving students the opportunity to work on skills from the past or skills that still need to be mastered. I think that there are certain areas that may not necessarily align with curriculum standards but are valuable lessons for students to be exposed to and master. This may include working on the days of the week or months of the year in order.
I also should embrace technology in my classroom more and trust that my students are going to be working with technology in a way that will help their learning. This is something I am most likely going to pursue as well as researching center ideas and strategies for young learners. This is an important factor in my reading workshop time because I want students to feel capable of self-monitoring their center and gives them a sense of responsibility as well.
I also began to think about my guided reading groups and how i can make the students become more engaged during this small group work time through the implementation of technology or manipulatives. Additionally, reading from a range of texts would give students more opportunities to make text to self connections - another approach to engaging students in their learning.
I also should embrace technology in my classroom more and trust that my students are going to be working with technology in a way that will help their learning. This is something I am most likely going to pursue as well as researching center ideas and strategies for young learners. This is an important factor in my reading workshop time because I want students to feel capable of self-monitoring their center and gives them a sense of responsibility as well.
I also began to think about my guided reading groups and how i can make the students become more engaged during this small group work time through the implementation of technology or manipulatives. Additionally, reading from a range of texts would give students more opportunities to make text to self connections - another approach to engaging students in their learning.
Module 5: Prototyping
This module has given me a better understanding of what types of risks I can take and to embrace any idea. Designing can be overwhelming because it seems like the "possibilities are endless", so then how do we create just one design? The more open-ended the task, the more avenues there are to pursue - which has it's positives and negatives. This module of prototyping has sparked my creativity, but also given me some guidance in the designs I want to try to implement in order to enhance my reading workshop time. Below you will find my design ideas for changes I will put in place to increase active engagement in reading workshop.
Module 6: Testing
My problem of practice is to increase active engagement in reading workshop with my first grade students. This is something I feel is a problem in the reading workshop routine in my classroom because many of my students do not have the stamina or focus to be engaged for the duration of this block of time in our morning.
the thinking that went into designing your test, what happened, any relevant or interesting outcomes (again, if you wish to attach notes that’s fine, but not required), and
In order to design my prototype, I began the process by zooming out of the specific problem area but instead, looking at the Oakland School’s Reading Workshop structure. The module that my school district follows includes a mini lesson, independent reading time, and closing. There should be about 30-40 minutes of independent reading time each morning which has been a problem for my students. I have found that six and seven year olds lack the ability to stay on task and enjoy an activity for that period of time. To fix this, I came up with separating the independent reading into centers in which students would rotate between every day. The contents of these centers includes a teacher center, word work center, independent reading center and a listening center.
The way in which I planned to measure whether or not students were more actively engaged, was to observe my students during these two centers. As described in the lecture, “Observations would consist of some users actually trying out, working with, or interacting with your prototype (taking notes on what they say or do, observing where the problems are and what works well for them).” I felt this would be the most appropriate approach to test my prototype because “a good test should always try, as much as possible, to capture information/feedback from users who are involved with the issues or problem your prototype addresses.” I also decide to incorporate some interviews with one of my small groups. I decided to take two approaches to testing results so that I can gain multiple perspectives in hopes I’d find new and valuable information.
What I learned in this process of testing is that students need variety and smaller spans of time to maintain active engagement. First graders come from a kindergarten where their day consists of many centers including house, kitchen and puppets. While these may not necessarily address certain state standards, it’s important to note as I plan my centers in my classroom. Understanding that lower elementary students have this as their previous experiences helped me develop centers that would be appropriate yet still address skills needing to be mastered.
the thinking that went into designing your test, what happened, any relevant or interesting outcomes (again, if you wish to attach notes that’s fine, but not required), and
In order to design my prototype, I began the process by zooming out of the specific problem area but instead, looking at the Oakland School’s Reading Workshop structure. The module that my school district follows includes a mini lesson, independent reading time, and closing. There should be about 30-40 minutes of independent reading time each morning which has been a problem for my students. I have found that six and seven year olds lack the ability to stay on task and enjoy an activity for that period of time. To fix this, I came up with separating the independent reading into centers in which students would rotate between every day. The contents of these centers includes a teacher center, word work center, independent reading center and a listening center.
The way in which I planned to measure whether or not students were more actively engaged, was to observe my students during these two centers. As described in the lecture, “Observations would consist of some users actually trying out, working with, or interacting with your prototype (taking notes on what they say or do, observing where the problems are and what works well for them).” I felt this would be the most appropriate approach to test my prototype because “a good test should always try, as much as possible, to capture information/feedback from users who are involved with the issues or problem your prototype addresses.” I also decide to incorporate some interviews with one of my small groups. I decided to take two approaches to testing results so that I can gain multiple perspectives in hopes I’d find new and valuable information.
What I learned in this process of testing is that students need variety and smaller spans of time to maintain active engagement. First graders come from a kindergarten where their day consists of many centers including house, kitchen and puppets. While these may not necessarily address certain state standards, it’s important to note as I plan my centers in my classroom. Understanding that lower elementary students have this as their previous experiences helped me develop centers that would be appropriate yet still address skills needing to be mastered.
Interested in the differences between frogs and toads? Click below to find out what a first grader learned and created on an iPad during reading workshop.
|
Click below to listen to It Looked Like Spilled Milk or Are You My Mother? read and recorded during independent reading using an iPad.
|
Reading Workshop-in-Action
Observations of my test were captured in these photos. Below are images of students at various centers during reading workshop where most were working independently. Many students didn't even realize I was taking pictures of them - giving me the impression that they were actively engaged in their work. The centers last about 15-20 minutes each with two switches a day. Students were quiet, asked limited questions and were clear of the expecations at each center. The addition of using nonfiction books has sparked motivation in reading for many of my students. We have practice fact finding during reading with sticky notes and recording our new information.
I also had a focus group complete interview questions in the form of a survey. Generally, it can be determined that many students enjoy working with reading through technology. I am fortunate to give my students the opportunity to learn in a way that motivates and engages them this way. Their responses can viewed by clicking the button below.