DOCUMENT RESUME

ED 455 961 PS 029 730

AUTHOR Carroll, Lynda; Leander, Susan

TITLE Improving Student Motivation through the Use of Active
Learning Strategies.
PUB DATE 2001-05-00
NOTE 75p.; Master of Arts Action Research Project, Saint Xavier
University and SkyLight Field-Based Masters Program.
PUB TYPE Dissertations/Theses (040)
EDRS PRICE MF01/PC03 Plus Postage.
DESCRIPTORS Academic Achievement; Action Research; *Active Learning;
*Change Strategies; *Cooperative Learning; Grade 5;
Intermediate Grades; Intervention; *Learning Strategies;
Program Evaluation; Questioning Techniques; Social Studies;
Student Attitudes; *Student Improvement; *Student
Motivation; Thinking Skills
IDENTIFIERS Graphic Organizers

ABSTRACT
This action research project sought to increase motivation
in fifth-grade social studies students. Observations and measures of student
attitudes and achievement indicated a lack of student interest in learning
activities. Two categories of intervention were implemented: (1) instruction
in the use of learning strategies, including graphic organizers and
questioning techniques, to improve higher order thinking skills and to
increase students' ability to organize and comprehend information; and (2)
use of cooperative learning to increase student motivation and enhance social
skills. Post-intervention data indicated an increase in student motivation.
Students showed improvement in attitudes and academic performance, felt more
confident in their learning of social studies, and sufficiently used the
learning strategies implemented in the project. (Six appendices include
survey and observation forms and classroom materials. Contains 17
references.) (EV)

Reproductions supplied by EDRS are the best that can be made

from the original document.
 IMPROVING STUDENT MOTIVATION THROUGH
THE USE OF ACTIVE LEARNING STRATEGIES

U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND

Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY
CENTER (ERIC)
XThis document has been reproduced as
received from the person or organization Lynda Carroll
originating it. r oR
CI Minor changes have been made to Susan Leander
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this INFORMATION CENTER (ERIC)
document do not necessarily represent 1
official OERI position or policy.

An Action Research Submitted to the Graduate Faculty of the

School of Education in Partial Fulfillment of the

Requirements for the Degree of Master of Arts in Teaching and Leadership

Saint Xavier University & SkyLight

Field-Based Masters Program

Chicago, Illinois

May, 2001

2 BEST COPY AVAILABLE

 SIGNATURE PAGE

This project was approved by

A ovvvcA,j
Ausor

IL-at
Dean, School of Education

3
 ABSTRACT

AUTHORS: Lynda Carroll

Susan Leander

DATE: May 7, 2001

TITLE: Improving Student Motivation Through Use of Active Learning Strategies

This study describes a program designed to increase student motivation in social studies
class. The targeted population consisted of fifth grade students in an urban community in
the Midwest. Evidence for the existence of the problem included student surveys and
reflections that documented students' attitudes, an observation checklist that measured
off-task behaviors, grades that measured academic achievement, and teacher observations
that documented student behavior and missing assignments.

Analysis of probable causes was evidenced by teachers' observations of students' lack of

interest in learning activities. Teachers documented that students did not have sufficient
learning strategies, and exhibited inadequate social skills.

A review of solution strategies, suggested by cited authors, combined with an analysis of

the problem setting, resulted in the selection of two categories of intervention: Instruction
in the utilization of learning strategies including reciprocal teaching and graphic
organizers to improve higher order thinking skills and increase students' ability to
organize and comprehend information; and use of cooperative learning to increase
student motivation and enhance social skills.

Post intervention data indicated an increase in student motivation. Students showed

improvement in attitudes and in academic performance. Students felt more confident in
their learning in the area of social studies. Students sufficiently utilized the learning
strategies that were implemented in the project.

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 TABLE OF CONTENTS

CHAPTER 1- PROBLEM STATEMENT AND CONTEXT 1

General Statement of the Problem 1

Immediate Problem Context 2

The Surrounding Community 3

National Context of the Problem 5

CHAPTER 2 PROBLEM DOCUMENTATION 8

Problem Evidence 8

Probable Causes 10

CHAPTER 3 THE SOLUTION STRATEGY ... 13

Literature Review 13

Project Objectives and Processes .21

Project Action Plans 23

Methods of Assessment 27

CHAPTER 4 PROJECT RESULTS .28

Historical Description of the Intervention 28

Presentation and Analysis of Result .33

Conclusions and Recommendations 37

REFERENCES .39

APPENDICES 40

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CHAPTER 1

PROBLEM STATEMENT AND CONTEXT

General Statement of the Problem

Can educators increase student motivation? Teachers are increasingly taking on

more and more responsibilities in their teaching. Many educators find themselves

spending much of their teaching time dealing with social issues such as playground conflicts,

behavior problems, and even problems which students carry with them from their family

situations at home to school. In a society which is filled with modern conveniences that offer

children immediate responses and rewards, teachers are constantly faced with the challenge

of keeping students interested during instructional time and motivating them to succeed even

when they appear to have an indifferent attitude towards learning. Students need to be active

participants in the learning process. Teachers need to be aware of the importance of

increasing student motivation and the affect it may have on their academic success.

The students of the targeted fifth grade class exhibited a lack of motivation which

interfered with their academic success. Evidence for the existence of the problem included

anecdotal records which documented incomplete assignments and student behavior as being

off-task during learning activities. It also included student surveys that described a lack of

interest in their education, and grades which documented a low level of over-all academic

achievement.

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Immediate Problem Context

The targeted school was one of 13 elementary schools in a large metropolitan area. It

was a kindergarten through sixth grade building which served 217 students. The school's

gender balance was 53% male and 47% female. The racial and ethnic background of the

school was as follows: White 67%, Black 11%, and Hispanic 22%. This was a definite shift

from the previous year when only 13% were Hispanic. Of the current Hispanic students, 50%

were eligible for bilingual tutoring.

Students that come from families, which are considered to be low-income

households, comprised 58% of the student population. Chronic truants are identified as being

absent from school without a valid cause for more than 18 of the 180 school days. The

chronic truancy rate was 18%. The attendance rate was 93%. The targeted school had a high

mobility rate of 32%.

The average class size at the targeted school was as follows: kindergarten was 23

students, grade one was 17 students, grade three was 21 students, and grade 6 was 25

students. The parents or guardians of all the students at the targeted elementary school had

personal contact with the school staff at least once during the school year.

The staff at the targeted elementary school consisted of 20 certified staff members

and one administrator. There were 14 classroom teachers, a resource teacher, a speech

pathologist, a counselor, a music teacher, a physical education teacher, and a librarian. Of

these professional staff members, 7 of them had advanced degrees, The teaching experience

among the professional staff ranged from 1 years of service to 33 years of service. The school

had a support staff of 11 employees.

The targeted elementary school was a 100 year old, multi-level brick building. It had

12 classrooms with a gym/cafeteria combination, a teachers' lounge, a nurse's office, a

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computer lab, a library, 3 resource rooms, and an office. The school was located in a lower

socioeconomic residential neighborhood.

Programs currently in place at the school included a Parent and Teacher Association

(PTA), Drug Awareness Resistance Education (D.A.R.E.), Junior Achievement, Dad's Club,

After School Fun Club, Homework Club, and church partnerships with two local churches.

PTA is very active in raising and donating funds for school supplies and materials

throughout the year. They also host a Santa's workshop at Christmas time. Dad's Club

donates both time and money for sports activities. The church partnerships help with First

Day Fund, which offers supplies to students in need of aid. Also, one of the church

partnerships provides the school with volunteer tutors and an after-school program to help

students with homework and provide enrichment activities.

Special features of the targeted school included a telephone communication system

linking each classroom with present and future technology. The targeted school was also a

title-wide school with a high mobility rate and a low socioeconomic population. The high

mobility rate challenges teachers with trying to maintain sense of cohesion and routine in

students' learning. With students moving in at various times during the school year, it is

difficult for teachers to keep students at the same place in the curriculum.

The Surrounding Community

The population of this western Illinois metropolitan community was 43,500

according to the 1990 census. The city is part of a larger metropolitan community consisting

of 4 cities in a bi-state area that had a population of more than 369,000. The city is large

enough to offer residents facilities and services for modern living, yet small enough to

provide a sense of community spirit.

There were several major employers in the larger metropolitan are, including home to

the single largest manufacturer of farm implements. The area had 105 retail and wholesale

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businesses. The targeted community included two major medical facilities. The median

household income was $46,508. The city had a low unemployment rate of 4%. The average

hourly earnings were $13.92.

Based on the 1990 United States Census, the community's gender profile was 47%

male and 53% female. The racial and ethnic make-up of the community was White 92%,

Black 2%, and Hispanic 6%. The median age in the community was 36 years old.

Comparisons to the 1980 census indicate an increase in the number of Hispanics and Blacks

to the area as well as an increase of 3% in the age group of 65 and older.

The community offered residents many recreational opportunities. The area had

several parks, including one state park facility. There were many golf courses, several bike

paths, and museums. There were several shopping malls, a zoo, and an arena, which featured

many major entertainment sources. The area also was home to several sporting events and

semi-professional teams for hockey, basketball, and baseball. Finally, the area also offered

riverboat gambling.

The local community included several institutions of higher learning. There were 4

small universities, 2 junior colleges, several business colleges, a chiropractic college, and a

graduate center. These facilities employed a large number of people and brought people

seeking higher education to the area as well.

The targeted school district in this community includes most of the city and

surrounding unincorporated areas. This unit school district services grades kindergarten

through twelve with a population of 7,748 in 1998. The school district included a high

school, an alternative school, 2 middle schools, 13 elementary schools, one pre-school special

education building, and an are special education center. There was also one parochial school

in the community which educated grades kindergarten through eight.

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There have been a variety of changes in the schools of this district. There has been a

drastic reduction in the farm equipment industry, which has affected the economy in the area.

There has been an increase in the number of school children living in lower socioeconomic

conditions. Also, there has been an increase in the minority students who come to school with

limited English skills. This community factor affected the student population and the

problems facing the educators.

There were a variety of issues in the schools of this district. There has been a drastic

reduction in the farm equipment industry, which affected the economy in the area. There was

an increase in the number of school children living in lower socioeconomic conditions. An

increase in the minority students who came to school with limited English skills was noted.

These community factors affected the student population and contributed to the problems

facing educators.

The community offered various support groups for the school district. A foundation

with a major local corporation provided the district with a grant, which enabled them to

establish computer labs in the buildings. This partnership included involvement on career day

and the "Teacher for a Day" program. Also, they had special programs throughout the year,

which recognized students and teachers for excellence. Other community programs included

Junior Achievement, and DARE.

National Context of the Problem

Motivating students to learn has been a challenge facing educators for years.

Understanding the meaning of student motivation is essential in understanding the problem

that exists in today's classroom. Lumsden (1994) defined student motivation

as students'desire to participate in the learning process and as being correlated with students'

reasons or goals for wanting to be involved with the learning activity. Ames (1990) believed

that true motivation should be characterized by long-term, quality involvement in the

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learning process. The challenge facing teachers in today's classroom is how to create this

type of commitment to the learning process within their students.

According to Raffini (1993), an important aspect of the problem is the fact that the

curiosity and need to explore that appears so naturally in infants and young children seems to

decline as students progress through their academic years. Teachers rarely complain that a

class of pre-schoolers suffer from lack of motivation to learn. As they progress in their school

years, students may become disinterested and unconcerned with the learning process as well

as with the level of their academic achievement.

Students' initial attitudes toward learning are influenced by their home environment.

Parents need to foster their children's initial curiosity in the world through the use of

questioning techniques, encouragement, and praise (Lumsden,1994). It would then seem

logical that a home environment which nurtures children in this respect would produce

competent, motivated learners. Conversely, students who do not receive this type of

reinforcement in early years may not be willing or able to take on the challenges of academic

tasks and may not deal well with possible failures. These past experiences and feelings of

either freedom or fear can influence attitudes towards new situations. What then can teachers

do if student motivation has its foundations in the home?

First of all, a teacher's own beliefs and attitudes can positively or negatively affect

student motivation in their classroom (Raffini, 1993). As Brophy (1987) noted, "Teachers

must view themselves as active socialization agents capable of stimulating student motivation

to learn." Classroom climate is pertinent to motivating students. The classroom needs to be a

warm, caring, and supportive environment which fosters a feeling of interdependence among

the students. Students who feel this sense of belonging and being part of a team of learners,

will tend to participate more actively in learning activities (Lumsden, 1994).

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Furthermore, it must be understood that a classroom does not stand alone. School-

wide and district-wide goals and practices should stress learning and task mastery rather than

competition (Maehr and Midgley,1991). Helping students to define the tasks set before them

in terms of short-term goals and the real life purposes of the learning can also help to increase

students' motivation and effort. Teachers can teach students strategies and help students view

their efforts as an investment rather than a risk. This will increase motivation (Lumsden,

1994).

Because having students, who value learning for its own sake is a priceless reward for

parents, teachers, and society, the lack of motivation is a problem that must be addressed. It is

essential in educating students that all involved in their learning must devote themselves to

increasing and maintaining students' motivation throughout their academic years. It is only

through this type of commitment that students will become life-long learners who are

concerned with academics in school and their success in life.

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CHAPTER 2

PROBLEM DOCUMENTATION

Problem Evidence

The students of the targeted fifth grade class in a Midwest urban community

exhibited a lack of motivation that inhibited their academic performance. In order to

document the students' lack of motivation, the researchers utilized anecdotal records,

recording missed assignments, grades, and behavior during learning activities. The

researchers also administered a student pre-survey to the students the second week of school.

This survey contained questions regarding students' attitudes and feelings about school and

the learning process.

The targeted class of social studies students consisted of 10 boys and 9 girls. All 19

students participated in this process over a four-week time period.

Table 1 illustrates that over half of the targeted students were not excited about

learning. Furthermore, the majority of the students had a negative attitude toward reading

assignments in social studies, and found comprehension assignments difficult. Eighty-nine

percent of the students seemed to want to work with their peers rather than independently.

Students did feel they were capable of getting good grades and seemed concerned with their

success. Still, there was evidence that showed they exhibited some apprehension with

learning in the area of social studies.

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Table 1

Pre-Student Survey on Students' Perceptions and Attitudes toward Social Studies

Behavior Category Agree Disagree

Excited about learning 47% 53%

Think they can get good grades 68% 32%

Comfortable asking teacher for help 84% 16%

Parents take time to help with homework 47% 53%

Think their parents want them to succeed 95% 5%

Like assignments where they read then answer questions 26% 74%

Like school more with cooperative learning 89% 11%

Think social studies reading assignments are easy 47% 53%

n=19

Teacher observations in the classroom indicated that students were not motivated or

interested in social studies. Students appeared distracted and frustrated with the reading

material. They lacked direction in their learning activities and generally exhibited negative

attitudes toward their success. They seemed to lack the learning strategies necessary to be

engaged in the learning experience. Frustration had led to boredom. Initial grades given were

low, with over half of the class failing the first three social studies assignments. These were

comprehension assignments following a teacher-directed activity and were completed

independently.

In addition to the pre-survey and anecdotal records, the researchers also used an

observation checklist on a random sampling of five students who were consistently observed

during the four-week period.

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Table 2

On-Task Behavior Observation 12 minutes Data Recorded Every 10 Seconds

Behavior Category Student 1 Student 2 Student 3 Student 4 Student 5

On task (68%) (61%) (60%) (62%) (51%)

Off task - talking (10%) (24%) (12%) (25%) (32%)

Out of seat (3%) (1%) (3%) (3%) (3%)

Inactive (16%) (0%) (18%) (7%) (14%)

Noncompliance (0%) (1%) (3%) (0%) (0%)

Playing (3%) (13%) (4%) (3%) (0%)

n=19

Table 2 indicates that a random sampling of students exhibited off-task behavior

during social studies learning activities. Students were often inactive or talking

inappropriately during independent work time. Nearly 50% of the time students were not

engaged in the social studies lesson and showed a lack of motivation to learn the material.

Students' lack of learning strategies combined with their general lack of motivation indicated

that traditional teaching methods were not meeting students' learning needs.

Probable Causes

In analyzing the immediate context of the problem, several site-based causes were

probable. First of all, students appear to have inadequate social relationships. They viewed

the classroom environment as individualistic and competitive. Students were inhibited by this

atmosphere and did not participate as willingly in the educational process. Students also

exhibited a tense feeling toward their relationship with their teachers as well as confusion

regarding the teachers' role in their learning process. Next, students seemed disinterested

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with traditional teaching methods. As fifth graders, students had been exposed to this style of

teaching several times in their educational careers. For the purpose of this study, traditional

teaching methods referred to direct instruction, lecture-based teaching, and basic rote

memory learning. Students learned independently from each other and most activities were

not hands-on activities. This promoted a negative learning environment, and students

appeared less motivated to learn.

Another probable cause was the students' lack of acquired learning strategies.

Students did not have the abilities to organize their thoughts nor retrieve important points

from non-fiction text. This lack of learning strategies lowered their comprehension level,

which resulted in greater frustration. The students' frustration and lack of involvement in the

learning process led to decreased motivation.

The literature suggests several underlying causes for decreased motivation in the

classroom. According to Wentzel (1998), when students perceive a lack of caring and support

from parents, they have a lowered interest in learning and decreased effort in academic

pursuits. Conversely, students' perception of positively strong parental support and a close

family unit can lead to increased motivation. Students lacking parental support or a positive

home environment may lack motivation in school. Also, students have a misconception of the

teacher/student relationship. Students' educational goals, self-concept, and level of

motivation are affected by their perception of teacher expectations (Wentzel, 1998). Students

often feel that teachers are the enemy instead of an ally in their education. Once they are able

to view their teacher as caring and accepting, students are more likely to be more interested

in what they are learning. Teachers must play an active role in students' learning while

creating a warm, caring, and safe environment in which to learn. Without this positive

interpersonal relationship between students and their teachers, lack of motivation will

continue to increase. Traditional teaching methods used by many teachers do not promote
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meaningful learning (Rogers, Ludington, and Graham ,1999). In traditional classrooms, what

is being taught does not necessarily transfer (Stevens and Richards, 1992).

Another a cause of lack of motivation in the classroom is insufficient peer

relationships in the classroom. Ashman & Gil lies (1998) stated that students who learned

together in structured groups, developed a commitment to the group and were more willing to

cooperate in academic activities. Students need a team-based learning environment. Students

need to display empathy and understanding for each other in order to comfortably learn

together in the classroom. When students work together, they benefit from the interactions

and their learning is positively affected. A lack of peer relationships or opportunities for

student interaction within the learning activities inhibits motivation. Traditional teaching

methods do not foster positive interdependence among students (Johnson and Johnson

(1992). Active learning methods are applied infrequently (Hendrikson, (1984).

Students demonstrated a lack of motivation which hindered academic success. The

site-based causes might be that students have inadequate social relationships, insufficient

learning strategies, and are disinterested in traditional teaching methods. Researchers

indicated possible causes for the problem are that students perceive a lack of caring and

support from parents. They have insufficient peer relationships in the classroom, and a

misconception of teacher expectations.

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CHAPTER 3

THE SOLUTION STRATEGY

Literature Review

A review of the literature on motivating students to learn through the use of active

learning strategies provided various methods for improving student achievement on social

studies assignments. The researchers found that cooperative learning, direct teaching of

social skills, engaged learning, teaching for transfer, and teaching the learning strategies of

reciprocal teaching, graphic organizers, and questioning techniques are all possible ways of

increasing student motivation in social studies.

Students often demonstrate insufficient interpersonal relationships. Many teachers

observe students who lack the skills necessary to interact and work with others. Johnson and

Johnson, Slavin, Kagan, Sharan and Sharan and others suggest that there is a strong positive

correlation between the capability to think critically, to achieve higher order thinking, and to

reflect more imaginatively when learning occurs in group settings (Belanca and Fogarty,

1991).

Stahl (1994) stated that in recent years, cooperative learning has evolved as the new

leading method of effective classroom instruction. Cooperative (or collaborative) learning is

an instructional strategy where students are put in small groups to work together as a team.

Ngeow (1998) expressed that students are involved in trust-building activities, shared

planning, and an understanding of expected team support behaviors. Students develop a

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positive interdependence as they work with others to set goals. They are responsible for being

committed to the task, and for fulfilling their individual roles.

The role of the teacher, according to Belanca et al., (1991), is to plan

dynamic lessons for transfer, promote active learning, encourage mastery of skills and

concepts, motivate high-level thinking, build goup skills, and develop student responsibility.

What tends to happen, however, stated Ngeow (1998), is that the rationale for having

students work together in groups often gets disregarded. Practitioners of cooperative learning

have generally concentrated merely on instructional design matters that deal with

management and structural issues rather than as a learning strategy. This approach lends itself

to potential failure and likely abandonment of the learning strategy.

In order for cooperative learning to be successful, there are many essential elements

to be carried out. Teachers need to organize heterogeneous groups of three to five students. A

clear set of objectives needs to be given and everyone in the group needs to "buy into" the

proposed outcome. Students should receive clearly defined directions on what to do, when to

do it, and with what materials they are to do the activity with. Students are to be positioned

face to face and teachers need to reinforce appropriate social skills. The learning tasks must

be structured in a way that each student will experience personal success and also realize that

each member of a group contributes to the success or failure of the whole group. The tasks

must be structured so that students have access to information they must learn, and have

sufficient time to complete the task. Each student must be held accountable for learning the

targeted information; therefore individual and formal tests must be given to determine if the

information has been mastered and retained. Upon completion of the targeted assignment,

students need to spend time reflecting on how the project went. They should consider how

well they worked together, the extent to which they reached their group goals, how their good

behaviors and social skills contributed to the success of each person individually as well as to

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the whole group, and what they can do in the future to experience even greater success in

their groups (Stahl, 1994).

Stahl also stated that learning to work successfully in cooperative groups may

produce many long-term benefits. In a cooperative classroom, students are inclined to have

higher academic test scores, higher self-worth, more positive social skills, fewer stereotypes

of individuals, and greater comprehension of the content and skills.

Ideally, student-to-student interaction should be positive and encouraging.

Unfortunately in our society today, many students confront other students with discouraging

remarks and negative put-downs. They lack the social skills necessary to function

cooperatively in the classroom.

Knowing how to work with other students may improve students' social skills. The

teacher must provide explicit training in the social skills in order for the students to

acquire cooperative abilities while doing cooperative work. Basic skills must be taught such

as how to move into and out of a cooperative group, who talks and who listens when doing

group activities, how to help the group, and how to keep on task. Each skill should be

modeled, practiced, and used for the time the students are in the classroom (Bellanca et al.,

1991). Rogers, Ludington, and Graham (1999) encouraged use of effective cooperative

learning techniques and social skills to promote friendship, bonding, and goal

interdependence. Improved social skills enable more on-task, on-focus, concentrated student

effort.

Rogers et al. (1999) also contended that traditional teaching methods used by many

teachers do not promote meaningful learning. Educators need to provide classroom

environments and lessons that will intrinsically motivate students, therefore, increasing the

chances that students will actively engage in their learning.

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Ngeow (1998) suggested that to actively engage students in their learning, the teacher

provides the class with a collaborative activity. This activity must be created in a manner that

will not only involve students in a group, but also create a sense of ownership for them.

In order for students to become engaged in their learning, they need to believe that

the learning is valuable. They must feel involved or included as part of a group. The students

must be able to experience success, so the activity should be challenging but achievable. The

teacher is responsible for providing a safe, caring environment so the students feel free from

embarrassment and have a sense of belonging. The learning needs of each student must be

met (Rogers et al., 1999).

Hendrikson (1984) reported that while the experimental research on active learning

shows its usefulness, descriptive research reveals that active learning methods are applied

infrequently. Project SPAN (Social Studies Priorities, Practices, and Needs) described

problems that were identified in the area of social studies. The report noted that very little use

is made of active learning strategies such as inquiry, discovery, simulations, and learning

experiences in the community.

Social studies teachers can create a more active learning experience by assessing their

current methods of teaching and including new techniques that will provide more active

participation. Students should have at least one long-term learning project that necessitates

self-starting and active participation. The teacher should focus on strategies that require

students to actively acquire information, organize and utilize the information, and work

together in groups to improve social skills. It would be beneficial to use programs that

naturally include active learning skills, and to have students be involved in

enlisting community people as resources (Hendrikson, 1984).

Academic success relies on students being actively involved in their learning. When

students are engaged in their learning, the quality of their work and their level of learning
 17

improves. They become internally motivated to educate themselves, which is a valuable life-

long skill.

In traditional classrooms, as affirmed by Stevens and Richards (1992), what is being

taught does not necessarily transfer, or have meaning beyond the classroom. Many teachers

begin instruction by imparting knowledge to the students with the hope that later the students

will find ways to apply the knowledge in real life situations.

Transfer, which is applying prior knowledge to new learning situations, is a learning

goal. In order to be successful, transfer must be taught and it must occur often. According to

Perkins' "good shepherd theory:" when transfer is provoked, practiced, and reflected on,

transfer is rather simple to obtain (Bellanca et al., 1991).

Teaching strategies can be used to provide for better transfer of information learned.

Teachers should encourage learners to take ownership in their learning. They can do this by

letting students make some decisions for themselves about relevant learning goals. This will

motivate them to apply what they have learned to reach these goals. Intentional mindfulness

to learning should be promoted. This will aid learners in recognizing the significance and

transferability of various learning skills or knowledge. The learning tasks and goals must be

authentic. The learners should be aware of the real need to accomplish goals that are

significant and comprehensive (Ngeow, 1998).

The goal of students should not simply be to learn for the purpose of acquiring

information, but also to bring that learning to influence our everyday actions and behaviors.

Learning for transfer will promote students to be effective participants in their communities

as well as in the workplace in the future.

There is a great deal of research evidence available to support the implementation of

cooperative learning into the classroom. Traditional teaching methods do not foster positive

interdependence among students. According to Johnson and Johnson (1992), positive

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interdependence can be achieved through cooperative learning. Traditional teaching methods

create a competitive rather than cooperative environment that results in negative

interdependence among the class members. Cooperative learning produces greater

achievement and increased motivation to learn. Learning cooperatively rather than

individually in a traditional classroom environment, will increase student motivation and

academic success.

Cooperative learning promotes a caring concern for others' needs, which in turn

creates a more positive learning experience for students. Ashman and Gil lies (1998) stated

that by working cooperatively, students were able to achieve a shared understanding of the

content and an understanding of the needs of others within their groups. They studied the

interactions of children in cooperative groups and found that structured groups were

consistently more helpful and cooperative with each other than those in unstructured groups

as found within the traditional classroom. They found students to be committed to the group

members to achieve their goals and empathetic and supportive of each others' endeavors. The

teachers involved in the study noted improved motivation and positive learning outcomes.

Utilizing cooperative learning in the classroom increases students' enjoyment of learning as

well as their concern for their classmates.

Shumaker (1992) reiterated the importance of cooperative learning by advising that

the implementation of cooperative learning in the classroom increased students' learning.

Cooperative learning is much more than working in groups. It is a highly structured process

and must be taught in order for it to be an effective teaching tool. This instructional strategy

motivates students to become involved learners and promotes higher level thinking skills.

Cooperative learning is essential in boosting students out of their boredom with school and

increasing their desire to learn. Students who learn cooperatively will be committed to the

learning process and will reach higher levels of academic success.

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Students lack effective learning strategies, which leads to frustration in school. As

frustration increases, student motivation declines. Students need to learn various strategies to

help facilitate the learning process. Teachers have access to a wealth of resources, which are

filled with learning strategies that can be adapted to lessons in nearly all the content areas.

Implementing these strategies on a consistent basis offers students a means to organize their

learning and improve comprehension of the material. As frustration decreases, student

motivation will improve and students will strive to achieve their academic goals within the

classroom.

Reciprocal teaching is a strategy, which helps students increase their comprehension

of what they read. According to the Right to Read Conference (1998), Reciprocal Teaching is

a method that involves active discussion with reading assignments. There are four steps to the

process. First, students must learn to predict before and during their reading. Next, students

must clarify what they are reading. Students then learn to ask questions about specific

information they have read. Finally, students learn to summarize, focusing on the important

facts or ideas. Utilizing this strategy will improve student comprehension. Students who

understand what they are learning become more involved in the learning process.

Implementing graphic organizers into lessons consistently and instructing students

how to use them independently will improve learning in the classroom. Students will improve

their comprehension level by utilizing this strategy because it helps them to organize their

learning processes. According to Fogarty (1997), graphic organizers allow students to

interact with information and organize that information into a visual representation. Graphic

organizers can be an even more powerful tool for students when the activity is combined with

cooperative learning strategies. When students understand what they are learning their

frustration level is lower and their motivation level is higher. As they learn how to use

various graphic organizers, students can eventually make appropriate choices for a particular

44
 20

learning activity. Students who can organize their thoughts and learning processes will have a

more positive attitude towards their educational experience.

Teaching students to ask higher level questions will encourage learning and help

students to process what they read in text. Questioning also offers students a means of self

checking to monitor their own learning and comprehension (Ciardiello, 1998). Students are

not always in tune with their metacognitive processes. Learning to ask themselves questions

as they are reading will help students become more aware of their learning and level of

understanding. Good questioning techniques require students to identify main points and

relationships between those points. Generating good questions is a technique that needs to be

taught and modeled in order for students to internalize the strategy. Students who learn to ask

higher level questions will increase their level of learning and involvement in educational

activities.

Tama (1989) reiterated that students would be frustrated with higher level

questioning techniques unless teachers model and coach students through the process

gradually. Teachers need to allow enough time for students to respond when questioned in

class discussions. This encourages more complex answers and creates an environment where

involvement in the learning process is expected. Training students to do critical thinking

through higher level questioning techniques is difficult but worth the effort. Developing

students into active learners rather than passive ones will increase their academic success,

classroom involvement, and motivation.

There are many published questioning techniques that can be adapted to any content

area. QAR is a strategy that can be used with both fiction and non-fiction material at

virtually any grade level. The strategy Question-Answer Relationships (QAR) (Raphael,

1984), is a self-monitoring technique which can facilitate students' comprehension of text.

There are four types of questions in this technique including: Right There, Think And Search,

o Jr
 21

On My Own, and Author and You questions. Each type of question relates to where the

students will find the answers for them. Teachers need to teach students the different types of

questions and how to tell the difference. As students become proficient in recognizing the

types of questions, teachers will then model how to write each of the types of questions.

Utilizing this strategy will lead to greater comprehension and ultimately higher student

achievement. Students who are achieving will be more motivated and active in their learning

experiences.

Teachers need a repertoire of instructional strategies in order to meet all the

individual needs of their students. Implementing many of these strategies will increase

motivation in the classroom. Students who are actively involved in their learning experiences

will be more likely to strive for academic success.

Project Objectives and Processes

After reviewing the many strategies available from which to design an effective plan of

action to promote change among fifth grade social studies students who lack motivation,

members of this research team concluded that their approach would encompass a

combination of diverse strategies. Teachers would instruct students in each of the following:

graphic organizers, questioning techniques, and cooperative learning strategies to increase

motivation.

As a result of increased utilization of graphic organizers during the period of September

2000 through January 2001, the targeted fifth grade students will increase their ability to

organize and comprehend information from social studies textbooks as measured by

comprehension worksheets, teacher observations, and reviews of student portfolios. In order

to accomplish this objective, the following processes are necessary:

1. Utilize graphic organizers that are directly applicable to the social studies lessons.

26
 22

2. Develop a series of social studies lessons that require students to organize their

learning.

3. Utilize comprehension worksheets, review student portfolios, and document informal

observations to assess students' ability to retrieve and organize information.

As a result of the implementation of the questioning techniques used during the period of

September 2000 through January 2001, the targeted fifth grade students will increase their

confidence and ability to retrieve information from social studies textbooks as measured by

teacher-made tests, teacher observations, and reviews of student portfolios.

In order to accomplish this objective, the following processes are necessary:

I. Instruct students in the process of using questioning techniques.

2. Develop a series of social studies lessons that require students to utilize various

questioning techniques.

3. Create tests, make observations, and review student portfolios to assess students'

comprehension utilizing these strategies.

As a result of the implementation of a comprehensive cooperative learning program in

social studies during the period of September 2000 and January 2001, the targeted fifth grade

students will increase motivation, acquire social skills, and become engaged learners as

measured by teacher created rubrics, student surveys, and observation checklists. In order to

accomplish this objective, the following processes are necessary:

1. Teach students how to use cooperative learning strategies.

2. Develop and implement cooperative learning lessons that are directly applicable to

social studies.

3. Assess student motivation and social skills acquisition through the use of student

surveys, student reflections, and observation checklists.

 23

Project Action Plan

Over a period of 14 weeks, the researchers implemented the following activities in

their social studies curriculum.

WEEK 1

I. Administer student survey and tabulate results

2. 3-5 initial teacher observations

3. Initial observation checklist of random sampling

4. Social studies lesson using traditional teaching methods with a

comprehension worksheet

5. Introduce portfolios and how to keep all of their work.

WEEK 2

1. Introduce cooperative learning strategies

2. Assign base groups

3. Implement 2 preliminary cooperative learning lessons

4. Conduct an additional cooperative learning lesson based on a social studies

theme

5. Students will complete reflections following each cooperative learning

lesson

6. 3 observations will be made of students during class.

WEEK 3

1. Introduce QAR questioning strategy

2. Conduct 2 QAR lessons

'0
 24

3. Students will utilize QAR with an additional social studies

comprehension assignment

4. Students will complete reflections in response to these activities

WEEK 4

1. Introduce Native American theme project for cooperative groups

2. Continue using QAR for social studies reading assignments

3. Students complete comprehension assignment based on the reading

4. Students begin research for projects

5. 3 teacher observations of students during activities

6. Collect and review student portfolios

WEEK 5

I . Students continue working in cooperative groups on research projects,

exchanging roles

2. Vocabulary assignment for unit

3. Student reflections following cooperative activities

4. Use reciprocal teaching for reading assignment

5. Observation checklist of random sampling

WEEK 6

1. Complete Native American projects in cooperative groups

2. Presentations of projects

3. Assess projects with created rubric

4. Student reflections on projects

5. 3 teacher observations

29
 25

WEEK 7

I. Introduce use of graphic organizer (Pyramid Grid) for organizing

information from social studies reading assignment

2. Assign additional pyramid grid for social studies assignment

3. Comprehension worksheet for social studies reading assignment

4. Student reflection on using graphic organizer

WEEK 8

1. Continue working through social studies unit with 2 more assignments

graphic organizers

2. Students will complete 2 comprehension assignments based on their reading

3. Additional assignment using graphic organizer in cooperative groups

4. 3 teacher observations

5. Collect and evaluate student portfolios

WEEK 9

1. Social Studies reading assignment using reciprocal teaching in cooperative

groups

2. Students will present their findings orally

3. Student reflection on activity

4. 3 teacher observations

WEEK 10

1. Introduce additional graphic organizers and do preliminary activity with

them

2. Assign students social studies reading assignments

3. Students will work in cooperative groups to display information in graphic

organizer poster
 26

4. Gallery walk of completed graphic organizers

5. 3 teacher observations

WEEK 11

1. 3 additional reading assignments in social studies. Students may choose to

use graphic organizers or pyramid grid

2. Observation checklist of random sampling

3. Comprehension worksheet for reading assignment

4. Student reflections

WEEK 12

1. 2 social studies lessons in cooperative groups

2. Student reflections on cooperative activities

3. 3 teacher observations

WEEK 13

1. 3 social studies lessons using graphic organizers

2. Students will complete 2 comprehension assignments

3. Final observation checklist on random sampling

WEEK 14

I. Administer student survey and tabulate results

2. Collect and evaluate student portfolios

31
 27

Methods of Assessment

In order to assess cooperative learning in social studies class, student surveys will be

developed and administered prior to intervention and also at the end of the fourteenth week

period. Observation checklists will be used to document attitudes and behaviors. In addition,

tests will be designed to assess the effects of questioning techniques and graphic organizers.

Over the fourteen weeks, the researchers will make random, informal observations of

students' level of involvement and interest in class activities. Students will make reflections

documenting their attitudes toward the learning process. Finally, a rubric will be created to

assess theme projects and daily work portfolios.

32
 28

CHAPTER 4

PROJECT RESULTS

Historical Description of the Intervention

The students of the targeted fifth grade class in a Midwest urban community

exhibited a lack of motivation, which inhibited academic success. Anecdotal records, student

surveys, and grades evidenced the problem. The objective of this project was to increase

student motivation to learn social studies through the use of active learning strategies. The

implementation of cooperative learning structures, graphic organizers, and questioning

techniques were selected to effect the desired changes in the targeted in the fifth grade class.

A parent letter was sent home the second week of school informing the parents/and or

guardians that the teacher-researchers were planning to implement the action plan. The

parents unanimously accepted the project. There were many positive comments from parents

at Open House. Parents were excited about their children being involved and were hoping for

increased interest in social studies. Many expressed difficulties and negative attitudes of their

children from the previous year.

Prior to the implementation of the action plan, the first chapter in social studies was

taught with traditional teaching methods. These activities included vocabulary lessons,

reading the social studies text aloud in class or independently, teacher-directed discussions of

the material, and comprehension worksheets. Informal observations were made of students'

attitudes during learning activities. Students verbalized that they "didn't like social studies,"
 29

and made comments like "It's too hard," and "I don't ever do well or understand it."

Approximately 40-50% of students were averaging an "F" following the three

comprehension assignments for the chapter. The teacher-researchers noted that students

continued to have a negative attitude toward social studies.

The first step in implementing the action plan was to administer a student pre-survey

(Appendix A) to determine their level of motivation and their attitudes toward social studies.

The surveys were tabulated and used as documentation for evidence of the problem. Teacher-

researchers made observations of a random sampling of students using a behavior checklist

(Appendix B) during the Chapter 1 open book test.

The teacher-researchers introduced the use of portfolios to the students. Students

were instructed on keeping and organizing their assignments. They were also given the list of

items to be included during the selection process. The importance of keeping their work neat

and in their folders was also stressed.

Cooperative learning was used as a technique for teaching content matter in social

studies. The students were assigned base groups and were introduced to the concepts of

assigned roles, responsibility and cooperation for a completed task, and self-reflections. The

researchers conducted two simple cooperative learning lessons before focusing on the chosen

area of social studies (Early Peoples and Ancient Civilizations).

A strategy using green, yellow, and red circles was used to monitor noise levels. If

students were working well, they received green circle. When teachers had to issue a warning

for noise, the students received a yellow circle. Groups who received a red circle were given

a group consequence. By the second and third lessons in base groups, students were

requesting the use of the circles to check their noise and cooperation level. The teacher-

researchers made informal observations during these lessons and students were asked to

34
 30

complete self-reflections following the learning activities. Examples are found in Appendix

C.

Another instructional strategy that was implemented during the third week of the

action plan was the questioning technique Question and Answer Relationships (QAR).

Students were given a handout (Appendix D) to remind them of the different types of

questions they may have to answer in their social studies assignments. Students worked on

their research project of Native Americans with cooperative partners using QAR. Informal

observations were made while students worked and the QAR work was added to their

portfolios.

Students were introduced to an additional questioning strategy called reciprocal

teaching. In this process, students read and summarize the material. Next, they clarify any

unclear text and form questions from their reading. Finally, they predict before they go on to

a new section or lesson. Students worked on this strategy in cooperative groups and wrote

reflections on their learning experience.

Students completed a Native American theme research project. They worked on their

research and presentations in cooperative task groups. Students utilized the Internet and other

computerized resources to gain information for their projects. Informal observations were

made throughout the project and students continued their personal reflections. Their written

reports were evaluated using a teacher-created rubric (Appendix E).

Observation checklists had to be postponed due to the time constraints. Students

worked in base groups during the introduction of the new chapters on Explorers. They used

QAR for the reading assignments.

Work was continued on QAR. Students wrote their own questions using various

levels of questions for two separate reading assignments. One was actively cooperative and
 31

the other was independent. Students were able to distinguish what types of questions they

were using.

The use of graphic organizers was another strategy used to improve student

motivation. A graphic organizer called a pyramid grid was introduced as a pre-reading

technique. The students used this organizer with Chapter 3 independently, and then used it

with Chapter 4 in cooperative groups. The teacher-researchers experimented with some

changes in groups, doing activities with more random or task related groups. Students filled

out reflections on use of the pyramid grid.

The teacher-researchers completed another observation checklist on the random

sampling of students. The results were tabulated. Students used additional graphic organizers

(Appendix F) in subsequent weeks to help study key vocabulary terms and organize their

learning. They did these activities in cooperative groups. At this time, portfolios were

collected and evaluated.

Students continued utilizing the learning strategies implemented earlier in the project.

Students created original graphic organizers to use for several reading comprehension

lessons. They participated in a gallery walk in order to view others' work.

Questioning skills were employed using QAR with Chapter 5, "Founding of

Colonies". Initially, higher order questioning skills were modeled and then practiced as a

whole class before these students worked on this in their group. Students presented their

findings orally as a group. Students used the quilt graphic organizer for introducing new

words for Chapter 5. Students made posters of these organizers that were displayed in the

form of a very colorful quilt.

Students were tested over Chapter 5. All but 2 of the 19 students passed. We began

the unit over colonies, Chapters 6 through 8. Students were assigned cooperative groups by

chapter. Each group presented vocabulary and the main points of their chapter. They looked
 32

up definitions and were each responsible for understanding the meanings themselves.

Independent assignments were done on a brochure project aimed at summarizing the main

points of their colony region. Individuals were also responsible for the comprehension

assignments. Students used the pyramid grid cooperatively with the Chapters 6, 7, or 8

Lesson 1 assignment. Students used the KWL graphic organizer for the next reading

assignment.

Students worked on their colonies projects in cooperative groups to read, use graphic

organizers, and define key terms. Each group created a 20-point quiz over their chapter. Eight

of the points were for vocabulary terms. The teacher reviewed all quizzes before being

administered. They were to have higher order questions and they were to label 5 questions

with a QAR label. The quizzes were reviewed and only a majority needed minor editing.

Students took each other's quizzes.

The final observation checklists were completed and tabulated. Portfolios were

collected. Students worked on social studies brochures, researching, organizing, and creating

visual representation on the material they learned throughout the unit. Students completed

reflections on their portfolios. The post survey was administered and tabulated. Students

continued cooperative learning activities.

Throughout the implementation process, the teacher-researchers made informal

...

observations that documented students' behavior during learning activities. These

observations were also made to monitor late assignments and incomplete work. Students

were also required to complete self-reflections throughout the project.

Factors that led to modification of the action plan were parent-teacher conferences

resulting in three half days, three snow days, early dismissals, teacher absence, and a

shortened school week due to Christmas vacation. Cooperative activities were more time-

consuming than expected which sometimes led to minor alterations in the lesson planning.

37
 33

Some additional activities were also added when teacher observations indicated students'

needs or interests required further learning activities.

The implementation of the action plan allowed the teacher-researchers to provide

students with the opportunities to engage in cooperative learning activities. Students also

learned to utilized active learning strategies to aid in increasing their abilities in

comprehending the social studies material. The action plan was developed to increase student

motivation and achievement through the use of these strategies.

Presentation and Analysis of Results

In order to assess the effects that cooperative learning, use of graphic organizers, and

questioning techniques had on student motivation, the teacher-researchers utilized surveys,

anecdotal records, and students' grades. The teacher-researchers also used students' written

reflections to monitor student attitudes. Observation checklists were used to document

student behavior prior to, during, and following the project implementation.

Student surveys were administered to the fifth grade students in September and

December of 2000. The surveys in September showed that over one half of the targeted

students were not excited about their learning experiences. The survey also revealed that the

majority of the students had a negative attitude towards reading comprehension assignments

in social studies and viewed them as too difficult. Furthermore, 89% expressed a desire to

work cooperatively on their learning activities indicating that students may not be motivated

to succeed with traditional teaching methods.

In December, following implementation of the project, there were significant

increases in positive responses. Table 3 indicates that the targeted students felt confident in

their capabilities, and nearly 100% expressed a positive attitude towards the cooperative

learning activities. Perhaps the most notable change was the 42% increase in the number of

students who felt that their social studies reading assignments were easy.

33
 34

Table 3

Post Survey on Students' Perceptions and Attitudes toward Social Studies

Behavior Category Agree Disagree

Excited about learning 95% 5%

Think they can get good grades I 00% 0%

Comfortable asking teacher for help 100% 0%

Parents take time to help with homework 79% 21%

Think their parents want them to succeed 100% 0%

Like assignments where they read then answer questions 89% I1%

Like school more with cooperative learning 95% 11%

Think social studies reading assignments are easy 89% 11%

n=19

Student grades significantly improved during the project implementation.

Immediately prior to the first week of the action plan, approximately 40-50% of the targeted

students were averaging an "F" on the first three comprehension assignments. This could be

due to their lack of motivation and interest in their learning experiences in social studies. It

could also be due to their lack of acquired reading strategies needed to help them in retrieving

information from nonfiction text.

Once students had been introduced to QAR, the graphic organizers, and were

working in cooperative groups on a regular basis, only I I% of the students had failing grades

on the last three assignments as Table 4 indicates. Students were more engaged in their

learning experiences and more motivated towards success.

39
 35

Table 4

Grades on Social Studies Comprehension Assignments

Student Grades
Score Chapter 1 Chapter 4

93-100 11% 42%

81-92 16% 31%

70-80 26% 16%

69 and below 47% 11%

n=19

Prior to beginning the project, 32% of the students failed the Chapter 1 open-book

test. Throughout the implementation of the project, students scored well on major projects,

like the Native American theme project, poster presentations, and tests. Students still had

difficulty on vocabulary quizzes and appeared to not be interested in learning their key terms

for that purpose.

Results of the observation checklists that were administered to the random sampling

of five students indicated a decrease of off-task behaviors during both instructional activities

and cooperative learning activities. Students were engaged in their learning and spent less

time playing with objects and being inactive. Talking out and being out of one's seat were

only monitored during cooperative learning activities when it was unnecessary or

inappropriate. A comparison of the two checklists prior to, and at the conclusion of the

project suggest that the strategies that were implemented may have helped to reduce

distractions and increase motivation in the classroom.

40
 36

Table 5

On-Task Behavior Observation 12 minutes Data Recorded Eveiy 10 Seconds

Behavior Category Student 1 Student 2 Student 3 Student 4 Student 5

On task (69%) (77%) (65%) (82%) (77%)

Off task - talking (13%) (8%) (15%) ( 8%) (10%)

Out of seat (3%) (3%) (6%) (0%) (0%)

Inactive (8%) (8%) (6%) (10%) (10%)

Noncompliance (0%) (0%) (0%) (0%) (0%)

Playing (7%) (4%) (8%) (0%) (3%)

n=19

Informal observations of students prior to the implementation indicated that students

found social studies to be boring and difficult. Students were not confident in their abilities to

succeed on any particular assignment and they did not feel that the learning was relevant to

their lives. Student reflections supported these observations during class, expressing that they

were disinterested and more content with failure than they were confident of their success.

Observations during implementation documented increased positive attitudes at

social studies time. Students were more likely to share answers in cooperative groups than in

whole class discussions. Students also seemed to like the responsibility of assigned roles.

Their reflections often centered on their particular success in fulfilling their role for the

assigned activity. Observations also noted a decrease in late or incomplete work among the

students. Lower level students were beginning to strive to achieve at a higher standard.

41
 37

In addition, the teacher-researchers noted that their observations revealed that

throughout the project implementation, students were not just working together, but were

truly become a team of responsible learners. Student reflections indicated that students were

challenged yet confident. They still expressed increased interest and less boredom with the

learning activities. Responses on reflections became more specific and elaborate the more

involved the students became in the project.

The interventions appeared to have a positive effect on student motivation. Students

demonstrated more positive attitudes to their learning activities in the area of social studies.

Students' confidence and cooperative skills improved throughout the project. Even their

grades seemed to indicate a positive result.

Conclusions and Recommendations

According to the results of the student surveys administered to the targeted fifth grade

class in December 2000, student perceptions of their learning experiences in the area of

social studies improved during the implementation of the action plan. Students indicated that

they had increased confidence with their comprehension assignments and they were more

excited about learning. Students were not as negative about reading and answering questions

in social studies.

Students improved academically during the project implementation, and an increased

number of students achieved passing grades on independent comprehension assignments.

Grades with more significance such as those given for tests and projects also improved.

Results from observation checklists indicated a decrease in off-task behaviors during

instructional activities. Students were increasingly engaged in the learning activities and

interested in their successes. Student reflections supported this contention as students

expressed decreased anxiety about their social studies assignments and increased motivation

to learn.

42
 38

There was no way for the teacher-researchers to determine whether these

improvements in motivation were due to students' increased confidence in using the social

studies text to retrieve information using the learning strategies which were implemented.

The increase in motivation may have resulted from the students' individual personalities and

their desire to work cooperatively rather than independently. The project results indicated

that the implementation of the action plan had some positive effects on student motivation.

Based on analysis of the data, the following recommendations are made. Educators

need to understand the motivation levels of their students, their needs concerning teaching

styles, and their various learning styles. Implementing cooperative learning in combination

with other models of teaching may improve motivation and encourage students to become

active learners. Educators need to implement active learning strategies to increase

comprehension using nonfiction text. Designing lesson plans utilizing graphic organizers

may help students organize and remember information that they are learning.

The teacher-researchers recommend that cooperative learning activities be well

planned and implemented frequently. It is imperative that students are instructed in the

components of a cooperative activity prior to lessons in the content areas. Increased focus

and strategies for the learning and transfer of vocabulary terms may be needed also.

Educators should provide students opportunities to summarize, question, clarify, and predict

the material that they are learning.

43
 39

REFERENCES

Ames, C. A. (1990). Motivation: What teachers need to know. Teachers College

Record, 91 409-421.

Ashman, A. & Gil lies, R. (1998). Behavior and interactions of children in cooperative
groups in lower and middle elementary grades. Journal of Educational Psychology, 90(4),
746-757.

Bellanca, J. & Fogarty, R. (1991). Blueprints for thinking in the cooperative

classroom. Arlington Heights, IL: SkyLight Training and Publishing, Inc.

Brophy, J. (October, 1986). On motivating students: Occasional paper, 101. East

Lansing, MI: Institute for Research on Teaching, Michigan State University. (ERIC
Document Reproduction Service No. ED276 724)

Ciardiello, A. V. (1998). Did you ask a good question today? Alternative cognitive
and metacognitive strategies. Journal of Adolescent and Adult Literacy, 42(3), 210-219.

Graham, S., Ludington, J., & Rogers, S. (1999). Motivation and learning: A teacher's
guide to building excitement for learning and igniting the drive for quality. Evergreen, CO:
Peak Learning Systems.

Hendrikson, L. (1984). Active learning. (0ER1). Washington, D. C: Office of

Educational Research and Improvements. (ERIC Document Reproduction Service No.
ED253468)

Kerka, S. (1998). New directions for cooperative education. (ERIC Document

Reproduction Service No. ED434245)

Lumsden, L. S. (1994). Student motivation to learn. ERIC Digest, 92, (ERIC

Reproduction Service No. ED370 200.

Maehr, M. & Midgley, C. (1991). Enhancing student motivation: A school wide

approach. Educational psychologist, 26, 399-427.

Ngeow, K. Y. (1998). Enhancing student thinking through collaborative learning.

(Report No. RR93002011). Washington, D. C: Office of Educational Research and
Improvements. (ERIC Document Reproduction Service No. ED422586)

Raffini, J. (1993). Winners without losers: Structures and strategies for increasing
student motivation to learn. Boston: Allyn and Bacon.

Right to Read Conference, (1998, August). Moline, IL.

44
 40

Stahl, R. J. (1994). The essential elements of cooperative learning in the classroom.

(Report No. RR93002014). Washington, D.C: Office of Educational Research and
Improvements. (ERIC Document Reproduction Service No. ED370881)

Stevens, P., & Richards, A. (1992). Changing schools through experiential education.
(Report No. RR188062016). Washington, D. C: Office of Educational Research and
Improvements. (ERIC Document Reproduction Service No. ED345929)

Tama, M. C. (1989) Critical thinking: Promoting it in the classroom. (ERIC

Document Reproduction Service No. ED306554)

Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role
of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209.

45
 APPENDIX A

STUDENT SURVEY

46
 41

STUDENT SURVEY

Please answer the following questions by circling the appropriate number after each
statement. Feel free to make comments.
3 = Agree 2 = Disagree 1 = Strongly disagree
4 = Strongly agree
4 3 2 1
1. I am excited about learning.
(comment)

4 3 2 1
2. I think I can get good grades.
(comment)

4 3 2
3. I feel comfortable asking my teacher for help.
1

(comment)

4. My parents take time to help me with my homework. 4 3 2 1

(comment)

5. My parents want me to succeed. 4 3 2 1

(comment)

6. I like doing assignments that involve

reading and answering questions. 4 3 2 1

(comment)

7. I would enjoy school more if I could work with others. 4 3 2 I

(comment)

8. I think Social Studies reading assignments are easy. 4 3 2 1

(comment)

47
 APPENDIX B

BEHAVIOR OBSERVATION

43
 42 .

Behavior Observation Form

Target Student M/F Grade

School Teacher Date

Observer Position

Class Activity
DIRECTIONS: Each box represents a ten-second interval. Observe each student once; then record the
data. If possible, collect data for the full 15 minutes under a teacher directed or independent condition. If
this is not possible, put a slash when the classroom condition changes. Classmates observed must
be the same sex as the target student.

Target
Student wqwee

Peer*

Target
Student

Peer*

Target
Student ^
Peer*

Target
Student WNW,

Peer*

Target
Student

Peer*

*Randomly selected classmate of the same sex

Note: To observe class--begin with the first same sex student in row 1. Record each subsequentiame
sex student in following intervals. Data reflect an average of classroom behavior.
On-Task Codes: . Eye contact with teacher or task and performing the requested task.
Off-Task Codes: body..
T = Talking Out/Noise: Inappropriate verbalization or making sounds with object, mouth, or
0 = Out of Seat: Student fully or partially out of assigned seat without teacher permission.
I = Inactive: Student not engaged with assigned task and passively waiting, sitting, etc.
N = Noncompliance: Breaking a classroom rule or not following teacher directions within 15 seconds.
P = Playing With Object: Manipulating objects without teacher permission.
 APPENDIX C

STUDENT REFLECTION FORMS

50
 bate:
Nome: 43

Push
Fill ill the boulders to show how you will leorn.

51
 Date:
Name:

Student Self-Assessment
Complete the form to evaluate your learning.

because
I did this well:

I wish I had done better at

RATE YOUR LEARNING IN EACH AREA. TELL WHY YOU GAVE YOURSELF THAT RATING.
1 - I did more than expected. 2 - I usually did what was expected. 3 - I had difficulty meeting the expectations.

BEING A LEARNER MEETING LEARNING GOALS

PLANNING FOR LEARNING

shares ideas demonstrates learning

brings materials shows quality work
completes homework listens carefully
is ready to learn remains on task

What I will do to become a better learner:

52
53
Teacher Signature Parent Signature
Student Signature
 45

ce
Performance Review

0
0
0

Personality Trait Rating Comments

Rating Scale:
- Excellent 2 - Good 3 - Satisfactory 4 - Unsatisfactory 5 - Unacceptable

0 0
o.
lbs3 54
Evaluation by: Date:
 Name
Native Americans Evaluation Sheet
The most interesting thing I learned

about Native Americans was

Name

has completed our study of

Native Americans. 2 My favorite activity while studying Native
Americans was

3. One thing I would like to have learned

about, but didn't, is

4. Studying Native Americans is / is not

(Circle one.)
important because

56
Date Date

Lesson Lesson

What I learned today is What I learned today is

My effort today was (great, good, My effort today was (great, good,
poor). poor)._

58
ne: Date: 4

KWL
lk as you read. Write the title and author of your book or article on the line. Before you read,
n the K and W boxes. While you read, you can add more to the W box. After you read, fill in
I. box.

e aw
tle:
sthor:

What I Know What I Want What I Learned

to Know

59
 Name

Book Title or Topic

A (Things I Already know)

QU (QUestions I have)

A(Answers I've found)

BEST COPY AVAILABLE

Creative Teaching Press

NMI * ot..7
Responding to Literature
*
21
...wweow Date:

MY PORTFOLIO
Fill out the form to make a record of what's in your portfolio. Attach the form to your portfolio.

Name of Work: Date Completed: What the Work Shows:

61 62
APPENDIX D

QAR

63
 QUESTION/ANSWER/RELATIONSHIPS
QAR

1.RIGHT THERE QUESTION-The answer can be found in one sentence.

2.THINK AND SEARCH-Information is found in more than one sentence or paragraph.

3.0N MY OWN-The answer is a result from the reader's own background knowledge.

4.AUTHOR AND ME-Answer found in student's background knowledge and from

reading the text.

6
 APPENDIX E

NATIVE AMERICAN PROJECT RUBRIC

63
 52

Native American Theme Project

4pts 3pts 2pts 1 pt.
, .

Imap clear and easily mostly easy to difficult to map missing

readable read read or
includes many includes some re- includes land- unreadable
resources and sources and form or
landforms landforms resource
,

resources includes 5 correct includes at least includes at o knowledge

resources with uses 3 resources with least 1 resour. of resources
uses with use
.4.
-
gifts authentic appearance some realistic some attempt 1 o gift
appearance

tradition, shows clear under- shows at least attempt at 1 o attempt

ceremony, standing of culture one correct custom
or religion custom
,

homes correct home, correct home, incorrect i o home

neatly done and placed cor- home, but
placed in correct rectly correct
position position

presentation shows thorough shows good shows some .hows little

knowledge of knowledge of knowledge owledge of
group group of group oup

67
 APPENDIX F

GRAPHIC ORGANIZERS

63
 53

Name

Directions
Choose a chapter from one of your current textbooks. We the Reading Pyramid
on page 40 as a guide to cornplete the following grid about your chapter.
111111111111111011WIIIIIIIIMIW

Pyramid Grici

Lc.55 c:n Title

0 Review pictures.Write questions

about pictures.

0 ReVew words.Write questions about the words. (3)

0 Read questions at the end. Write key wtxris from the que:tion.s. CL sson w

0 Read the opening paragraph and the summary.Write an answer to the question What
loson be about?

69
Read the chapter once. Can you answer all your questions? Did you find the key words? Was your
prediction correct? Read the chapter again to answer anythind you missed the firct timp
ISFSTC Pi AVAILABLE
Name:

'What's the Hain 'Idea? along

Read or write a nonfiction article or book. Write the main idea on the fish's spine. Write the supporting details
the other bones.

(
 55
Name: Date:

Vocabulary Quilt
As you read, write new words in the squares. Write the meanings of the words, too. If you
can't figure out the meaning of a word, look it up in a dictionary.

word.
Xword:

.7 7C 7C X "Pc 7( 7t Tt X X' "Pc 74 Pc Pr Pic )c-7<

word.
word.

7C

vc 7c roc. setc
X word-
word:

IX
Name. Date:
56

Onownivo Powni
Use the windmill to organize your ideas. Write the topic in the center circle. Write categories and
details on the lines in the sails.

73
Name* Date:

Shoot 14w the Circles

Compare two items. Write the information that is the same about both items in the overlapping part of
the circles. Write the information that is different about each item in the parts of the circles that
do not overlap.

75
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