SOCIAL STUDIES/SOCIOLOGY:
DAVID MUELLER
INQUIRY RESULTS, 2013..............................................................................................
Peekskill High School
New York, NY |
David Mueller is a Social Studies / Sociology Teacher Peekskill High School, a racially diverse low income high school with 850 students (Black 46%; Latino 34%; White 17%; 3% Asian). Students are mostly low income receiving free & reduce lunches.
Dmueller at Peekskillcsd.org |
Inquiry Title:
|
Student Inquiry, gender roles throughout the decades, and Stop Animation
|
Inquiry Questions:
|
What would it be like to be a woman in different decades?
|
Contextual Information..................................................................................................
|
|
|
|
What I did:
|
This project took 1 ½ months to complete form the beginning of the inquiry questions through presentations.
Throughout each stage of the inquiry & project, I help groups stay on track, overcome obstacles, & facilitated in ensuring that the projects were getting completed. There were numerous times when a group was having a rough patch working together where I did not get involved in the groups issues. I allowed them to work it out on their own and that was allowed them to overcome their obstacles. There were other times where the groups wanted me to just give them the answers to a problem and I would not because it allowed them to foresee issues and allowed them to question each other and their thoughts. It was probably one of the harder things to do, however, it was worth it in the end. |
Special Resources utilized in this inquiry
(i.e. websites, apps, books, etc.): |
|
Data Evidence Plan
Data Sources |
Central Content Ideas Measured |
Measurement Tools |
Paper on Culture
|
This is a baseline paper to inform me on students’ current research levels & skills are.
|
This will be my baseline measurement.
|
Create own rubric
|
This will help me and the students understand how they think about what a completed project looks like as well as what their expectations of themselves are.
|
This will be how the students will be graded. Use of evidence will be a key element of their rubric.
|
Student Checklist
|
This will help me & the students understand what they will need to complete as they continue throughout the project to stay on task.
|
This will inform me of how students progress through the project.
|
Student Project
|
This will help inform me of how students worked with each other and the issues that they had to work out within their own group.
|
Completed survey
|
Group Survey
|
This will help inform me if students have researched and learned about what it was like to live in a decade as a woman.
|
Completed project will be graded using the rubrics that students have created.
|
Summary of Results..........................................................................................................
Results of student inquiry in
terms of my learning goals: |
As a result of the student inquiry, students increased over 15 points higher in their inquiry project grade on average as compared to the paper they wrote on culture earlier in the year.
Students also for the first time ever created their own rubric. Students also shared all of their videos on youtube and in presentations to the class. I am linking some of the videos for you to view. See student work examples below. |
Evidence that was most useful to me in this
inquiry and what it reveals to me: |
|
What my results suggest about
my initial inquiry question(s): |
|
Samples of Student Work...................................................................................................
Inquiry Results Presentation & Handout
Stop Animation Project Intro Video by Dave Mueller, Teacher at Peekskill High School
Inquiry Question Sample Examples of Student Work (dialog and video story boarding, rubrics, et al.) |
Example of Student Work
Blast from the Past
Women Of The Decades Project - 1970s - Good Times 70s Stop Motion |
Example of Student Work
The Roaring Twenties
Women's Project Women in the Decades Project - 2000's 1920's The Jazz Age |
Reflections: Backwards Look and Forwards Look........................................................
What I have learned about Inquiry:
|
|
What's next for my students and my teaching approach:
|
|
How I plan to share my results with the community:
|
|