| This study has its roots in my desire to investigate and incorporate new teaching practices that would help develop my students' skill and ability to make conscious personal connections to their learning. Teaching procedures that were integrated into my practice originated with the Project to Enhance Effective Learning (PEEL), and address specific concerns about student learning behaviours. Venn diagrams were used to help my students build understanding of place value in mathematics. Concept maps were used to help my students build comprehension and understanding of material they read, and to develop deeper personal connections to story characters and events. Topic and task questions were used to help students develop reflective thinking skills by creating connections between lessons and topics in mathematics. This study demonstrates that making changes to my practice can help my students develop meaningful learning.;This study took place during the 1997--1998 school year with my Grade 4 class at Percy Centennial Public School in Warkworth, Ontario. Twenty-one of my students participated in this study. The data include students' Venn diagrams, concept maps and "Thinking Linking Logs." in which students recorded their responses to the topic and task questions. The student data together with the procedures I incorporated into my practice are analyzed within the context of recent literature on teacher change (Briscoe, 1994; Guskey, 1986; Richardson, 1990), reflective practice (Osterman, 1998) and constructivist learning theory (Grennon Brooks and Brooks, 1993; Edwards, 1994).;The study suggests that (a) teachers can incorporate new procedures into their practice these changes are perceived to address teachers' specific concerns about observed student learning behaviours and (b) students can develop meaningful learning if teachers integrate procedures into their practice that encourage students to develop good learning behaviours. |
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