What we hoped to understand
In this lesson study, we hoped to increase the level of engagement, a pillar of Universal Design for Learning, in the classroom through the implementation of goal setting and self-evaluation, two UDL strategies, related to the goals and standards of the classroom. We believed that goal setting and self assessment would lead students to honestly reflect on their learning, resulting in increased sense of ownership and engagement in the classroom.
Lesson Plan
Research Insights
The aim of our research was to find UDL strategies we could implement into our lesson to create agency and engagement. The research points to goal setting and self assessment as two ways to do this. Although not a UDL strategy, dialogue and relationship with students is a crucial factor in supporting students to create goals and self-assess in ways that are meaningful and important to them. Overall, the greatest insight from my research is that UDL structures cannot be implemented as one-off solutions, but rather must be integrated and developed as overall orientations of a teacher in their classroom.
Goal Setting
The most effective goals are based in mastery rather than performance. These goals emphasize personal growth within an evaluative category instead of emphasizing a students performance in relation to a percentage or to other students. These goals are especially effective if students see their goals as personally relevant to them, and are engaged in a dialogue during their learning to ensure that the goal remains salient.
Goal Setting
The most effective goals are based in mastery rather than performance. These goals emphasize personal growth within an evaluative category instead of emphasizing a students performance in relation to a percentage or to other students. These goals are especially effective if students see their goals as personally relevant to them, and are engaged in a dialogue during their learning to ensure that the goal remains salient.
Self-Assessment
Self-assessment is the bookend to goal setting. If a student does not self-assess, then the goal is most probably a performance-based goal instead of mastery, as the student is more concerned with their performance than with their growth. Research suggests that self-assessment is most effective in a dialogical process where students are engaged in not only what the self-assessment will be(a process very similar to goal setting), but also what the student's self assessment is. The final point regarding self-assessment is that students must be given the chance to go back and revise their work for the self-assessment to be most effective.
Self-assessment is the bookend to goal setting. If a student does not self-assess, then the goal is most probably a performance-based goal instead of mastery, as the student is more concerned with their performance than with their growth. Research suggests that self-assessment is most effective in a dialogical process where students are engaged in not only what the self-assessment will be(a process very similar to goal setting), but also what the student's self assessment is. The final point regarding self-assessment is that students must be given the chance to go back and revise their work for the self-assessment to be most effective.
Dialogue
While not mentioned as a UDL strategy, dialogue is a critical part of the development of autonomous and engaged learners. Experiences that students have, whether through simulations or otherwise, are not fully understood until a student can share about them. Goals can not be personal until students are able to put them into their own words, and self-assessment can not be heard until a student shares their own perspective of their performance. Dialogue remains a crucial element of these structures, but of also creating an orientation towards autonomy and engaged learning.
While not mentioned as a UDL strategy, dialogue is a critical part of the development of autonomous and engaged learners. Experiences that students have, whether through simulations or otherwise, are not fully understood until a student can share about them. Goals can not be personal until students are able to put them into their own words, and self-assessment can not be heard until a student shares their own perspective of their performance. Dialogue remains a crucial element of these structures, but of also creating an orientation towards autonomy and engaged learning.
Data Collection
Goal Setting and Self-Assessment
In this lesson, students reflected on the goals of the lesson and set personal goals for themselves prior to the lesson, as well as took some time to reflect on how they did after the lesson. Here are their responses.
In this lesson, students reflected on the goals of the lesson and set personal goals for themselves prior to the lesson, as well as took some time to reflect on how they did after the lesson. Here are their responses.
Goal Setting
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Self-Assessment
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Focus Student 1: The most interesting is on how is the market's behavior and what does it have in common. Like for example how can the market go from let’s say 0.15 % to like a 12.1% in just some couple of days what would make it boost. |
Focus Student 1: (left blank) |
Focus Student 2: I will predict that I will know everything about free trade. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
Focus Student 2: I was able to answer some questions about free trade but there were some questions I didn’t understand. I would give myself a 3 because I could’ve talked more Not talking as much in the breakout rooms |
Focus Student 3: Something that I would be interested in learning about free trade is what countries participate/have free trade. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. |
Focus Student 3: So far I dont have any questions about free trade. Before the lesson I had an idea of what it was but I didnt understand the full meaning of fail trade I was able to accomplish my listening role pretty well. (4-5) I feel like I spoke more during breakout rooms more than usual (3-5) From classmates or from Mr. Micah popping in and out of breakingrooms. |
Discussion:
Here in the goal setting, we see two examples of students who appear to be engaging very genuinely in expressing their own personal interests regarding free trade in desire of FS1 and FS3 to learn more about market volatility and national economic policies respectively. FS2 seems to make an unrealistic prediction, "I will know everything about free trade," that cannot be achieved in the scope of this lesson. Students were also asked to set a personal goal within the standard of Speaking and Listening. FS1 did not, and FS2 and FS3 copied verbatim one of the standards provided instead of focussing on a specific aspect of the standard.
In the self-assessment, FS1 left the section blank, whereas FS2, while recognizing she did not learn everything about free trade, evaluated herself as a 3/5 believing that she could have talked more in the breakout rooms. FS3's self assessment does not exactly relate back to the personal goal she set for herself, and evaluated that she was 4-5 for listening and a 3-5 for speaking, but does not provide direct evidence from the class to back up her assessment.
Here in the goal setting, we see two examples of students who appear to be engaging very genuinely in expressing their own personal interests regarding free trade in desire of FS1 and FS3 to learn more about market volatility and national economic policies respectively. FS2 seems to make an unrealistic prediction, "I will know everything about free trade," that cannot be achieved in the scope of this lesson. Students were also asked to set a personal goal within the standard of Speaking and Listening. FS1 did not, and FS2 and FS3 copied verbatim one of the standards provided instead of focussing on a specific aspect of the standard.
In the self-assessment, FS1 left the section blank, whereas FS2, while recognizing she did not learn everything about free trade, evaluated herself as a 3/5 believing that she could have talked more in the breakout rooms. FS3's self assessment does not exactly relate back to the personal goal she set for herself, and evaluated that she was 4-5 for listening and a 3-5 for speaking, but does not provide direct evidence from the class to back up her assessment.
Lesson Debrief and Takeaways
In our debrief, our lesson study team, as well as Dr. Kristin Komatsubara and Dr. Curtis Taylor, identified some positives and some areas of growth.
Positives:
Growth Areas:
Positives:
- A lot of student input in the design and facilitation of the lesson.
- A very fun activity where all students engaged.
- Mostly equal participation regardless of gender.
Growth Areas:
- More scaffolding around roles and leadership in the breakout rooms.
- Having unfamiliar topics be a space where students share what they THINK they know.
- Giving more space and time for goal setting and self reflection(Perhaps in 1on1 dialogue).
Final Thoughts
In the end, what seemed most engaging, and the part of the lesson where students were the most autonomous, was during the simulation activity of free trade. To be honest, because of the goal setting activity, the lesson felt like it got off to a slow and clunky start, and the self-assessment at the end seems surface level and doesn't provide very much useful information. While I believe heightening the salience and personal relevance of goals, as well as engaging students in self-assessment is important, I believe that the research is actually pointing to the notion that these should arise out of a dialogue with students, and not be a rigid structure, another task for students to be forced to do during class. If goals and self-assessments arise out of one-on-one conversations, then they can be quickly referenced as reminders on the way to fun, engaging, and autonomous-oriented activities.