John+Lane

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About Me



 * John Lane**

John has taught in Woodward’s Upper School Social Studies Department since 1998. A West Point graduate, John served more than twenty-three years as an Infantry officer before retiring. Between operational and planning assignments while in the Army, John earned a MA in History at Stanford University and gained significant experience teaching at both West Point and the United States Naval Academy. As a member of Woodward’s faculty, John teaches the core course in Modern World History, the elective in East Asian History, and the elective in Middle East History.

email: john.lane@woodward.edu

Takeaways / Big Ideas
We have the knowledge and responsibility to instill a growth mindset in students, peers, and leaders

AR Overview
The Action Research Project Presentation



**AR Question**

How can I improve the critical writing and organizational skills of my history students on timed essay tests?

AR Process
- Did not use this for the Chapter 5 Test in Modern World History in AY 2012-2013. Used for all of the history elective tests. - Test review sheet for the test was posted on EDLINE (access only for teacher, students and parents). - The class period before the review, question selection made by the students. - Students given the homework assignment of brainstorming and outlining their question. - On test review day students turn in homework at the beginning of class. - First 20 minutes of class - Students in groups of 3 or 4 using the Ducks – Geese – Swans – Turkeys method - Students work collaboratively put up outline of the answer on butcher paper - Teacher floats between groups answering questions, guiding, directing - Next 15 minutes of class - Group selects one student to present answer to the class in 2 minutes - After the 2 minute talk, teacher picks another group member to add to the answer - Final 15 minutes of class - Teacher has 10 minutes to critique and discuss all outlines with the entire class - 5 minutes remain for the students to ask questions, take pictures, or copy down information - At the end of the academic day, during tutorial, all butcher paper outlines posted in the classroom

AR Data Samplesomework
Lane AR data in Excel with graphs

Lane AR photos - the review sessions - Power Point presentation

Test Review Sheet Samples

Chapter 12 - The Industrial Revolution test review sheet and Duck-Goose-Swan-Turkey Power Point



Chapter 16 - World War I test review sheet and Duck-Goose-Swan Power Point



Student Work Samples - brainstorm / outline as homework



Picture of students during in class review sessions



Student work samples - pictures of butcher paper collaborative outlines

- Chapter 12 - Industrial Revolution

- Chapter 16 - World War I

Student interviews and classroom activity during review sessions

Lane EE Ford Interviews

AR Data Analysis
Data clearly shows an increase in the test scores in both Modern World History and in both the semester long history electives (Middle East and East Asia) Note about the Modern World data. This was not used for the Chapter 5 test in AY 2012-2013

AR Conclusions
Conclusions: - Students put the essays in the “palm of __their__ hand” - Positive feedback from students and parents - Students realize they control the means to improved performance - Students discover sense & meaning - Increased small group and individualized teaching - Students with critical writing weaknesses take action - Emergence of “new” approaches from students - Students see application to other writing project

Next Steps: - Not finished – this is a work in progress - Continue increased focus on weak performing students - New experiment with student question design - Positive and constructive feedback from presentations to other Woodward teachers - Working on initiative with English teachers for next AY

Lit Review & Resources
“Advancing the Teaching Profession" __CNN Home, TLN Featured Blogs.__ (accessed 22 October 2012).

"Critical Thinking -- Critical Searching". __Cengage Learning Newsletter__. Issue 6. October 2012. (11 October 2012).

"Efficient Ways to Improve Student Writing". __LEARN Center__. University of Wisconsin at Whitewater, School of Graduate Studies and Continuing Education. (12 October 2012).

Ennis, R.H. "Critical Thinking". __Critical Thinking Net__. updated 23 June 2012. (accessed 11 October 2012).

Fisher, Douglas, et al. "Seven Literacy Strategies that Work". __Association for Supervision and Curriculum Development__. Vol 60, Num 3, November 2002.

Gail, Nicholas, et al. "Introducing Hybrid Thinking for Transformation, Innovation and Strategy". 2010 Gartner, Inc. Research ID number: G001172065, 13 April 2010. (accessed 13 October 2012).

Risinger, C. Frederick. "Improving Writing Skills through Social Studies." __ERIC Digest no. 40__. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education, July 1987.

Smit, David. "Strategies to Improve Student Writing". Idea Paper #48. __The Idea Center__. 2010. (accessed 12 October 2012).

Sousa, David A. __How the Brain Learns__. 4th edition. Thousand Oaks, CA: Corwin. 2011.

"Strategies for Writing to Learn in Social Studies and Writing to Demonstrate Knowledge in Social Studies." __Writing in Social Studies__. (accessed 13 October 2012).

"Wicked Problem" __Wikipedia, the Free Encyclopedia__. (accessed 20 October 2012).

Wohlfarth, DeDe, et al. "Student Perceptions of Learner-Centered Teaching". __Insight: A Journal of Scholarly Teaching__. Vol. 3, 2008 (accessed 13 October 2012), pp. 67-74.

Reflections
This was fun! Every session with our cohort reaffirmed what I want to do in the classroom, gave me new ideas and perspectives on how to be a better teacher, and has changed the way I teach.