Using Collaborative Digital Summary Tables to Impact Student Engagement and Learning

Abstract

This manuscript reports on the impact of using collaborative digital summary tables on student engagement and learning. First, traditional summary tables were used during two units in seventh-grade life science, then more scaffolded digital collaborative summary tables were used during three additional units. Three-part summative assessment scores were averaged at the end of each unit to analyze the impact on student learning. Compared with traditional summary tables, collaborative digital summary tables increase scaffolding, reflection, and collaboration. This article explains how they function in the classroom to increase learning. The efficacy of collaborative summary tables is shown in improved student scores, especially for students in minority groups. Using summary tables in the classroom has benefits for student engagement and learning, and the achievement gap in the classroom narrows over each unit. The benefits of reflection, scaffolding, and disaggregated instruction in science are also discussed as ways to support student learning and engagement. Overall, collaborative digital summary tables have a powerful impact on student learning and are a useful tool for teachers to increase engagement and academic success in the classroom.

Keywords:

• Middle School
• NGSS
• Multilingual Learners
• Summary Tables
• Equity
• Pedagogy
• Research

Additional information

Notes on contributors

Grace Buchholz

Grace Buchholz ([email protected]) is a seventh-grade science teacher at South View Middle School in Edina, Minnesota.

Pradeep Maxwell Dass

Pradeep Maxwell Dass ([email protected]) is Dean of the College of Education and Psychology and a professor of education at the University of Texas at Tyler.