Creating Classroom Culture
Creating a Culture of Reflection in the Classroom
by
Amanda L. Woodbury
MS, Southern New Hampshire University, 2003
BS, New Hampshire College, 2001
Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of
Doctor of Education
Adult Learning
Walden University
January 27, 2012 Abstract
Our educational system is broken. It has been proven time and time again that teaching to the “test” does not work. It not only limits the potential of the students, but limits the growth and potential of the instructor. As a result great innovators are leaving the system and what is left is an educational system that has been surpassed by foreign nations leaving the United States with inadequacies and no hope for the future. Creating a culture of reflection in the classroom is an …show more content…
innovative way to equally disperse accountability to both the student and instructor. By creating a portfolio and a well design rubric students, peers, and educators can see a natural progression to greatness and higher achievement. This will create a “win win” educational system that will flourish and grow.
Creating a Culture of Reflection in the Classroom
There has been ongoing legislative debate over how to improve education while enhancing the instructor’s educational talents. Educators will tell you they are tired of teaching to the “test” and receiving subpar student evaluations. Some educators will even go as far as leaving the profession due to the lack of administrative support and/or innovative training. Creating a culture of reflection in the classroom is just one innovative concept that is taking shape in the educational industry. This paper will discuss what this technique is, how it helps improve both the students and instructors progress, and why it is meeting with opposition. Creating a culture of reflection in the classroom may not necessarily be new to everyone in the industry. However, it is a concept being discussed as far up as the President of the United States. It is a practicum that simply put creates accountability in the classroom. Rather than using the standard grading rubric A through F, students create a learning portfolio (Yoshida, 2012). Next, they are given their first assignment along with a very detailed grading rubric that clearly identifies the grading criteria. The rubric goes from maximum of five points and works down to one point (2012). Students are then taught the next step in the portfolio process, which is how to complete a “personal reflection.” In this step they are required to pose three questions in which their peers will answer during their analysis. In the final step they will conclude with a personal critique of their classmates work. Finally, the teacher will assess both the original work, peer analysis, and the rubric in order to assign the appropriate numbers (Yoshida, 2012). Every assignment throughout the semester is carried out in this directive, thus creating a culture of reflection. According to an article written by Clyde Yoshida, in Edutopia, this innovative method of evaluation worked by taking away the stereotypical A though F student potential and places students on a more even playing field. The students in his classroom responded positively because they saw constant improvement, rather than just a letter grade. Students identified their arrears of weaknesses and worked harder on following assignments to ensure they would meet all rubric requirements at the fifth level. Mr. Yoshida, too, found that the critical element in this technique was to have a well defined rubric that could be easily understood and to clearly educate the students on how to provide a positive, yet critical peer reflection. Creating a culture of reflection in the classroom gives students a constant updated progress report and analysis of their progression (McLaughlin, 2012). When a student completes their initial assignment and is given their portfolio back they are immediately inundated with positive reinforcement. They can see how their peers and natural collaboration can be used to their benefit, as well as how and in what areas of improvement or details they may need to address for future assignments (Yoshida, 2012). As the semester progresses students can see their natural progression of improvement which again, reinforces positivity and scholastic growth. Students are not the only ones who experience personal growth with this technique.
Educators do as well by learning and making constant improvements to the rubric and syllabus (McLaughlin, 2012). It may be that a specific criterion was not understood during the lesson or that the rubric was vague. Some educators may find that their lesson and rubric do not correlate. All of which can and should be consistently analyzed based on the progression of the student body. Like with anything in life change is usually met with opposition. So is this new standard of education. Parents are accustomed to the more stringent technical student analysis of the A through F grading system. They do not want to see that although their child has made constant improvement they are only meeting the third scale out of five (King, 2012). Students too, may protest this grading method because again like their parents and student before them they are used to traditional grading achievement. They may feel inadequate knowing peers will be reviewing their works and they may not feel comfortable with creating a personal reflection of
others. Teachers are reluctant to accept this change because they have been taught to teach to the “test” and other erroneous standards. They are evaluated on the successes and failures of the institution or they are evaluated on the results of student evaluations. Both of which have been proven to be failures of themselves. People are resistant to change out of fear of the unknown. However, it has been proven time and time again that our educational system is broken. In order to remain a Super Power Nation we must move forward and overhaul our education system. Creating a Culture of Reflection in the Classroom is one innovative way to achieve that goal. Rather teaching the A group A work and C group C work, we need to teach personal growth and advancement to all students!
References
Assessment guru grant wiggins on measuring student progress. (2012). Scholastic. Retrieved from http://teacher.scholastic.com/professional/assessment/studentpro...
King, Rosalyn M.,& Hibbison, Eric P. (2012). The importance of critical reflection in college teaching. [Two reviews of Stephen Brookfield’s book, becoming a critically reflective teacher, 2000]. 5(2). Retrieved from http://www.vccaedu.org/inquiry/inquiry-fall2000/i-52-king.html
McLaughlin, Julie. (2012). Creating a positive classroom environment (e-Portfolio). Retrieved from http://sitemaker.umich.edu/mclaughlin_portfolio
Yoshida, Clyde. (2012, January). Creating a culture of student reflection: self-assessment yields positive results. Edutopia. Retrieved from http://www.edutopia.org/creating-culture-student-reflection#
by
Amanda L. Woodbury
MS, Southern New Hampshire University, 2003
BS, New Hampshire College, 2001
Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of
Doctor of Education
Adult Learning
Walden University
January 27, 2012 Abstract
Our educational system is broken. It has been proven time and time again that teaching to the “test” does not work. It not only limits the potential of the students, but limits the growth and potential of the instructor. As a result great innovators are leaving the system and what is left is an educational system that has been surpassed by foreign nations leaving the United States with inadequacies and no hope for the future. Creating a culture of reflection in the classroom is an …show more content…
innovative way to equally disperse accountability to both the student and instructor. By creating a portfolio and a well design rubric students, peers, and educators can see a natural progression to greatness and higher achievement. This will create a “win win” educational system that will flourish and grow.
Creating a Culture of Reflection in the Classroom
There has been ongoing legislative debate over how to improve education while enhancing the instructor’s educational talents. Educators will tell you they are tired of teaching to the “test” and receiving subpar student evaluations. Some educators will even go as far as leaving the profession due to the lack of administrative support and/or innovative training. Creating a culture of reflection in the classroom is just one innovative concept that is taking shape in the educational industry. This paper will discuss what this technique is, how it helps improve both the students and instructors progress, and why it is meeting with opposition. Creating a culture of reflection in the classroom may not necessarily be new to everyone in the industry. However, it is a concept being discussed as far up as the President of the United States. It is a practicum that simply put creates accountability in the classroom. Rather than using the standard grading rubric A through F, students create a learning portfolio (Yoshida, 2012). Next, they are given their first assignment along with a very detailed grading rubric that clearly identifies the grading criteria. The rubric goes from maximum of five points and works down to one point (2012). Students are then taught the next step in the portfolio process, which is how to complete a “personal reflection.” In this step they are required to pose three questions in which their peers will answer during their analysis. In the final step they will conclude with a personal critique of their classmates work. Finally, the teacher will assess both the original work, peer analysis, and the rubric in order to assign the appropriate numbers (Yoshida, 2012). Every assignment throughout the semester is carried out in this directive, thus creating a culture of reflection. According to an article written by Clyde Yoshida, in Edutopia, this innovative method of evaluation worked by taking away the stereotypical A though F student potential and places students on a more even playing field. The students in his classroom responded positively because they saw constant improvement, rather than just a letter grade. Students identified their arrears of weaknesses and worked harder on following assignments to ensure they would meet all rubric requirements at the fifth level. Mr. Yoshida, too, found that the critical element in this technique was to have a well defined rubric that could be easily understood and to clearly educate the students on how to provide a positive, yet critical peer reflection. Creating a culture of reflection in the classroom gives students a constant updated progress report and analysis of their progression (McLaughlin, 2012). When a student completes their initial assignment and is given their portfolio back they are immediately inundated with positive reinforcement. They can see how their peers and natural collaboration can be used to their benefit, as well as how and in what areas of improvement or details they may need to address for future assignments (Yoshida, 2012). As the semester progresses students can see their natural progression of improvement which again, reinforces positivity and scholastic growth. Students are not the only ones who experience personal growth with this technique.
Educators do as well by learning and making constant improvements to the rubric and syllabus (McLaughlin, 2012). It may be that a specific criterion was not understood during the lesson or that the rubric was vague. Some educators may find that their lesson and rubric do not correlate. All of which can and should be consistently analyzed based on the progression of the student body. Like with anything in life change is usually met with opposition. So is this new standard of education. Parents are accustomed to the more stringent technical student analysis of the A through F grading system. They do not want to see that although their child has made constant improvement they are only meeting the third scale out of five (King, 2012). Students too, may protest this grading method because again like their parents and student before them they are used to traditional grading achievement. They may feel inadequate knowing peers will be reviewing their works and they may not feel comfortable with creating a personal reflection of
others. Teachers are reluctant to accept this change because they have been taught to teach to the “test” and other erroneous standards. They are evaluated on the successes and failures of the institution or they are evaluated on the results of student evaluations. Both of which have been proven to be failures of themselves. People are resistant to change out of fear of the unknown. However, it has been proven time and time again that our educational system is broken. In order to remain a Super Power Nation we must move forward and overhaul our education system. Creating a Culture of Reflection in the Classroom is one innovative way to achieve that goal. Rather teaching the A group A work and C group C work, we need to teach personal growth and advancement to all students!
References
Assessment guru grant wiggins on measuring student progress. (2012). Scholastic. Retrieved from http://teacher.scholastic.com/professional/assessment/studentpro...
King, Rosalyn M.,& Hibbison, Eric P. (2012). The importance of critical reflection in college teaching. [Two reviews of Stephen Brookfield’s book, becoming a critically reflective teacher, 2000]. 5(2). Retrieved from http://www.vccaedu.org/inquiry/inquiry-fall2000/i-52-king.html
McLaughlin, Julie. (2012). Creating a positive classroom environment (e-Portfolio). Retrieved from http://sitemaker.umich.edu/mclaughlin_portfolio
Yoshida, Clyde. (2012, January). Creating a culture of student reflection: self-assessment yields positive results. Edutopia. Retrieved from http://www.edutopia.org/creating-culture-student-reflection#