The Inspiration for My Inquiry Question
For this project, I chose to explore and research the effects of transparent teaching and increased, open communication on my students, particularly on their engagement in class and reception of class content. This inquiry first developed over several months of observing my 12th grade students interact with one another, the teacher (my classroom mentor), and the class material. In my notes and reflections from the early months of the school year, I had a variety of questions written down, or scrawled in the margins of my notebook: How important is explicit instruction and clarity in presenting assignments? [Student] autonomy in school? Do [students] know why they have to find quotes? If students aren't asking questions or voicing concerns, how will they learn to advocate rather than just follow?
Reflected in these questions are the ideas that started to form as I contemplated my inquiry topic:
I originally considered the idea of student autonomy, students’ feelings of independence and responsibility in the classroom, after listening to my students express their frustration over not understanding why they would be asked to complete certain assignments or why they were reading certain texts. I wondered if there was a way to increase their senses of autonomy and control over their learning so that they would feel more comfortable expressing their opinions and criticisms.
I also noticed in the first few months that because many students did not understand the rationale behind particular assignments, it seemed they were not realizing the importance and value in many of the skills they were practicing. I then thought about metacognition, having a consciousness of what you are learning and how to apply that knowledge, and considered how I could get my students to be more aware of what they were learning. Both metacognition and autonomy are important for success in college and in other post-secondary opportunities, and I wanted to ensure that my students were as prepared as they could be when they graduated from high school.
A research unit, in October, that my CM and I had designed and planned, brought both of these concepts to the forefront of my thinking because there was little or no space for student autonomy and reflection on learning. While students were able to choose a research topic, there were so many other parameters placed on the assignment, that it was difficult for many of the students to really focus on what interested them. Also, other than two discussions at the beginning of the unit, there was very little time or opportunity to reflect, examine, and comment on things they had been reading and learning.
This unit was also difficult because, from the beginning, in my initial planning, there was no clear direction or understanding of what kind of final product would be expected. I quickly realized how essential it was to, at the very least, have a solid idea of the scope of a unit. If the teacher clearly understands where a unit is going to end, then that message can be conveyed to students so that they can make sure they are meeting all of the requirements and expectations along the way. From this, I began to think about transparency, a teacher’s open communication with students about the reasons behind reading or analyzing a certain text, or giving an assignment, or expectations for a lesson. Transparent teaching could be a means for more student independence and choice, feedback, and awareness of overall learning objectives. I also thought about what I could bring in from a student perspective. A component of transparency is teachers openly communicating with students which can invite more active teacher-student collaboration, and also students collaborating with one another because if students are aware of and understand the rationale behind their classes and assignments, then they are more likely to express their ideas and criticisms, and take more responsibility for their learning.
- Teacher clarity
- Student autonomy
- Metacognition
- Skills needed for college
- Student engagement
I originally considered the idea of student autonomy, students’ feelings of independence and responsibility in the classroom, after listening to my students express their frustration over not understanding why they would be asked to complete certain assignments or why they were reading certain texts. I wondered if there was a way to increase their senses of autonomy and control over their learning so that they would feel more comfortable expressing their opinions and criticisms.
I also noticed in the first few months that because many students did not understand the rationale behind particular assignments, it seemed they were not realizing the importance and value in many of the skills they were practicing. I then thought about metacognition, having a consciousness of what you are learning and how to apply that knowledge, and considered how I could get my students to be more aware of what they were learning. Both metacognition and autonomy are important for success in college and in other post-secondary opportunities, and I wanted to ensure that my students were as prepared as they could be when they graduated from high school.
A research unit, in October, that my CM and I had designed and planned, brought both of these concepts to the forefront of my thinking because there was little or no space for student autonomy and reflection on learning. While students were able to choose a research topic, there were so many other parameters placed on the assignment, that it was difficult for many of the students to really focus on what interested them. Also, other than two discussions at the beginning of the unit, there was very little time or opportunity to reflect, examine, and comment on things they had been reading and learning.
This unit was also difficult because, from the beginning, in my initial planning, there was no clear direction or understanding of what kind of final product would be expected. I quickly realized how essential it was to, at the very least, have a solid idea of the scope of a unit. If the teacher clearly understands where a unit is going to end, then that message can be conveyed to students so that they can make sure they are meeting all of the requirements and expectations along the way. From this, I began to think about transparency, a teacher’s open communication with students about the reasons behind reading or analyzing a certain text, or giving an assignment, or expectations for a lesson. Transparent teaching could be a means for more student independence and choice, feedback, and awareness of overall learning objectives. I also thought about what I could bring in from a student perspective. A component of transparency is teachers openly communicating with students which can invite more active teacher-student collaboration, and also students collaborating with one another because if students are aware of and understand the rationale behind their classes and assignments, then they are more likely to express their ideas and criticisms, and take more responsibility for their learning.
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