This chapter describes the results of the implementation of the ---Town Project
that applied the Doreen Nelson methodology of Design-Based Learning, the ---Town
Project was implemented in a 5th grade classroom in Southern California in the area of
Baldwin Park school during the 2007-2008 school year. Another teacher at the same
location, at the third grade, Dual Immersion classroom developed a different project
using the same methodology. This chapter does not describe that project however the data
collected was similar at each grade level and both teachers designed and administered
that same survey.
Data showed the students growth in the areas of Language Arts, Math, Writing,
and improved attendance records of the project classroom to other non-project
classrooms of the same grade level. The results of surveys taken by students, parents and
other teachers were analyzed to show how the individual students were affected.
California State Standards
California State Standards Math Scores
600
Test Range
500
400
2007
300
2006
200
100
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16
Students
Figure 1
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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Figure 1 shows the students growth on the California State Standards
Mathematics Test. The red bar is the test taken in the Spring of 2006. The blue bar shows
the results of the test taken in the Spring of 2007. The numbers on the left side of the
figure show that twelve of the sixteen students had a gain on their test scores. The State
required that all students reached proficiency or obtained one level of growth for the
school to meet its API, (Annual Performance Index). Although not all students reached
proficiency, 75% showed growth.
California States Standards English Language
Arts
Test Score Range
2006
2007
600
500
400
300
200
100
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16
Students
Figure 2
Figure 2 shows the results of the students California State Standards English
Language Arts. The blue bars are the results of the tests taken in the Spring of 2006. The
red bars are the results of the tests taken in the Spring of 2007. The State required that all
students reached proficiency or obtained one level of growth for the school to meet its
API, (Annual Performance Index). Although not all students reached proficiency, 81%
showed growth.
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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District Benchmarks
District Benchmark Writing
Assessment Content Scores
12
Pre
10
Post
Number of 8
Students at 6
Each Level 4
2
0
Level 1
Level 2
Level 3
Level 4
Proficiency Levels
Figure 3
Figure 3 shows that student’s content writing proficiency levels increased. The
blue bar indicates the student’s levels on the pre writing assessment. The red bar shows
the students levels on the post writing assessment. A level 1 on the district grading scale
indicates that the student is not proficient at grade level. A level 2 is approaching grade
level proficiency, level 3 indicates grade level proficiency and a level 4 indicates that the
students is displaying advanced proficiency at grade level. The figure shows that students
gained at least one proficiency level. The district goal is for all students to be at grade
level proficiency or to improve at least one level.
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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Student Attendance Records
Attendance Records
DBL Class
16
14
12
10
Total Average
8
Number
6
4
2
0
Non DBL
Non DBL
Non DBL
Tardies
Absences
Average Number of Tardies and
Absences
Figure 4
Figure 4 shows the results of the average attendance records of three 5th grade
classes in the same school and grade level as the DBL project class. The total number of
tardies and absences were taken from each classroom and divided by the number of
students to derive the average number of tardies and absences per student. The results
show that the DBL project class, which is indicated in blue, had fewer tardies and
absences then similar classrooms.
Student Survey
Students answered yes or no to the following ten questions in order to obtain
students opinions on the Design-Based Learning assignments.
Questions:
1. Do you work better alone or in a team?
2. Are you more confident in speaking in English?
3. Are you more confident when presenting in front of others?
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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4. When you design a NBS 3-D object does it make it easier for you to write?
5. Do you enjoy reading more than last year?
6. Did the criteria chart help you build the design challenge?
7. Do you feel you have improved in reading?
8. Do you understand how your learning is aligned with California State Standards?
9. Do you think you are a better reader?
10. Would you like more DBL?
Fifth Grade Class 2008
Student Survey
35
No responses
30
Yes Responses
25
20
15
10
5
0
1
2
3
4
5
6
7
8
9 10
Questions Asked of Students
Figure 5
Figure 5 of the Fifth grade classroom showed that students had an overall positive
experience with their learning using the Design-Based Learning methodology. Several
students not only answered with a yes or no response but also wrote comments. Some
commented on the want to do more DBL because it is fun, exciting, and they are
recycling. One student offered suggestions of Never-Before Seen challenges that they
should be allowed to build.
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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Parent Survey
Parents were asked to answer the following questions in order to obtain their
opinions and insights on the Design-Based Learning Project.
Parents were asked the following questions with a yes or no response.
1. Did your student share his/her day more often with you this school year?
2. Does building things belong in school?
3. Does your child find use for items you want to throw away?
4. Was there a change in vocabulary your student used?
Parents were given the opportunity to write a brief response to any of the above
questions.
Parents were asked to give a brief response to the following two questions.
5. Did you notice a change in your student’s attitude towards school this year? If so,
explain.
6. Do you think there is a need to teach creativity in the classroom? Why?
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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Parent Survey Results
18
16
14
12
Number of 10
Responses 8
6
4
2
0
YES
NO
Q1
Q2
Q3
Q4
Parents Responses to Questions
Figure 6
Figure 6 shows that the parents had a positive experience with their child’s
participation in the DBL project and their learning. Parents overwhelmingly responded
that there is a need for students to be allowed to be creative and inventive in the
classroom as it pertains to their learning. Several commented on how it is important for
student learning for them to be allowed to express themselves in different ways. Parents
commented that when students are allowed to be creative they apply critical thinking
skills, they are motivated to work harder, and they build self-esteem and confidence. A
parent commented on it being needed because their child was not creative.
Colleague Survey
The following questions were asked of other teachers at the same school who
were not using the Design-Based Learning Methodology in their classrooms.
They were asked to respond briefly to the following questions.
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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1. Do you notice a difference in classroom environment with a DBL versus a nonDBL class?
2. Do you observe difference in behavior between a DBL and non-DBL class?
3. Do you notice a level of engagement when you enter a DBL classroom?
A survey was given to five teachers who taught at the same level. The survey
results indicated that the colleagues of two Design-Based Learning teachers saw a
difference in the DBL classrooms. They all indicated that they saw a difference in the
classroom environment in the DBL classrooms. One of the differences observed was that
there was evidence of California State Standards being taught. The abundance of student
work was standards based. The displayed work showed that the students cared for the
quality of their work. The largest difference that was observed in regards to student
behavior was that DBL classroom students had a strong sense of ownership of their
learning and classroom environment. This showed in their inquisitiveness and
competitiveness when designing. Teachers noticed that DBL students were often highly
engaged in their learning. They worked cooperatively with much respect for the
differences of ideas and opinions of others.
The Researcher
The teacher made some changes in her teaching practice through the process of
the Design-Based Learning project. Although she had tried in the past to incorporate the
different learning styles by allowing her students to participate in varies activities to
reinforce the learning, it has become evident to her that the Design-Based Learning
methodology does that for her. It has become evident that the Design-Based Learning
Sam-Ana Fenwick, 5th/6th grade, 4/29/08
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methodology took the students thinking skills to a higher level because of the
implementation of Never-Before Seen and using a Criteria Chart to guide the students.
The teacher has concluded that she will continue to incorporate the Design-Based
Learning methodology in her teaching practice because she has seen the difference it has
made on the students learning and thinking. The Criteria Chart has become part of her
teaching of other subject areas as well. The students are much more successful because of
having a guide to follow. Their input motivates them to produce the work to the best of
their ability because it is clear what is not wanted and what is needed in order to
accomplish the learning objective.
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