1. Collaborative Instructional Strategies Inquiry
By Amanda Ostrom
Spring 2014

2. Team Members and Classes
Team Members: Amanda Ostrom and Leslie Elmer
Special Education Teacher’s at Emily Dickinson Elementary
Small group specially designed instruction (SDI) resource room to third graders in reading and writing.
Small group SDI to 1st grade social group and 5th grade reading group

3. Collaborative Inquiry Question
What impact does the use of exit cards have on students’ ability to identify essential understandings in a lesson/unit?
What impact does the use of student self-reflection of participation have on students’ performance and work production.
Name: Date:
2 things I learned today:
1 question I have:
Participation Self-Reflection
Today I earned a because…

4. Rationale and or Purpose Statement
Problem Framed: The current teaching strategies used for closure of lessons is not allowing for students to reflect on the essential understanding of a lesson or their personal participation.
Purpose Statement: The purpose of this inquiry is to determine what types of instructional strategies can be used to build students essential understanding of lessons through reflection.
Inquiry Question: What impact does the use of exit cards have on students’ ability to identify essential understandings in a lesson/unit?
Theory of Action: If we engage in collaborative inquiry focusing on strategies for self- reflection of lessons in closure, then we will be able to improve student’s essential understanding of lesson. If we focus on using exit slips in closure, then students will be able to reflect on their learning. If we allow students to self-reflect on personal participation, then they will be able to identify areas to goal set upon. If we meet regularly to share our learning, then we will be more likely to be open and transparent about the challenges we are facing.

5. Theory of Action If students self-reflect on participation
IF….. (Action)
THEN…..(Outcome)
If students self-reflect on participation
Then they will identify strengths and weakness to improve upon and potentially goal set upon.
If students identify something they learned at the end of the lesson
Then they may be able to better understand the importance of new concepts and teacher can formatively assess their understanding
If students identify a question they have at the end of a lesson
Then teacher will be able to revisit questions and clarify their understanding and allow for opportunities of authentic learning
If students listen to their peers learning
They may adapt others learning and apply to their personal learning
If students listen to their peers questions
Then they may apply questions and answers to their own real world schema

6. Teacher Actions/Components Taken
Component 1: Setting a Purpose – The teacher will…
Ideal: Engage students in higher level thinking through self- reflection in closure of lesson.
Explicitly communicate desired outcomes and importance in closure.
Restate information from lesson in closure to students.
Component 2: Model the Strategy of Self-Reflection of Participation: Teacher will..
Ideal: Present participation rubric and identify necessary components for how to earn a 4, 3, 2, 1.
Explain how to self- reflect on participation and earn a 4, 3, 2, 1.
Provide students self- reflection hand out and ask them to complete with little to no explanation of process.
Component 3: Model the Strategy of Use of Exit Slips for Reflection: Teacher will
Ideal: Complete exit slips with students, providing examples of desired learning outcomes, reflective questions, and importance of self- reflection.
Explain the use of exit slips and their importance.
Implement exit slips with little to no explanation of process.
Component 4: Apply Formative Assessment through Discussion: Teacher will…
Ideal: Present students learning and questions to the small group, allow students to answer each other questions and apply others learning to their personal schema.
Read exit slips aloud to small group. Do not provide time for discussion.
Do not read exit slips aloud or provide time for discussion.
Component 5: Allow Opportunities for Authentic Learning
Ideal: Present students questions aloud to small group, answer questions authentically through discussion and research.
Read student questions aloud and allow for student responses.
Do not read exit slips aloud or allow for responses.
Component 6: Ongoing Assessment
Ideal: Formatively assess student’s essential understanding of learning targets daily, through use of exit slips and self- reflections.
Formatively assess students understanding of learning occasionally through use of exit slips.
Formatively assessing students learning occasionally through group discussions.

7. Descriptions of Actions Taken
Implementation of instructional strategies.
Re-teaching when necessary.

8. Findings One question I have…
Students sometimes asked relevant on topic questions such as:
“Where do I find big/better words to add to my writing.”
“Do I always have to use the five sentences in a paragraph?”
“Do I always have to write more than I am expected to?”
“Do we have to add dialogue to our writing?”
“Do you have to juice things up when some are already juicy?”
“How do I help my peers?”
Data was collected over two weeks,
5, third grade students used exit slips in closure daily
Students responded to two things learned..
Students identified desired learning outcomes such as, I learned:
“How to ask good questions to others.”
“How to use the five senses in my writing.”
“How to check my spelling.”
“How adding juicy words makes your writing better.”
“How to give specific feedback and compliments.”

9. Findings Continued Students self-reflected on participation
One student always reflected self as a 4, comments; “I stayed on task the whole time, I did not complain, I did what I was supposed to.”
One student reflected self as 2’s and 3’s, comments; “I need to ask more questions, I needed help with my topic sentence, I needed reminders to use strategies.”
One student reflected self as 3’s and 4’s, comments; “ I used my check lists, I didn’t need reminders to stay on task, I have seven sentences.”
One student reflected self as 3’s and 4’s, comments; “I miss spelled words, I didn’t pay attention the whole time, I wrote the whole time and a lot.”
One student reflected self as 3’s and 4’s, comments; “I had to be reminded to use strategies, I used my check lists, I stayed on task.”
Data was collected over two weeks,
5, third grade students self-reflected on participation in closure daily AS NB OO RN SC
15-May 3 2 4
16-May
19-May
20-May
22-May
26-May
27-May

10. Conclusions
The exit slips (2 things I learned, 1 question I have) is an effective strategy for students to reflect on their learning and provide formative assessments on their essential understanding of learned subjects.
The self-reflection of participation is an effective strategy to identify student’s perceptions of their strengths and weaknesses. This strategy could be used for goal setting in the future.
Within two weeks, each student successfully identified desired learning outcomes and relevant questions to topics through the use of exit slips.
The use of questioning allowed for authentic learning to occur in group discussions and research.
Overall, students indicated they enjoyed hearing what others had learned and answering questions through group discussions.

11. Recommendations and Next Steps
More time to implement instructional strategies
More team collaboration to debrief on next steps
Re-teaching use of instructional strategies providing clear expectations
Allowing more opportunities for authentic learning
Implementing/adapting closure strategies across grade level and subject areas