Will Nevada

PS3
Carole Goodreau
Pip Project Proposal

Inquiry question:
In what ways does a collaborative drama classroom offer benefits towards students?

Initial materials overview:

I wanted to look at resources that could be used that suggest teacher collaboration can
be successful and a positive thing for the classroom, rather than a negative. All of these
sources suggest such, however only if teachers are open to the idea of collaborative
practices to enhance learning in the classroom and the school environments welcome it.
While I did not find any within the drama classroom specifically, I think it is still
applicable to the inquiry question as there are many overlaps with the drama classroom
compared to a regular one in terms of benefits discussed in each source.

Annotated Initial Materials Bibliography

García-Martínez, Inmaculada, et al. “Mapping Teacher Collaboration for School
Success.” School Effectiveness & School Improvement, vol. 32, no. 4, Dec. 2021,
pp. 631–49. EBSCOhost,
https://doi-org.ezproxy.uleth.ca/10.1080/09243453.2021.1925700.
Within this article, we find that they explored teacher collaboration and its effectiveness
within studies that had it as a focus. They concluded that teacher collaboration
has extreme potential to be successful if teachers were open to it and shared
teaching beliefs, otherwise it might hinder the class if teachers do not buy into
collaboration.

Randall, Régine, and Joseph Marangell. “Changing What We Might Have Done on Our
Own: Improving Classroom Culture and Learning through Teacher Collaboration.”
Clearing House, vol. 94, no. 1, Jan. 2021, pp. 38–46. EBSCOhost,
https://doi-org.ezproxy.uleth.ca/10.1080/00098655.2020.1828240.
Within this article, the author explores the positives and negatives of the idea of having
a second teacher present within the classroom to help co-teach. Overall, they found that
having a co-teacher helped raise student engagement, brought different information
from two sources to bring to the table during the lesson, and helped with classroom
management.

Reeves, Philip M., et al. “Influence of Teacher Collaboration on Job Satisfaction and
Student Achievement.” Teaching & Teacher Education, vol. 67, Oct. 2017, pp.
227–36. EBSCOhost, https://doi-org.ezproxy.uleth.ca/10.1016/j.tate.2017.06.016.
Will Nevada
PS3
Carole Goodreau
Within this study by Philip M Reeves, it was discovered that within USA and Japan
classes that teachers and students, depending on the school environment around it,
had mixed results to classroom collaboration. While in some regards it can help with
teacher morale, student engagement, and other factors, it can also hinder learning due
to a number of factors.

Strategies and processes:

1. Collaborate with a number of teachers within the classroom to create a unique
learning environment and class that creates a final product.
2. Develop lessons with collaboration from other teachers based on individual group
interests such as stage design, poster creation, and acting.
3. Student interview at the middle point of the class as well as the end to see if students
feel successful and how this class compared to a more traditional classroom
experience.

Timeline:
September: Initial collaboration process starts, sorting students into groups based on
interests and developing lessons and units based on those.

October: Midway through the month, interview a few students asking questions to
gauge success so far with the collaborative classroom process. Discussions based
around the question: “What do you feel is a benefit with this type of collaborative
classroom?”

November: Business as usual, continued collaborative process to apply to the final

product of the play after term ends.

December: Final interview for students to see their final thoughts on the collaborative
teaching process and levels of success around the questions: “Did we use your
strengths well to create a final product?” and “What did you feel like you contributed to
the final product?”

Final Product:
While the final product will be evident in the interviews taken and the level of success by
the students, it also will be evident in the final product that is the Drama show “OZ: With
a twist” and its level of quality. I hope through this study I get to see this teacher
collaboration be successful as compared to our “traditional” way of teaching, it could be
something to look into further down the line as a Drama teacher collaborating with other
fine arts/options teachers to create a single class where students can find success and
have options.
Will Nevada
PS3
Carole Goodreau

How the project findings will be handed to the school:

Findings of the questionnaire will be shared with all of the teachers in the collaborative
class as well as the Administrators of the school to possibly encourage this type of class
later down the line. Secondly, it will also be evident in the final product of the class
which is the quality of the play which I will still after my practicum help with to see the
final product and assist where I can.