Discussion, A Strategy

Discussion, A Strategy

Research Question: How can use of case studies enhance students’ participation in class
discussion during Social Studies lessons of grade IV?

Research was planned and conducted by:

Ms. Amynah Nooruddin: Academic Manager City School
Ms. Anita Saleem: Specialist Aga Khan University Examination Board
Discussion, A Strategy

Table of Contents
S.No. Contents Pages Number
1. Introduction:……………………………………………………….…. 01
2. Rational ………………………………………………………………. 02
3. Driving question……………………………………………………… 03
4. Process…………… …………………………………………………… 03
5. Tools ……………………………………………………….………….. 04
6. Student’s Learning Outcomes …………………………………………. 09
7. Challenges ………………………………..……………………………. 11
8. Conclusion ……………………………………………………………… 11
9. Bibliography……………………………………………………….…….. 12
10. Appendices………………………………………………………………. 13 - 20
i) Appendix: 1 Students’ Survey Form………….…………………….. 13
ii) Appendix: 2 Evaluated Lesson Plan ……………………………........16
iii) Appendix: 3 Case Study ……………………………………………..17
iv) Appendix: 4 Observation Checklist ………………….………..……. 18
v) Appendix: 5 Teacher’s Rubric for students …………………............ 19
vi) Appendix: 6 Rubric for Students Self-evaluation ………………… 20
11. Illustrations……………………………………………………
i) Pie chart ……………………………………………………………….. 01
ii)Table 1…………………………..……………….……………………… 02
iii) Flow chart 1 …………………………………………………………… 04
iv) Table 2 ……………………………………………………..……… 05
v) Graph 1 …………………………………………………………… 06
vi) Graph 2 …………………………………………….………………… 07
vii) Graph 3 ……………………………………………………………… 09
viii) Graph 4 ……………………………………………………………… 10
ix) Flow chart 2 ………………………………………………………….. 11
Discussion, A Strategy

1. Introduction:

Ms Anita Saleem Specialist Aga Khan University Education Board and Ms Amynah Nooruddin an
Academic Manager City School have had several considerations and feedback that have always
focused on students lacking involvement in class discussions. This was identified through classroom
observations. While teaching students; it was witnessed that students were not found active during
Social Studies class discussions and hence were not showing interest. We collaboratively collected data
through filling the students’ survey questionnaire and analyzed the situation. Thus we concluded that
84% of the students in class prefer to do their work individually. 11%students of the class opted to do
their work in groups and 5% selected to do pair work. The results show that students are habitual of
working in isolation and this has now turned into a preference (Appendix: 1).

Learning Style

PartnerGroup
learningLearn-
5% ing
11%

Individual Learn-
ing
84%

Pie chart showing Students’ Learning Preferences (Illustration 1)

After a long thought and dialogue it was decided to introduce case studies as a strategy through which
students can become attentive listeners and active participators in the class. The following table gives a
comprehensive picture about the details and evidences that were collected to analyze students’ learning
outcome. The evidences used to gather this data were:
- Evaluated Lesson plans (Appendix: 2)
- Students profile
- Result analysis

What do we want them to learn?

Discussion, A Strategy
We want our students of grade IV to take active part in class discussion during Social Studies lessons and
develop their reasoning and thinking skills.
Current Situation
The comments below have been derived from students survey and lesson evaluation of Social Studies lesson
plans (Appendix 1 and 2)
Students Teacher’s concern
 They feel uninterested/  Students do not contribute
boring in class discussion. to discussions as the lesson
plans do not provide them
opportunities of interesting
tasks and resources.
 Due to time constraints
teachers rush to complete
their lessons.
 Links are not there with  Lessons are taught in
their daily life routine. context of the work book
pages and effort to go
beyond the topic is missing
while planning.
 They do not want to  Not all students are
discuss in class and prefer participating in the class
to be quiet. discussion.
 Few students dominate the  Variety of teaching
class discussion. strategies in the planning is
missing. Rush planning.
Table: 1(Illustration2)Overview of students’ and teachers’ academic concerns
Why?
 Because it is factual based and the
resource pages provided in the
workbook are not up to the mark and
unclear to generate interest and class
room discussions.
 Lesson plan does not give enough
tasks to think critically and
reflectively upon the situations and
hence are unable to connect it with the
real life scenario.
 Because topics given to them for
discussion are boring or due to time
constraint and syllabus coverage we
do not allow students to think
critically.
 Strategies are not planned effectively or
do not cater to students’ interest and
hence we are unable to provide all
students opportunities to participate
well in class discussions.

2. Rationale in the light of literature:

Linking to Table 1, we researched that discussion through case studies will help students to develop
their thinking skills and foster their concepts deeply. The purpose of discussion might be to solve a
problem, answer a question, enhance the learner’s knowledge or understanding, or reach a destination
(Killen, 2003:91). Discussion will help students to relate their knowledge with their skills in daily life
situations. They must talk about what they are learning, write reflectively about it, relate it to past
experiences, engage themselves in learning by doing and apply it to their daily lives (Dr. Kumar and
Zayapragrassarazan, 2012: 3). To develop students’ interest in class discussion it is significant for a
teacher to make sure that each child participates and for this she has to make them ready by not only
sharing the topic but to make them understand exactly what they will be discussing and why (Killen
2003:102).
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Discussion, A Strategy
Discussion was used as a strategy because it is an approach that encourages active learning and bridges
the gap between theory and practice (Davis and Wilcock).
As a first step to our Action Research Programme we created a driving question.

Problem:
Students’ lack active participation in class discussions

Research Question:

How can use of case studies enhance students’ participation in class discussion during Social Studies
lessons of grade IV?
This research question lead us to think and research to further enhance our understanding about case
studies and class discussions.

3. Process:
It is important to design interesting tasks with effective lesson planning for the students because an
effective lesson gets students thinking and allows them to interact and ask questions, tap into their
background knowledge, and build new skills (Ullman 2011: vol. 53 no.10). To further enhance their
skills it is important to create questions for discussions because questioning by the teacher plays an
important part in guiding the discussion (Killen: 2003, 248). Keeping in mind the above factors, we
made sure that case studies given to the students focused on content and skill development of students.

We planned case studies in a manner that provide opportunities to the students to relate their learning
with real lives. By using open ended questions we intended to develop their critical thinking ability and
enhance student’s engagement (Appendix: 3).In order to monitor teacher’s way of conducting lesson
using case studies we prepared an observation sheet for further improvement. (Appendix: 4)

To streamline the process, we used rubrics to record our own and students’ observations for
participating during discussions. (Appendix: 5and 6).We focused on the following three areas while
discussing using the case studies:
- students’ contribution during discussion
- level of vocabulary used by them
- student as an active listener who can suggests or argues during class discussion on the topic
provided
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Discussion, A Strategy
Overall, 10 case studies were utilized and each of them were assessed by filling it rubrics and field
notes. Following flow chart will describe the whole process.

Identified Problem

Framed Researched Questions

Researched on strategies

Identified Tools for Action Research

Planned Action Research

Implemented the Plan

Research in action
Flow chart # 1 showing Learning Process (Illustration3)

4. Research tools:

It is important to evaluate the strategies used for the whole process because it helps to gather feedback
from learners for progression and help them assess what additional support, if any, they may require
(Teal Center Fact sheet # 8:2010). These rubrics and field notes helped us in analyzing students’
performances and for that the following data collection tool was used for further validity and reliability.

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Discussion, A Strategy

I Stag Type of data Tools used No. of times

e collecting tool
N 1. Quantitative Teachers Tasks Rubrics focusing on: 2 times per week = 2 x 4 =
D How many students took 8 times a month = 24
part/improved in discussion? times in three months.
U Students Questionnaires: Once per month = 1x3 = 3
C
Self-reflection on discussion points times in three months.
and participation level
T Classroom Observation Checklists: 2 times per month = 2 x 3
Provide feedback on teaching and = 6 times in three
I
learning focusing on discussion and months.
V use of case studies
2. Qualitative Lesson evaluations: 2 times per week = 8 times
E Self-reflection of teacher a month and 24 times in
three months)
Field notes: 2 times per week = 2 x 4 =
M Note regular trend and patterns of 8 times a month = 24
students behavior times in three months.
E
3. Triangulation Recording of interviews of students Once in three months = 1
T and transcriptions for the interviews: time
H
Get quotes on the students feelings
and interest in discussion/benefits etc
O Table: 2 (Illustration 4)
D

It is important to analyze the data carefully because the analysis is designed so it can be viewed and
assessed by people other than the primary analyst. (Pope: 2000, 115). To examine the data using above
tools graphical analysis were made to have clear idea about our students’ strengths and weaknesses. We
evaluated all three aspects of the students while conducting case studies.
Following graphical analysis will show some student’s overall performance in 10 lessons focusing on
use of case studies in discussion.

Child A (Contribution)
4.5
4
5 3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10
Discussion, A Strategy

Child B (Contribution)
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10

Child C (Contribution)
3.5

2.5

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10

Graph 1 (Illustration 5)

Analysis:
By looking at the graph variations in terms of contribution during discussion is quite obvious. In
some cases students were showing constant performance where as some of them were showing
marked differences. This happened because some of them were clueless of what to discuss or
what to share or maybe they were not ready for the topic. On the other hand, they were
comfortable sharing their thoughts. It is important to make sure that provision of information to
be given beforehand to make them ready.

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Discussion, A Strategy

Child A (Quality Comments)

3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10

Child B (Quality Comments)

3.5

2.5

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10

Child C (Quality Comments)

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10

Graph 2 (Illustration 6)

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Discussion, A Strategy

Analysis:

For quality comments more focus is required. As it is evident from the above graphs that
students still need to enhance their vocabulary to share their views with the class confidently.
They need to read books or need to give more exposure to use subsequent vocabulary for better
outcome. They need to be provided conducive learning environment where their thinking level
can be increased.

Child A (Listening)
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10

Child B (Listening)
3.5

2.5

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10

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Discussion, A Strategy

Child C (Listening)
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10

Graph 3 (Illustration 7)

Analysis:

The above graphical data clearly shows that students’ listening and analytical ability has developed and
now they are in habit to ask questions, listen to their peer’s views and share their ideas with logical
reasons. However, more attention is required to develop their abilities to argue or to cross question their
partners for more healthy discussions in class.

 Discussion:

By the end of this project, remarkable change was obvious in their thinking behviour. Now students
were in habit of asking questions not only at school but at home as well and parents endorsed the same
through their observation. These discussions did not only help students in developing their thinking and
verbal abilities in fact, it was shown in their assessments and written tasks as well. Students were able
to secure good marks in assessments as they were able to relate their concepts with real life. However,
more hard work is involved to achieve excellence. Following comparative analysis of case studies used
in the class shows the difference in their learning performance.

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Discussion, A Strategy

S. M. Hashir
M. Hurr
M. Moazzam
Hammad Salman
M. Sameer
Rameez
M. Shahood
Aqsa Khan
Shaf Siddiqui
Ahsan Arif
Zobiah Saleem
Maroosha Nisar after case study
before case study
Dua Ghani
Ebad Rasheed
Hamdan Ahmed
Khizra Ahmed
Amna Mahmood
Asad Jamal
Shaheryar
Zurain
Noore Amna
M. Uzair
Eesha Farooq

0 2 4 6 8 10 12 14 16 18 20

Graph 4 (Illustration 8)

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Discussion, A Strategy

 Challenges:

Following challenges were faced while implementing this strategy:

Making curriculum  a lot of time was

based case studies required to prepare
according to their case studies.
level  To relate the case
studies to their daily
Challenges

lives situations with

focused discussion
questions.

 Due to unforeseen
holidays it was difficult
Time constrains to implement it.
 It takes more time to
carry out the case study
and APPM doesn’t give
us enough time. More
periods are needed.

Flow chart no: 2(Illustration 9)

 Conclusion:

Thus, students have started taking initiatives in class discussions and have become responsible enough
to give respect to each other’s views. They have started thinking on logical grounds and can suggest
possible solutions to resolve an issue. However, now it is time to take them step ahead where they
themselves can lead discussions and argue with their colleagues critically through strong rationale and
justification.

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Discussion, A Strategy

Bibliography:
Barraso, K. and Pon, S. (2010) Effective lesson planning.Teal Centre Fact Sheet no. 8.
Davis, C. and Wilcock, E. (undated) Teaching Materials using Case Studies. UK: Centre for
Materials Education.
Killen, R. (2003). Effective Teaching Strategies, Lessons from Research and Practice.Thomson:
Social Sciences Press; 3rd edition.
Pope, C. (2000) Analysing qualitative data.BMJ Qualitative research in health care, v.
320(7227):114-116.
Ullman, E. (2011) How to plan effective lessons.Private Eyes, 53/10.
Zayapragassarazan, Z and Kumar, S. (2012) Active learning methods. NTTC Bulletin, 19(1):3-
5.
Zaidah Zainal (2007) Case study as a research method Jurnal Kemanusiaan bil.9.

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Appendix: 1 Students’ Survey Questionnaire

Discussion, A Strategy

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Discussion, A Strategy

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Discussion, A Strategy

Extracted from the book:

Differentiated Instruction Collaborative planning and teaching for universally designed learning
by Jacqueline S. Thousand, Richard A. Villa and Ann I. Nevinpg 52 and 53.

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Discussion, A Strategy

Appendix: 2 Lesson Evaluation

Objectives Plan (Methodology) Time Resources Assessment
By the end of the Individual work: 10 mins Mini and big Students will
lesson students will Students will be asked to think and list the names white board be assessed on
have: of physical features near their school surrounding Pictures their ability to:
on their mini white board individually Feedback Information
 identified will be taken. related to identify
different types of Pair Work: 15 mins types of different types
mountains and After taking the feedback, I will ask following mountains of mountains
compared them question from the students to be discussed in pairs: and compare
while extracting Why do we have different physical features on the them through
the given 20 mins
earth? What are their uses? Feedback will be taken. their verbal and
information in Group Work: written task.
groups. Students in groups will be given pictures of
different types of mountains along with their 15 mins
Vocabulary: information. They will read the text, identify and
 fold mountains compare the pictures of mountains on the big white
 block mountains board. Groups will present their findings. 15 mins
 volcanic Feedback will be taken.
05 mins
mountains Written Work:
 earth’s crust Students will complete pg 16 and 17 of
 layers workbook1.

Wrap up of the lesson.

Evaluation of Student Learning: Evaluation of Teaching:

 What did the children learn in this lesson? What did they actually  If you were to teach this lesson again, what
do? Or What were they not able to do / understand? would you do differently?

 They learnt to identify and compare different types of
mountains while extracting the given information.
 6 to7 students were reluctant to participate in group activity.
8 to 10 students were participating well and 2 to 3 students
were dominating the group discussion.
 Next time, I will make sure that groups will
be made according to the student’s
intellectual level because I found that above
average students were too spontaneous
while doing their work in groups and
students who were shy were not taking
interest in their task. Most of the students
were enjoying doing individual task, to
some extend pair work rather than group
work so I will prepare some open ended
questions for the students to make them
focus during discussion in groups and will
make sure that everyone can take part in it
actively.

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Appendix: 3 Case Study

Discussion, A Strategy

Group 1: (Education and Literacy)

Sara and Ali decided to visit a library as they have to search about the education and literacy rate of the
people of Murree. They were surprised to note that Murree is among the most literate areas in the
country and easily surpasses major cities in this regard.The credit for the same must go to people's love
for knowledge as well as dedication of teachers. Other than that there are a large number of private
schools in every nook and corner of Murree, providing commendable services to the people. Murree is
also known for its exclusive educational institutions which have been attracting students from across
the country since independence.

1. Why is Murree considered as a literate city in Pakistan?

2. Do you think it is important to get education? Why? Why not?
3. Do we have good education system? Why? Why not?
4. How can we develop our country through education?
5. What suggestions will you give to the higher authorities to further improve the education system in
Pakistan?

Group 2:(Buildings and Tourist Attractions)

Ahmed and Ali visited the hill station Murree. They were amazed to see the administrative buildings
over there. There are many hospitals, educational institutions, hotels and government buildings which
serves people in various ways. They were fascinated to see the scenic beauty of the place.Mountains
overhung with pines and oaks, crisscrossed by rivulets, dotted with lawns and orchards overloaded with
fruits present spectacle of Paradise on earth. Punjab Tourism department constructed resorts there to
promote tourism.

1. Why are tourists attracted to visit Murree?

2. How hotels can be beneficial for the people of Murree?
3. How can people move on for travelling?
4. Why is it important to develop infrastructure of that area which includes, roads, houses, hotels etc.?

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Discussion, A Strategy

Appendix: 4 Observation Checklist

Elements Excellent Good Satisfactory Unsatisfactory

Was the case study
effective and relevant?
Did it contain open
ended questions?
Was it meeting the
Teaching
objective of the lesson?
Strategy
What was the level of
interest shown by the
students?
Was it appropriate to
their level?
Were the students able
to take part in group
discussion?
Were they able to
develop their thinking
skills by answering
Learning questions?
outcome Were they relating it
with their daily lives
through giving their
opinions?
Were students able to
grasp the concept
effectively through case
studies?
Day: ________ Date: _______ Class: ___________ Teacher: ___________Observation# _____

Observer's Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________

Teacher's Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________

Observer's Name and Sign:___________________________________ Teach

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Appendix: 5 Teacher’s Rubric

 Discussion, A Strategy
Elements Exemplary Proficient Developing Unacceptable
Frequency of Student initiates Student initiates Student initiates Student does not
participation contributions more contribution once in each contribution at least in initiate contribution &
in class.
than once in each recitation. half of the recitation. needs instructor to
recitation. solicit input.

Quality of Comments always Comments mostly Comments are sometimes Comments are
Comments insightful & insightful & constructive; constructive, with uninformative, lacking
constructive; mostly uses appropriate occasional signs of insight. in appropriate
uses appropriate terminology. Occasionally Student does not use terminology.
terminology. comments are too general appropriate terminology; Heavy reliance on
omments or not relevant to the comments not always opinion& personal
balanced between discussion. relevant to taste.
generalimpressions, the discussion.
opinions &specific,
thoughtful
criticisms or
contributions.

Listening Student listens Student is mostly attentive Student is often Does not listen to
attentively when others present ideas, inattentive and needs others;
when others present materials, as indicated by reminder of focus of class. regularly talks while
materials, comments that reflect & Occasionally makes others
perspectives, build on others’ remarks. disruptive comments speak or does not pay
as indicated by while others are speaking. attention while others
Occasionally needs
comments speak; detracts from
encouragement or
that build on others’ discussion; sleeps, etc
reminder from T.A of focus
remarks, i.e, student
of comment.
hears what others
say & contributes to
the
dialogue.

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Appendix: 6 Rubric for Students’ Self evaluation

Discussion, A Strategy

Category Excellent Good Needs Improvement

Initiative I always take initiatives in I take less interest in class I do not participate in class
class discussions. discussions. discussions.

Sharing of ideas I always contribute my views / I seldom contribute my I never contribute my views /
new ideas with my group views/ new ideas with my ideas with my group mates.
mates. group mates.

Working with I feel comfortable, happy and I feel less comfortable, I do not feel comfortable, happy
Others relax while participating with happy and relax while and relax while participating
others. participating with others. with others.

Listening I am calm and composed I seldom listen to others I am not at all calm and
while listening to others and and rarely welcome composed while listening to
respect their views as well. others’ ideas during others and do create problem
participation. for others.

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