This chapter describes the results of the implementation of the ---Town Project that applied the Doreen Nelson methodology of Design-Based Learning, the ---Town Project was implemented in a 5th grade classroom in Southern California in the area of Baldwin Park school during the 2007-2008 school year. Another teacher at the same location, at the third grade, Dual Immersion classroom developed a different project using the same methodology. This chapter does not describe that project however the data collected was similar at each grade level and both teachers designed and administered that same survey.

Data showed the students growth in the areas of Language Arts, Math, Writing, and improved attendance records of the project classroom to other non-project classrooms of the same grade level. The results of surveys taken by students, parents and other teachers were analyzed to show how the individual students were affected.

CaliforniaState Standards

Figure 1

Figure 1 shows the students growth on the California State Standards Mathematics Test. The red bar is the test taken in the Spring of 2006. The blue bar shows the results of the test taken in the Spring of 2007. The numbers on the left side of the figure show that twelve of the sixteen students had a gain on their test scores. The State required that all students reached proficiency or obtained one level of growth for the school to meet its API, (Annual Performance Index). Although not all students reached proficiency, 75% showed growth.

Figure 2

Figure 2 shows the results of the students California State Standards English Language Arts. The blue bars are the results of the tests taken in the Spring of 2006. The red bars are the results of the tests taken in the Spring of 2007. The State required that all students reached proficiency or obtained one level of growth for the school to meet its API, (Annual Performance Index). Although not all students reached proficiency, 81% showed growth.

District Benchmarks

Figure 3

Figure 3 shows that student’s content writing proficiency levels increased. The blue bar indicates the student’s levels on the pre writing assessment. The red bar shows the students levels on the post writing assessment. A level 1 on the district grading scale indicates that the student is not proficient at grade level. A level 2 is approaching grade level proficiency, level 3 indicates grade level proficiency and a level 4 indicates that the students is displaying advanced proficiency at grade level. The figure shows that students gained at least one proficiency level. The district goal is for all students to be at grade level proficiency or to improve at least one level.

Student Attendance Records

Figure 4

Figure 4 shows the results of the average attendance records of three 5th grade classes in the same school and grade level as the DBL project class. The total number of tardies and absences were taken from each classroom and divided by the number of students to derive the average number of tardies and absences per student. The results show that the DBL project class, which is indicated in blue, had fewer tardies and absences then similar classrooms.

Student Survey

Students answered yes or no to the following ten questions in order to obtain students opinions on the Design-Based Learning assignments.

Questions:

  1. Do you work better alone or in a team?
  2. Are you more confident in speaking in English?
  3. Are you more confident when presenting in front of others?
  4. When you design a NBS 3-D object does it make it easier for you to write?
  5. Do you enjoy reading more than last year?
  6. Did the criteria chart help you build the design challenge?
  7. Do you feel you have improved in reading?
  8. Do you understand how your learning is aligned with California State Standards?
  9. Do you think you are a better reader?
  10. Would you like more DBL?

Figure 5

Figure 5 of the Fifth grade classroom showed that students had an overall positive experience with their learning using the Design-Based Learning methodology. Several students not only answered with a yes or no response but also wrote comments. Some commented on the want to do more DBL because it is fun, exciting, and they are recycling. One student offered suggestions of Never-Before Seen challenges that they should be allowed to build.

Parent Survey

Parents were asked to answer the following questions in order to obtain their opinions and insights on the Design-Based Learning Project.

Parents were asked the following questions with a yes or no response.

  1. Did your student share his/her day more often with you this school year?
  2. Does building things belong in school?
  3. Does your child find use for items you want to throw away?
  4. Was there a change in vocabulary your student used?

Parents were given the opportunity to write a brief response to any of the above questions.

Parents were asked to give a brief response to the following two questions.

  1. Did you notice a change in your student’s attitude towards school this year? If so, explain.
  2. Do you think there is a need to teach creativity in the classroom? Why?

Figure 6

Figure 6 shows that the parents had a positive experience with their child’s participation in the DBL project and their learning. Parents overwhelmingly responded that there is a need for students to be allowed to be creative and inventive in the classroom as it pertains to their learning. Several commented on how it is important for student learning for them to be allowed to express themselves in different ways. Parents commented that when students are allowed to be creative they apply critical thinking skills, they are motivated to work harder, and they build self-esteem and confidence. A parent commented on it being needed because their child was not creative.

Colleague Survey

The following questions were asked of other teachers at the same school who were not using the Design-Based Learning Methodology in their classrooms.

They were asked to respond briefly to the following questions.

  1. Do you notice a difference in classroom environment with a DBL versus a non-DBL class?
  2. Do you observe difference in behavior between a DBL and non-DBL class?
  3. Do you notice a level of engagement when you enter a DBL classroom?

A survey was given to five teachers who taught at the same level. The survey results indicated that the colleagues of twoDesign-Based Learning teacherssaw a difference in the DBL classrooms. They all indicated that they saw a difference in the classroom environment in the DBL classrooms. One of the differences observed was that there was evidence of California State Standards being taught. The abundance of student work was standards based. The displayed work showed that the students cared for the quality of their work. The largest difference that was observed in regards to student behavior was that DBL classroom students had a strong sense of ownership of their learning and classroom environment. This showed in their inquisitiveness and competitiveness when designing. Teachers noticed that DBL students were often highly engaged in their learning. They worked cooperatively with much respect for the differences of ideas and opinions of others.

The Researcher

The teacher made some changes in her teaching practice through the process of the Design-Based Learning project. Although she had tried in the past to incorporate the different learning styles by allowing her students to participate in varies activities to reinforce the learning, it has become evident to her that the Design-Based Learning methodology does that for her. It has become evident that the Design-Based Learning methodology took the students thinking skills to a higher level because of the implementation of Never-Before Seen and using a Criteria Chart to guide the students. The teacher has concluded that she will continue to incorporate the Design-Based Learning methodology in her teaching practice because she has seen the difference it has made on the students learning and thinking. The Criteria Chart has become part of her teaching of other subject areas as well. The students are much more successful because of having a guide to follow. Their input motivates them to produce the work to the best of their ability because it is clear what is not wanted and what is needed in order to accomplish the learning objective.

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Sam-Ana Fenwick, 5th/6th grade, 4/29/08