Results
In consulting the different data sets from Phase 2, using observations, student feedback and student work samples I gathered, four distinct themes emerged. They will be presented here for the reader.
When students practice a form of writing in literacy centers it transfers to their actual writing.
I found that students appeared to by engaged during these writing-based centers. One particular activity, writing similes seemed to transfer to writer’s workshop. I noticed students were excited and began using similes in their writing during other times in the classroom schedule. A kindergartner in this classroom, would not have learned what a simile was or been able to use one in their writing had it not been for the writing centers. Centers can be based around areas of need in writing or boost their motivation and style of writing. These centers were a way to expose students to stylistic writing.
Students are more engaged when independent activities have boundaries and structure.
As the data revealed in Phase One, students appeared more engaged and on-task when I presented activities that were well structured and had clear instructions. For example, when students did quick writes there was more chaos due to the freedom of starting the quick write at their own speed and using the timers, themselves. On the other hand, choosing stickers and writing a story about their stickers appeared to be a more productive activity where students were quiet and engaged in the writing task. After talking to students, I learned that they, too, noticed how disruptive quick writes were during literacy centers.
Students are more likely to choose a center on the day it is introduced.
I discovered that a large majority of students chose the activity that I had modeled on the particular day. Almost half of the class chose to make a comic because I had just gone over how to write comics and they were eager to do the same. This was valuable information because if I feel the class as a whole or a group of students needs to practice a specific skill, I can introduce a center based around that skill or area of need and feel strongly that students will choose to participate in that center and strengthen that skill while being engaged in the center.
Students put more effort into their seatwork assignments without the enticement of free play time
Based on quantitative evidence and a review of work samples, I discovered that students spent more time doing their seatwork assignments and were also more likely to finish their seatwork assignments after eliminating free playtime. In addition, I noticed that student work tended to be neater and more complete as demonstrated by the work samples.
When students practice a form of writing in literacy centers it transfers to their actual writing.
I found that students appeared to by engaged during these writing-based centers. One particular activity, writing similes seemed to transfer to writer’s workshop. I noticed students were excited and began using similes in their writing during other times in the classroom schedule. A kindergartner in this classroom, would not have learned what a simile was or been able to use one in their writing had it not been for the writing centers. Centers can be based around areas of need in writing or boost their motivation and style of writing. These centers were a way to expose students to stylistic writing.
Students are more engaged when independent activities have boundaries and structure.
As the data revealed in Phase One, students appeared more engaged and on-task when I presented activities that were well structured and had clear instructions. For example, when students did quick writes there was more chaos due to the freedom of starting the quick write at their own speed and using the timers, themselves. On the other hand, choosing stickers and writing a story about their stickers appeared to be a more productive activity where students were quiet and engaged in the writing task. After talking to students, I learned that they, too, noticed how disruptive quick writes were during literacy centers.
Students are more likely to choose a center on the day it is introduced.
I discovered that a large majority of students chose the activity that I had modeled on the particular day. Almost half of the class chose to make a comic because I had just gone over how to write comics and they were eager to do the same. This was valuable information because if I feel the class as a whole or a group of students needs to practice a specific skill, I can introduce a center based around that skill or area of need and feel strongly that students will choose to participate in that center and strengthen that skill while being engaged in the center.
Students put more effort into their seatwork assignments without the enticement of free play time
Based on quantitative evidence and a review of work samples, I discovered that students spent more time doing their seatwork assignments and were also more likely to finish their seatwork assignments after eliminating free playtime. In addition, I noticed that student work tended to be neater and more complete as demonstrated by the work samples.