What Significant Problem of Practice did Your Intervention Target?
Initial Problem of Practice I: Students don’t see reading and researching as a valuable means to gain knowledge and increase experience, evidenced by their minimal use of textual support in discussions and writing. This series of lessons can be taught to help students see the value of annotation, giving them a tool about how to gain knowledge and increase experience to get them to use their reading and researching as evidence. This is introductory material intended for high school or pre-college-level courses.
Initial Problem of Practice II: Explore the tendency of some students to “give up” when they encountered challenges in their research projects, instead of relying on teachers to solve problems. We wanted to find a way to instill a sense of independence in students as they moved through the steps of research and writing. We hypothesized that a focus on metacognition and reflective practices might help improve their own problem-solving skills and instill a greater sense of independence. This is introductory material intended for entry-level college courses.
Revised Problem of Practice: After implementing our lessons, the pattern of student learning behavior was that although students recognize the value of annotation and metacognition, they don’t necessarily apply the tools implemented on their own. Therefore, we proposed to investigate the correlation between the students with a strong growth mindset and the students who continue to implement the strategies implemented in the lessons presented.
What Common Core State Standards Relate to this Problem and How?
READING: LITERATURE
Key Ideas and Details
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
READING: INFORMATIONAL TEXT
Key Ideas and Details
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
