Findings
Section 6: The connection between enjoyment and deep thinking
When I started my action research, I thought that projects would give an authentic purpose to reading and eventually lead to an increased motivation to read. With this model, motivation and reading were the ultimate goals. This hierarchy was turned upside down as I analyzed the data and adjusted structures based on student voice. I now see thinking as the ultimate goal with reading, discussions, and projects as the tools we use to deepen our thinking. I found that good books and student-designed projects led to higher motivation. Motivation, in turn, led students to want to think deeper. Choice, collaboration, and explicit teaching also drove students to think deeper.
How are enjoyment and deep thinking connected?
On the final reading survey, I saw that 77% of students liked or loved doing their project and 62% felt the project allowed them to enjoy the book more.
On the final reading survey, I saw that 77% of students liked or loved doing their project and 62% felt the project allowed them to enjoy the book more.
I wanted students to enjoy reading and learning but I also wondered how enjoyment was connected to thinking deeper. I originally saw them as two separate things; an either, or situation. In previous surveys and reflections students indicated that they didn’t want to write, discuss, or do a project about a book. All things I associate with deeper thinking. During this research cycle I witnessed students enjoying their discussions and projects. I realized that enjoyment was the driving force, not the end goal.
One student, Gina, liked the book even though it wasn’t her typical genre and liked making her zine about everyone having a purpose in life. She said, “I think my project, showed a deep thinking of the book. If I didn’t enjoy the book, I don’t think I would of been able to show deep thinking, and ideas.” This quote made me realize that we shouldn’t be thinking of enjoyment and deep thinking as a choice but rather as two factors that rely on each other. As Gina states, enjoyment can be the gateway to deeper thinking.
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From my observations and survey, I believe that students enjoyed the book with or without the project. I no longer think they need projects to build intrinsic motivation to read. Motivation was built by book choice and choice in reading style. Projects were simply a way to show the deep thinking that students were doing about the books messages and how those messages affected their own views on society and themselves.