Running head: PASSION-BASED LEARNING AND APTITUDES 1

Passion-based Learning and Aptitudes in Secondary Classrooms

Tai A. Preuninger

Texas A&M University-Commerce

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Passion-based Learning and Aptitudes in Secondary Classrooms

In the past one hundred years the world has seen great societal, industrial, and

technological advancements, however one field has been much slower and resistant to

change. Education and learning take on many shapes and sizes, but the majority of

American secondary classrooms still accept teaching methods (e.g., lecture-based,

teacher-centered, and memorization intensive) that are outdated and cannot maintain pace

with the skills needed for the twenty first century. Global companies like Google have

released what they say are their most valuable skills for prospective employees:

communication, social awareness, empathy, ability to coach others, problem solving,

critical thinking, and making connections between complex ideas (Elmore, 2018).

Current instructional methods being used in secondary classrooms are not preparing

students with skills that are consistent with industry needs. However, classrooms that

utilize a student-centered approach where learners show mastery of objectives by

learning the content through a lens of passion and aptitudes empower students to take

ownership of their growth and connect their learning to relevant, real-world experiences.

Statement of the Problem

Today’s classrooms are filled with unique individuals who come from diverse

backgrounds, and a central role of schools is to meet the educational needs of ​all​ learners.

This would mean personalized, differentiated instruction for all students. Likewise,

students vary in aptitudes, so care should be given to measure and showcase those natural

abilities. The purpose of this study is to determine the style(s) of instruction that are
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conducive to providing learning experiences that have been described here – those which

foster student skills like collaboration, communication, curiosity, and contextual learning

which are more apt to prepare students for a competitive and evolving workforce. By

identifying and studying the effectiveness of various instructional methods, it will be

evident whether or not learning based on students’ passions and aptitudes is a worthwhile

approach. Research analyzing various instructional methods exists, but there are gaps in

specific grade levels and content areas. Most research in this area stems from the

collegiate level in disciplines such as math and science. Collecting data will help define

three major components in this study: student engagement and ownership during the

learning process, acquiring life-ready and technology skills, and early exposure to

possible career pathways.

Research Questions

1. Which instructional methods, such as inquiry-based learning, support student

learning based on passions and aptitudes?

2. How does passion-based learning affect student engagement and ownership

during the learning process?

3. How do secondary student life-ready and technology skills acquired from a

passion-based learning approach compare to those who are taught in a traditional

classroom?

4. How does passion-based learning influence students’ decisions to explore and

pursue possible career pathways?

Significance of the Study

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Student passions and aptitudes have not traditionally been characteristics that

educators have taken into consideration. To no fault, there was simply no place for these

components in a society like that of mid-twentieth century America where instruction

was dependent upon the knowledge of a single teacher. In this digital age, due diligence

must be given to prepare our learners for what they will experience after high school.

This study in particular is poised to benefit teachers ​and​ students in secondary classrooms

by providing an analysis of various teaching methods that increase student engagement

and ownership. Extensive research only exists on the effectiveness of varying

instructional models and theories in select grade levels and content areas. More

specifically, this study is rather unique in that there is a lack of research where inductive

teaching methods are being used in middle and high school classrooms, specifically in

subject areas that do not include science.

Review of Related Literature

Learning Theory Divide

Engelmann (1980) developed a teacher-centered instructional approach called

Direct Instruction​ where the main idea is to “control every possible detail that makes a

difference in how the ideas will be communicated to the learner” (p. 5). Engelmann’s

approach has shown to be effective for short-term learning and transfer of knowledge. On

the other hand, Bruner (1974) asserts the effectiveness of Constructivism’s role in

classrooms. His research claims students rely on experiences to build context and

understanding of learning objectives. It heavily relies on the notion that students are

constructing their knowledge throughout the learning process and filling in gaps as they
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go with the support of a teacher. In fact, Bruner’s theory suggests teachers work

alongside students to serve as a facilitator or even partner of learning. This approach is

known to challenge students in a way that supports long-term learning. Pearson (2016)

makes the connection between Bruner and passion-based learning by claiming that

individuals who have spent the majority of their formal education years honing in on their

passions are vital to a future with unique problems. Those who have identified their

aptitudes and passions at an earlier age have a better chance of solving those problems.

Inductive Instructional Teaching Methods

Having identified Constructivism as a learning theory that supports students’

passions and aptitudes, one must understand various instructional methods that support

this theory. Convincing research from two university chemical engineering professors,

Prince and Felder, describe multiple student-centered teaching methods that attempt to

reimagine instruction through an inductive rather than deductive approach (2006). These

educators make the case for inductive teaching approaches and provide an overview of

five different instructional methods: inquiry learning, problem-based learning,

project-based learning, case-based teaching, and just-in-time teaching. Barberos, Gozalo,

and Padayogdog (2019) have mentioned how teachers lean toward a variety of different

teaching approaches, just like students and their learning styles. Prince and Felder

describe how inductive teaching methods go beyond the surface level of a

wrote-memorization approach. They also note how students are more apt to initiate the

use of critical thinking skills in their own learning. If students are learning through a lens

of their passions, they are more likely to understand the learning objective and fully own
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the process. ​Buchanan, Harlan, Bruce, and Edwards (2016) ​make the connection between

inquiry-based learning (IBL) and constructivist, student-centered approaches. Like

previous sources, they make the argument that these types of instructional styles aim to

impact the student for the long-term. The authors also hint that short-term learning goals

for students which involve grades and test scores do not prepare students for success

beyond their years in a school setting.

One perspective from Chowdhury (2018) recognizes how inquiry driven teaching

strategies require more student involvement, and as a result, makes it easier for them to

conceptualize learning objectives. In this study, five K-12 teachers were selected to

practice IBL. The author shares how each of the teachers have a unique understanding,

but each one agreed this approach, although challenging, is beneficial. Other ​unique

research by Ngawkoodru and Yuenyong (2018) ​created a study where 75% percent of the

participants were female. Although this study was confined to being STEM related, it

noted the value of using open-ended questions to boost students’ thinking. This is another

example of a reoccurring pattern that inquiry-based instruction is widely accepted in

college level science related studies, but it also falls short of the effectiveness of this

approach at younger grade levels.

With these approaches, teachers still remain critical in determining the overall

learning objective and formatively assessing student progress along the way. Overall,

inductive teaching methods, especially inquiry driven approaches, hinge on student

engagement, questioning, and perseverance. Students whose teachers design lessons

where they are given the autonomy to inquire about ideas that interests them, naturally
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foster student learning. It is then dependent upon the teacher to create a framework for

each student connects students’ passions to the overall learning objective.

Passion-Based Learning

Pearson (2016) makes note of how our years in an educational setting take up

nearly one-fifth of our life, but these experiences are not all relevant. In fact, Brown

(2006) makes a case for the importance of passion-based learning and how it encourages

higher-level thinking skills after experiencing low attendance. Pearson’s study describes

the struggle of people to solve problems and makes the argument that people would be

better suited to do so if their years spent in formal education were personalized. Brown

uses the term “productive inquiry” to describe how learners seek out knowledge needed

in order to accomplish what we need to do. Technology plays a critical role in this

inquiry because our digital society makes it possible to access this information. Now,

Brown says we are “revisiting constructivist learning in virtual communities of practice –

learning by tinkering, designing, creating, remixing, and researching.”

Life Ready Skills, Technology Skills and Career Pathways

Theis (2016) makes the connection that a teacher’s technology use is a significant

predictor in whether or not teachers are using inquiry-based teaching methods. She

discovered that having 1:1 technology did not play a significant role in whether or not

inquiry-driven instruction was prevalent in a classroom. The determining factor is more

about the teacher and how much control he or she is willing to give up in the classroom,

making the case for more student-centered instruction. Students with limited access to

technology in a classroom setting must rely on other skillsets to gather information.

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Collaboration, a valuable and transferrable life skill would be essential in a setting such

as this. Students could be grouped by passions and interests and learn these types of skills

form one another. Teachers should provide learning experiences where students are

empowered to collaborate with one another in settings that mimic those of future

workplaces.

A study by ​Hirschi & Läge (2007) identifies six phases in a model for the career

decision-making process of students. They argue that students show more

career-readiness when they are given opportunities to explore, learn, plan and decide on

future careers. They hypothesize the more time students are given to explore and progress

through the phases, they will be more prepared to make a career choice. In Texas,

students are asked to choose a career pathway during the semester prior to their ninth

grade year. This makes the case for students to be given opportunities to find out which

pathways interest them and which pathways they have a natural aptitude for. The middle

school years prior to high school would be the obvious place for students to be able to

find and pursue their passions.

Method

Qualitative research and case study will serve as the framework for this design.

This strategy will serve as the best method to analyze our students and teachers chosen to

participate in this study. Over the course of the school year, data will be gathered and

investigated to determine the effects of passion-based learning on student engagement,

ownership, acquired technology and life skills, and potential career pathways.

Participants
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The sample for this study will come from Agnew Middle School in Mesquite,

Texas. Of its 1300 students, 175 students will make up my sample; approximately 75

students will come from the sixth grade, and 100 students will come from the eighth

grade. The sampling method of choosing students will have some limitations. Due to

staffing and scheduling, these limitations will include special education students, eighth

grade students enrolled in GT English and Algebra, and some students in certain fine arts

classes. Besides these restrictions, we expect to have a true cross section of the campus’s

population. Three sixth grade and four eighth grade teachers chosen by the campus

principal have been identified as the “Passioneers” team. They have full autonomy to

implement innovative instructional methods that depend on student passions and

aptitudes.

Instrumentation

Learner profiles will be developed for each student. Teachers will use locally

created surveys to identify student passions and aptitudes and gather information

regarding student learning styles. These profiles will contain students’ academic goals,

allow for the monitoring of the development of learner skills, and follow students in order

to maximize performance beyond a year’s time.

Interviews with teachers before, during, and after the school year will be used to

document their perception of growth and learning. Coaching protocols by Instructional

Specialists will be critical in supporting the seven teachers involved in the case study.

This will ensure appropriate and impactful instructional methods are being used to in

each classroom and make sure teachers are intentionally reflecting upon their practice.
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Data Collection

Observational data via walkthrough forms for this study will be collected

biweekly. Observers will be looking for acceptable practices of inductive instructional

teaching methods. Additionally, observers will identify the levels of teacher and learner

behaviors identified in Mesquite ISD’s Technology Plan to determine the progress being

made towards growing skills like collaboration, communication, curiosity, and contextual

learning.

Interviews of teachers and students will be conducted every six weeks at the

beginning of each new grading period. All seven participating teachers, the instructional

coaches, and campus administration will be interviewed to determine the scope and

impact of this study. During the first grading period, ten students from each grade level

will be chosen randomly where similar interviews will be conducted. The random

selection of students will help eliminate any potential bias in the process.

To balance all of this qualitative data, teachers will create local assessments to

quantify students’ knowledge and skills throughout the course of the year. This type of

data will make it easier to compare the traditionally data that showcases learning from

traditionally taught classrooms. It is hopeful that this case study serves as an example of

how to implement teaching using passion-based learning and student aptitudes in other

secondary classrooms.
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References

Barberos, M. T., Gozalo, A., & Padayogdog, E. (2019). ​The effect of the teacher’s

​ etrieved from
teaching style on students’ motivation action research. R

https://steinhardt.nyu.edu/teachlearn/research/action/motivation

Brown, S. J. (2006). New learning environments for the 21st century: Exploring the edge.

Change: The Magazine of Higher Learning, 38​(5), 18-24.

Bruner, J. S. (1974). ​Toward a theory of instruction.​ Cambridge, MA: Harvard University

Press.

Buchanan, S., Harlan, M. A., Bruce, C., & Edwards, S. (2016). Inquiry based learning

models, information literacy, and student engagement: A literature review.​ School

Libraries Worldwide, 22(​ 2), 23-39.

Chowdhury, M. R. (2018). ​Investigating inquiry-based learning: Teachers' perspectives

at a K-12 school.​ Ann Arbor, MI: University of Memphis Press.

Elmore, T. (2018, July 19). ​The seven top skills Google now looks for in graduates.

Retrieved from

https://www.psychologytoday.com/us/blog/artificial-maturity/201807/the-seven-t

op-skills-google-now-looks-in-graduates

Engelmann, S. (1980). ​Direct instruction​ (Vol. 22). Englewood Cliffs, NJ: Educational

Technology.

Hirschi, A., & Läge, D. (2007). The relation of secondary students’ career-choice

readiness to a six-phase model of career decision making​.​ ​Journal of Career

Development,34(2), 1​ 65-191.
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Ngawkoodru, N., & Yuenyong, C. (2018). The teachers’ existing ideas of enhancing

students’ inventive thinking skills.​ TOJET : The Turkish Online Journal of

Educational Technology, 17(2​ ), 169-175.

Pearson, James. (2016, Mar 01). Personalized learning encourages creativity. ​University

Wire,​ pp. 3-14.

Prince, M., & Felder, R. (2006). Inductive teaching and learning methods: definitions,

comparisons, and research bases. ​Journal of Engineering Education​, ​95(​2),

123-138.

Theis, J. L. (2016). ​Technology predictors of inquiry-based teaching: An examination of

two K-12 1:1 pilots. ​Bowling Green, OH: Bowling Green State University Press.