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“Allowing and promoting choice and independence in students’ learning is seen as having a motivating influence [in gifted students].”

Niki Phillips & Lindsay Geoff, Motivation in Gifted Students

Independent Projects: A gifted Child’s Motivator?

Mabel Rodriguez

March 24th 2008

Case Study Description Jacob*, a10 year-old Asian male AIG student Gets along well with other students Has no behavioral issues Highly motivated Often participates Helps his classmates grasp concepts they may be

having difficulties with 90th percentile math and reading EOG scores Highest level, level IV, writing score

*Pseudonym

Jacob shows mature reasoning as well: During one morning meeting session, students

were asked to choose between having an incredible experience or having a possession they’ve always wanted

22 of 26 students said they would choose the possession

Jacob said he would “hang glide off the empire state building.”

When asked why he would choose the experience, Jacob replied, “because I would rather cherish the memory of it forever.”

Work Samples

This sample shows Jacob’s extension of his multiplication menu in math

This sample shows Jacob’s high writing level and helpful attitude towards others

So the problem is… Students like Jacob often finish their work Students like Jacob often finish their work

before othersbefore others They sometimes already know the material They sometimes already know the material

being taught so it is often boring and oldbeing taught so it is often boring and old

How can full-inclusion teachers prevent How can full-inclusion teachers prevent highly motivated, gifted students from highly motivated, gifted students from becoming bored with an unchallenging becoming bored with an unchallenging curriculum?curriculum?

Looking at previous research might help us find effective ways to keep gifted students like Jacob motivated in school.

Previous Research:Motivation Niki Phillips & Lindsay Geoff conducted a study with

15 gifted students from five different secondary schools

Interviews with students, parents, and teachers were conducted

Found that gifted students often motivated by a challenging curriculum

Also motivated by choice and independence in their learning

Family and teacher encouragement and support also helped guide these students to internalized success

Underachievement Sylvia Rimm discusses underachievement and the

role it plays within gifted children States that because gifted students are not often

challenged in the course of their everyday experiences, they begin to believe that being “smart” translates into easy success.

They do not attempt anything beyond the minimum because if it requires effort, then it is difficult, and they are no longer “smart” in their own eyes

Students that are never exposed to failure cannot handle it, and therefore do not build up the confidence it takes to try challenging feats

This results in many gifted children in fact achieving well below their potential

Independence George Betts describes three levels of learning. Level I is teacher-directed. This type of learning

includes lecture-style learning. Level II is teacher-guided. This would include whole

class work where the teacher is helping students reach a consensus.

Level III is student-directed. This type of learning is best for gifted students. Students can choose assignments and how they will be presented and assessed. Teachers help students with the essential skills needed to

carry on as independent learners. Teachers also help students plan their work, and come up

with ideas and products.

Product-Focused Learning

Carol Ann Tomlinson describes learning that is product-focused

Once students have conducted their research and gathered their data, they should apply what they have learned.

This application will provide authentic learning opportunities that should motivate and challenge gifted students

Rimm also notes that having students present their products to some sort of audience is often the key to motivating them to achieve beyond the minimum

What does this mean for my research? In the beginning, research was geared

towards differentiation Action plan was going to be developing

challenge questions within science lessons that would foster independent work and thinking beyond standards

However, spending more time in the science classroom made me realize a few things:

Cooperative Work as a Challenge in Itself 1. Science investigations are very cooperative.

This means that students are working with other group members, often of differing ability levels. During this time, students are learning collaborative group work, as well as thinking that extends beyond their own mind frames.

If there is an obstacle in the experiment, the entire group struggles as one.

Challenge questions were included at the very end of investigation discussion sheets, but students were challenged in different ways during this time.

So what is a good way to challenge gifted students within the pre-existing framework of the science classroom?

Key Factors Affecting Gifted Students’ Motivation

Independence Choice Audience Product

Combining these gives us an action plan that allows students to complete an independent project of their choice that is to be presented to the whole group.

Inspiration Before the independent projects idea came into a play, a student in the class

decided- completely on his own- to create a volcano out of cookie dough, vinegar, and baking soda.

This project was presented during morning meeting, and many students thought it was really interesting and fun to watch and learn about.

This led me to believe that students would enjoy creating their own projects.

Two students wrote about their classmate’s presentation in the samples above

Research MethodIntroduction During morning meeting, students were

introduced to the independent project Told that they would be creating a product about any

topic related to landforms [which was their current science unit]

This product would be presented to the class during morning meeting

Students would have to fill out an Investigator Contract as well as a Student Log

Student LogDay Description

_________ Time I actually spent working:__________

What I did today:

Problems I had:

What I need to do tomorrow:


What I did today:

Problems I had:



What I did today:

Problems I had:


This is a sample of a student log. Every day students fill these out to show their plan and their progress for each day they work on their independent project.

Landforms Investigator Contract

Part 1I am interested in __________________________________________________

because_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Part 2While exploring this for the week, I want to learn and do these things:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Part 3I am going to share my work during morning meeting. This is what I am going to make:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

I understand that fulfilling this contract will take a lot of self-reliance and responsibility. I agree to ask for help, talk to a teacher if I do not know what to do next, or if I am not getting anything done. I will work hard and use my time wisely.Student Signature ____________________________ Date

____________

Teacher Signature ____________________________ Date ____________

This is a sample Landforms Investigator Contract

Students were told to fill these out BEFORE beginning their independent projects. Both the student and the teacher had to sign these in order for the project to be approved and presented.

Brainstorming As a class, students came up with topics they would be

interested in researching. These included (but were not limited to):

Natural Disasters Volcanoes Mountains Rocks Oceans etc.

Students also brainstormed about products they could create: Models Maps Posters Power point presentations Pamphlets etc.

Timeframe

Students were given one week to choose a topic to investigate, have it approved, and complete their product.

Presentations would be taking place the following Monday, with students each having about 7-10 minutes to talk about and show their presentations during morning meeting

Students were told that the project was strictly optional, but asked to recall how fun it was to see their classmate’s presentation a week prior to the introduction of the independent projects

DataWho was interested in the project? 15 students took the contract and logs when the

project was introduced Only four students actually completed the project

and presented it Case study subject was not one of the four, even

though he was personally asked if he would like to complete the project

However, one student who participated was academically very similar to the case study subject.

She was very excited about the project, and was the first to discuss her ideas with me in detail.

Comparable Subject Work Samples

Work samples from the AIG student who created a project’s science journal are comparable to the case study subject’s with respect to ability level

What did the students create? Two projects were model volcanoes. Both were made of clay, vinegar, and baking

soda. One had an accompanying 4-slide power

point presentation that was presented to the class after the student had his demonstration eruption.

Another student created a layered model mountain with accompanying topographic map poster.

The final student poured Mentos candy into a 2-Liter Diet Coke bottle to model the effects of air pressure and gas on a volcanic eruption

Results: Student Reflections

Although the case study subject did not participate in the intervention, there were effects on the students who did participate.

Two of the participants’ portfolio reflections show that students enjoyed the experience, as well as cemented the learning that was taking place in the science classroom.

Survey

After the projects were presented, students were asked to rate their experiences on a Likert scale of 1-5.

1= Strongly Disagree 2= Disagree 3= Neither Agree nor Disagree 4= Agree 5= Strongly Agree

Surveys were briefly summarized, and students were asked to be completely honest.

There was space on the bottom of the sheet for suggestions.

Survey1. I enjoyed working on my independent project. 1 2 3 4 5Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree

2. I liked presenting my independent project to the class. 1 2 3 4 5Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree

3. My independent project helped with my learning in science class. 1 2 3 4 5Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree

4. I would like to do another independent project. 1 2 3 4 5Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree

Average Ratings

Here is a graph of the average rating for each of the statements [all of which were positive statements

Averages were fairly high. 1= 4.25, 2= 4.25, 3= 3.75, 4= 3.5 Because of the small sample size, results could easily vary greatly from one classroom to

the next

A ver age Liker t Ratings

00.5

11.5

22.5

33.5

44.5

1 2 3 4

Question Number

Lik

ert

Rating

Conclusions Although the study did not affect my case

study subject because he did not participate in it, it did seem to have some benefits for the classroom environment as a whole.

Students learned to listen to and enjoy their peers’ work and research.

Students also gained factual knowledge about the subject area they chose to further study.

Recommendations Because the study was optional and very open

ended, most participants did not even fill out the contract and turn it in.

None of the participants filled in student logs For required independent projects, or ones that

would count for extra credit points, it is recommended that stricter guidelines be put into place.

Students should have ideas approved beforehand, and progress should be checked regularly.

One benefit of independent studies is the development of autonomous learning. Students need to be held accountable for their independent work. Having explicit due dates and guidelines helps students learn this skill.

Future Research

Future research could focus on the effect of independent projects on students that are performing below grade level. Do independent projects help motivate them too?

Students seemed to benefit not only from creating independent projects, but also from seeing them presented. What affect do these presentations have on the

rest of the class?

Final Thoughts Although the study was constantly changing, that is

exactly what action research is all about. Student needs should guide the research and action

plan. Because classrooms are dynamic, student needs

constantly change, so interventions often change with them.

Implementing an action research plan affects not only the intended subjects, but the classroom as a whole, as well as the teacher implementing it.

mabel

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