Teaching Against the Grain: One Title I School’s Journey Toward Project-Based Literacy Instruction

Parsons, S. A., Metzger, S., Askew, J., & Carswell, A. R. (2011). Teaching against the grain: One title I school's journey toward project-based literacy instruction. Literacy Research And Instruction, 50(1), 1-14.

Summary:


This article looks at a Title I school that had made progress with teaching literacy in a programmatic way focused on improving test scores, but that had reached a plateau. The school decided to implement a project-based literacy approach in the hopes to continue to raise scores. This research looks at the professional development side and teachers' implementation of and feelings towards project-based literacy, focusing on the following two questions:


1. How do the teachers involved in this professional development implement project-based literacy instruction?
2. What are these teachers’ views of using project-based literacy instruction?

Quotes:

"The final foundational activity was a “scavenger hunt” that occurred in December. In their common planning time, grade-level groups visited classrooms at each grade level. Each group member had a role during the scavenger hunt. Roles consisted of a data collector who completed an observation tool to document whole-group instruction, small-group instruction, students working in pairs, and students working independently. A recorder scripted dialogue that portrayed self-regulated learning. A photographer captured students in learning environments, and a collector gathered artifacts from classrooms such as student work. The scavenger hunt gave the staff an opportunity to see their colleagues and students at work."

I chose this quote because I thought it was such a cool idea! I would love to do something like this at my school, perhaps a WALO?

"Four themes emerged from the data concerning obstacles teachers faced when implementing project-based literacy instruction: time, resources, classroom management, and teacher restraint."

It was nice to see that I'm not the only one who struggles with these pieces of project-based learning, the next question is, how do we overcome these obstacles?

"This teacher research project suggests that when teachers are given the freedom and guidance to use high-level literacy instruction, such as project-based instruction, they design instruction that is in line with research on effective literacy instruction and they see positive outcomes in students."

This quote is the only thing I have against the article because the conclusion seems to be obvious to me (possibly because of working at High Tech High). I feel that the researchers went in knowing this, and the important conclusions were in the teachers' reflections on their experiences with implementing project-based instruction in a school that had not used it previously.

Reflection:


I like that it focuses on the professional development of the teachers, not just the strategies for the classroom. It makes me think of our WALOs. Even better, it focuses on how teachers view project-based learning. We know it's great for students, but it's hard for teachers!

This article is also a great example of what I would like my research to look like. It flows nicely and is very clear. When they used a term, they clearly defined it so there was no question of what they meant. Every time I was about to get bored with the article, there was a new subheading with exciting new info!


Further Reading:


Stead, T. (2006). Reality checks: Teaching reading comprehension with non-fiction writing, K-5. Portland, ME: Stenhouse.

Darling-Hammond, L. (Ed.). (2008). Powerful learning: What we know about teaching for understanding. San Francisco: Jossey-Bass.

Parsons, S. A. (2008). Providing all students ACCESS to self-regulated literacy learning. The Reading Teacher, 61, 628-635.