Professional Documents
Culture Documents
Ms. Chawkat
Independent Research GT
13 March 2017
Data Collection
The data above was collected over four, non consecutive days. The study is about
effective learning techniques. To pinpoint these techniques, three different classrooms that
represented a below grade level class, an on-grade level class, and an above-grade level class
were observed. Originally surveys were going to be used to collect the data, but using a survey
given to students cannot leave a researcher confident in the results and responses that would be
given. Depending on the age or academic strength of the students, they may not have even
recognize when teachers do specific things to help them; if they were aware, it would have been
difficult for them to articulate why the techniques they see are helpful to them. Using
observations made it so that neither teachers nor students had to be consciously aware of what
techniques they were using. The researcher does have to pay extra close attention and take note
of things that seem small and unimportant. Teachers may quickly do things they may have been
doing as a force of habit for many years. It is the job of the researcher to pick up on these things
and see the students response as well. The method, observations, allows the researcher to have
first hand data that could not have been received otherwise. Also, in this particular project, the
sample was much more random than what it would have been, had a survey been used. This
method allowed data from all three levels of middle school studies. If a survey would have been
used, it would have been difficult to make the sample random because distribution to students
willing to participate would have been more difficult. Overall, the observations recorded
successfully collect the data necessary to answer the research question in the most effective way.
To derive adequate data, the researcher should focus on repeated techniques and
common themes. They should look at how recurring ideas seem to affect the students attitudes
and general sense of comfort. After reviewing the data, the themes that seemed to pop up
multiple times were the casual use of technology in the classroom, teacher student relationship,
reviewing topics, group work, and asking not telling the answer. The first theme observed was
the casual use of technology. Both teachers used the document camera and projector everyday.
These items allowed the teachers to show their students rather than just telling. In the math
class, the students could see how to solve the specific problem. In the english classes, the
teacher wrote down what she was saying if it was important for the students understanding of
what was being studied. The next theme observed was the apparent teacher to student
relationship. Both teachers were found to be very aware of their students lives outside of
school. It even comes up as a topic of discussion during class time on multiple occasions. A
technique that the teachers used was reviewing previous topics. The teachers held recap
sessions at the beginning of class or after seeing that the students are confused. The concept
reviewed came from previous lessons from previous years, or something that was discussed
just in the most recent proceeding class. Another technique that was applied by both teachers
was asking not telling the answer. The teachers did not answer the students questions with a
sentence; they answered with a question. This forces the student to think with their own brain.
When students are forced to think, they are more likely to absorb and remember the content.
The last common technique observed was the use of Group work. As the name implies, the
students work in groups to complete their assignment. Sometimes the groups had set numbers.
For example, if the teacher asked for pairs or groups of three, only those numbers can be
visible. Other times, the students work alone; however, there is a whole class discussion when
questions arise. In this case, the students are not limited to asking their questions to a specific
relationships between the students and the teacher. Both teachers asked about events in the
students personal lives and the students did the same for them. In one of the observed classes,
the students asked about the teacher's children, by name, and knew the specific sporting events
the children had participated in the past weekend. The ability to make relationships and
action that makes a huge difference for students and teachers alike. The students that like their
teachers and talk to their teachers outside of class are the ones that pay the most attention
during class. They are paying attention and more likely to participate. This was observed when
a particular students came to talk to his teacher during his break and then participated a lot
during the class period that he actually shared with the teacher.
The techniques isolated during this data collection are the answer to the research
question. These techniques were witnessed in action and the researcher was able to watch the
students go from confused about a topic to clear on how the answer was reached and able to
ultimately reach the answer themselve. It is Extremely import for teachers to understand the
applications of these techniques. The teachers observed already do these things out of habit but
there are many newer that do not use techniques because no one has taught them that it what
they should be doing. The data collected in this research project gives teachers the ability to
know what is effective and ineffective without the time consuming trial and error. A reminder
for experienced teachers would also ease the lives of those teachers and help the students to be
more successful. The results of the research give clearer, more specific knowledge. Instead of
just knowing that students need help when they do not understand things, interested audiences
have the ability to know how teachers can help when the inevitable problem occurs.