Overcoming Barriers to Implement Active Learning in the Middle Grades Classroom

Susan EdwardsGeorgia Regents University

This We Believe

• Students and teachers are engaged in active, purposeful learning. (Active Learning)

• Educators use multiple learning and teaching approaches (Multiple Learning Approaches) (NMSA, 2010, p. 14).

Background Information• MAT Student-”Will I get in trouble if I do this?”• Wood, (2004)-Anecdotally, many teachers report that these principles

cannot be implemented in the climate of standardized testing and accountability .

• McEwin & Greene (2010) report in their survey of randomly selected middle schools that 81% of respondents reported regularly using direct instruction, while 64% of respondents reported regularly using cooperative learning, and only 42% of respondents regularly used inquiry teaching. They found that “schools still tend to rely more heavily on teacher-centered direct instruction” (p. 55).

• Musoleno & White (2010) also conclude that developmentally appropriate instructional practices that are aligned with middle school philosophy have decreased since the No Child Left Behind Act increased the pressure of standardized testing on schools and teachers.

Research Questions

• 1. What are the barriers or challenges that middle level teachers face when attempting to implement the instruction principles (i.e. active learning and multiple learning approaches) of effective middle level education proposed by the Association for Middle Level Education (NMSA, 2010)?

• 2. How are some teachers able to implement the instruction principles (i.e. active learning and multiple learning approaches) of effective middle level education proposed by the Association for Middle Level Education (NMSA, 2010) when many teachers report that these principles are not possible in the current climate of standardized testing and accountability?

ParticipantsTeacher

(Pseudonym)Grade Subject Years of Experience

Clarisa Garcia 6 Social Studies 15

Pam McLean 8 Math 16

Nick Johnson 8 Language Arts 2

Keisha Smith 5 Math 5

Crystal Jenkins 6 Science 2

Karina Jacobs 7 Science 3

Aaron Harris 6/7/8 Reading Remediation 2

Erin Kiser 7 Science 25

Katherine Morefield 8 Social Studies 9

School DemographicsTeacher

(Pseudonym)School

(Pseudonym)Black Whit

eOthe

rSpeci

al Need

s

Gifted

Free or Reduced Lunch

Clarisa Pam Nick

Timberwood Middle School

Rural

48% 48% 4% 12% 10% 71%

Keisha Jefferson Charter School

Urban

96% 1% 3% 8% 2% 99%

Crystal Karina Aaron

Bryant Middle School

Rural

67% 32% 1% 9% 4% 82%

Erin Reston Middle School

Suburban

14% 73% 13% 6% 20% 10%

Katherine Greene Middle School

Suburban

34% 46% 20% 8% 8% 52%

Data Collection

• Interviews• Observations• Lesson Plans

Data Analysis

• MAXQDA• Coding Process

Overcoming andActive Learning

Examples of Original Emic CodesCommitmentYou just do it

You just figure it outIt takes tenacity

Intersection

Examples of Original Emic CodesIt’s about the kids

Not on a teacher pedestal

Examples of Original Emic CodesI’m creative

Always looking for new ideasTrying new things

Open to trying something new

Tenacity

Student-focused

Experimental

Overcoming and

Multiple Learning Approaches

Examples of Original Emic CodesVery determinedFinding the time

Examples of Original Emic CodesYou’ve got to know your kids

Respect them

Examples of Original Emic CodesTake teaching risks

Willing to give it a shot

Tenacity

Student-focused

Experimental

Validity

• Two member checks• Looked for data that did not fit the patterns• Triangulation (data collection and recommendations)• Outside researcher reviewed the findings

Challenges to Implementation

• Challenges related to the system• Challenges related to students• Challenges related to content• Challenges within the teachers

Challenges Related to the System

• Time-both planning and instructional• Testing/Curriculum Guides/Benchmarks• Lack of Resources– “You know, with the curriculum maps and

emphasis on CRCT testing a lot of the creativity in teaching has left because of that.”

~Erin

Challenges Related to Students

• Behavior• Range of abilities– “Behavior is one because some kids can’t handle

it, they need that but they can’t handle it.”

~Clarisa

Challenges Related to Content

• Teacher comfort with the content – (Constantly moving grade levels or subjects)

• Making content relevant to the students– “Sometimes it’s just a stretch to make the learning

purposeful, I try to give the students a reason that yes, you will use this at some point in your life.”

~Pam

Challenges Within the Teachers

• Need more ideas• Requires more effort• Risk is involved– “I really think it’s a teacher’s comfort… it’s hard to

have a lot of different activities. It’s easier just to throw out a worksheet or a Powerpoint that’s created.”

~Katherine

Overcoming Barriers and Implementing the Principles

• Tenacity• Student-focused• Experimental

Tenacity

• “I think it’s tenacity, you can’t just give it up… I think it’s a commitment that you just have to make. If you throw your hands up and say, “It can’t be done,” then you’ve kind of made your mind up that it can’t be done. Sometimes it’s just persistence.”

~Pam

Student-Focused

• “You start to care a whole lot… and the look of frustration on the kid’s face is pain-staking to me. I don’t want them to be frustrated with something I taught.”

~Keisha

Experimental

• “We do teacher observations or peer observations... “Ooo, I like how she did that...” “I want to try that...” I have actually gone over to the high school since we are life science and they do biology and see how they do things and then bring stuff back here. So, I hate to say it but it's just a lot of 'I like that'... 'I'd like to try that'.... just bring it in and go with it.”

~Karina

Limitations and Further Research

• Limitations– Intensity sampling-select group of teachers– Scheduled observations– Other influences are not clear– No observation protocol

• Future Research– Intersection with teacher agency– Co-teaching study

Questions?

Susan Edwardssedwar12@gru.edu

References• Edwards, S. (in press, 2015). Active learning in the middle grades

classroom: Overcoming the barriers to implementation. Middle Grades Research Journal, 10(1).

• McEwin, C. & Greene, M. (2010). Results and recommendations from the 2009 national surveys of randomly selected and highly successful middle level schools. Middle School Journal, 42(1), 49-63.

• Musoleno, R., & White, G. (2010). Influences of high-stakes testing on middle school mission and practice. Research in Middle Level Education Online, 34(3).

• Wood, G. (2004). A view from the field: NCLB’s effects on classrooms and schools. In D. Meier & G. Wood (Eds.), Many children left behind: How the no child left behind act is damaging our children and our schools (pp. 33-50). Boston, MA: Beacon Press.

CEU CODE

•TK-84