Action Research Thoughts

Elementary Action Research Example Part 1

1. What is the title of the project?

Using Readers Theater to Show Off Good Reading 

2. What is the Question?

There are several guiding questions in the action research including:

• What does readers theater look like in my classroom?

• What is the impact of readers theater on my students’ levels of fluency?

• What is the impact of readers theater on my students’ levels of comprehension?

• What changes in students’ level of interest in reading and reading behaviors are noted following the use of readers theater?

4. What strategy is being used to address?

Simulation and Games

5. What evidence is presented that the strategy will work?

The National Reading Panel in 2000 identified fluency as a major component to students’ success in reading efficiency and comprehension. Readers Theater can have a positive effect on fluency.


6. How will data be collected to determine if the strategy will work?
Data will be collected through surveys, fluency assessments, and observation.

7. How was the data analyzed?
A survey was given at the beginning and end of the study to gauge students’ reading habits and interest in reading.  A fluency assessment was given four times over the study to assess improvement in word recognition, reading rate, expression, and comprehension.  Student performances of scripts were taped and assessed for improvement in fluency.

8. What were the results?
There were improved levels of fluency and comprehension, as well as word recognition and reading rate.  All students improved in some way, but gains were not equal for all students.  The surveys showed that attitudes toward reading also were more positive.


9. How do the results inform teacher practice?
Readers Theater in reading programs should and can be implemented to improve students’ performance and attitude toward reading. Readers Theater can is an engaging way to help struggling students with their fluency.





1. What is the problem?
Students have difficulty recognizing rhyme and word families in text.

2. What is the rationale for the project?
The school’s Strategic Plan identifies basic literacy skills as a goal. The principal and host teacher at the school agree that students struggle with recognizing rhyme and word families. According to research (Allen, 1996) rhyming games can help students improve their recognition of rhyme and word families in text.

3. What strategy will be used to address this problem?
Simulations and Games; rhyming games will be used with the students.

4. What is the question?
How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?

5. What evidence is presented that the strategy will work?
According to the research (Wylie and Durrell, 1970) children learn words more easily by the use of “rhyming phonograms” as opposed to decoding rules.  In the research report Integrated Strategies Approach:  Making Word Identification Instruction Work for Beginning Readers, rhyming games and activities were identified as aiding rhyme development and recognition.

6. How will data be collected?
A pre/post test will be given at the beginning and end of the study, as well as an attitude survey.  Throughout the study work samples will be collected and analyzed, and the teacher will observe the children playing the games with a checklist.

Double Journal Entry #11

What is formative assessment?Formative assessment is an assessment specifically for learning, not of what has already been learned. This type of assessment informs both the teacher and student so adjustments can be made in order to improve learning. 


What is the CENTRAL purpose of formative assessment?Formative assessment is focused on student learning.

Connect a best practice in formative assessment to one research-based strategy.Providing feedback is a research-based strategy that is strongly connected to best practices in formative assessment.

Give an example of how a specific assessment can be used formatively and summatively.A rubric can be a formative assessment because it can assist students working towards their goal or assignment. The rubric can also be used as a summative assessment to help assign a grade to students.

Give an example from your field placement related to formative assessment and timing.My cooperating teacher uses a timer for multiple assignments and testing for the first grade students. One thing that is related to their formative assessment is that students must be able to count to 200 within a certain set amount of time for state testing. She tests the students on a weekly basis counting their numbers and keeping a record of how long it took them to count.

What are some strategies to help formative assessment be more effective when providing students with feedback?Specific student feedback needs to be given as soon as possible, so that the critic or feedback can be used to improve the students work before they receive a grade on it. 

Name two advantages to high quality formative assessment.High quality formative assessment helps to identify students who do not understand the material so that the teacher can adjust or reteach if necessary. High quality formative assessment also provides an opportunity to give the student feedback and encouragement which build self esteem. This also allows them to understand the assignment and feel as though it had more importance, or that they have more of a connection to it.

What are some challenges to implementing high quality formative assessment?High quality formative assessment requires a lot more time and effort on the teacher's part (as does most things worth doing). But the result of this type of assessment and teaching is a better understanding from students and in turn better grades and testing. To teach, the teacher must gather all information possible so that they remained informed prior to, during and after instruction.

Resources:NA. (2005). Focus on effectiveness. Retrieved from http://www.netc.org/focus/NCTE. (2010). Fostering high-quality. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0201-sep2010/CC0201PolicyBrief.pdf

Student Interest Inventory

These are the results from an interest survey taken by first graders and put into wordle to create a word cloud. 

Role #2 The Affiliator and Technophile

Click here to see Bee Community Blog 1 

Click here to see Bee Community Blog 2

Overall aesthetics 

The Bee Community Blog 1 has much better aesthetic appeal. However text on both blogs are centered and the layout on both is cluttered and confusing. I like the use of pictures and colors on the first blog, but it get really busy and crowded. I like the simplicity of the second blog but it is also very plain. A compromise between the design elements of both blogs would be beneficial to our blog.

Process

The process is the same for each webquest.The process is very clear, instructions are concise and understandable. I don't feel like the process is very rich in depth and does not build (scaffold) on prior knowledge or even know retained in this particular activity. In our blog, I would like to build knowledge a little better for students understanding.

Resources

The links were very useful towards the subject matter, however we are relating bees to characteristics of good citizens. Some of the links were broken and some won't relate with our new direction so we will have to include more links found on our.

Overall this webquest will be an introduction to a unit, that is not specifically about bees but about citizenship. These blogs overall  would be given a 2/3 if I were grading them.

CSOs for second grade:
S.S.O.2.1.2  examine examples of honesty, trustworthiness, compassion and empathy in daily life experiences.
S.S.O.2.1.3  model the personal responsibilities of good citizenship in the classroom (e.g., responsibility, self-control).

Double Journal Entry #8

What are some challenges to inquiry approaches to learning?

Because inquiry approaches are so complex, they present several challenges to teachers attempting to use them in their classrooms. When teachers do not completely understand how to use this approach in the classroom, it becomes stressful and unsuccessful. The confusion of the teacher filters down to students that don't receive proper scaffolding and assessment.

Make connections between project-based learning and three research-based strategies. Give a brief explanation of the connections.Simulations and games- In project-based learning, students solve real-world problems. Simulations are useful to help provide examples of how to react and what to do in real-world situations. Any group or whole-class activity requires specific discipline set in place so that this strategy to works properly. 


Setting objectives- Project-based learning requires goal and objective setting. The teacher should plan objectives, and then students solve the problem and create a project to achieve the set goal or objective. 

Cooperative grouping- Something vital to project-based learning is small groups. Students learn to work in small cooperative groups which requires them to work together and be an active participant in the group. The connection between cooperative grouping and project-based learning is an important one, in shich you cannot effectively have one without the other.

Reference:

Research-based strategies. (n.d.). Retrieved from http://www.netc.org/focus/strategies/ 

Double Journal Entry #7

1. Read the Introduction. What "dominant paradigm" is showing signs of wear?

Instructional knowledge from the teacher and text through lectures and discussion are showing signs of wear in the classroom.

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Project-based learning enhances student learning more than traditional approaches because it develops higher order thinking skills, develops critical thinkers, and effective speakers and writers. (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005) It provides personal connections from students' work to real-life situations. Students involved in Project-based learning, benefit from factual learning that are equivalent to students who engage in traditional learning instruction. (Thomas, 2000) Project-based learning gives students opportunities to use multimedia in the classroom. Students in this study performed better on content, design, and reaching the audience. (Penuel, Means, Simpkins, 2000) Communication, research, and presentations are the key aspects of this benefit.

3.  According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

A benefit its that students are given problems where there is not one exact answer which allows them to use creativity, critical thinking and understanding to find answer a problem. (Dochy, Segers, Van den Bossche, & Gijbels, 2003) Students are better prepared to generate and explain hypotheses. (Hmelo, 1998b; Schmidt et al, 1996) They can also support their hypothesis with well-reasoned arguments. (Stepien et al, 1993)

4.  According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Students are become experts on the content they are working with when using Learning by Design because they have research the artifact they create. (Hmelo, Holton, & Kolodner, 2000) Students better understand complex systems. (Perkins, 1986) Students have the chance to design artifacts that display their understanding and relate the artifact to a real-world concept. (Fortus and colleagues, 2004)

5. What are the differences between the three approaches?

Project-based learning produces an actual project from the students. Problem-based has the students working in small groups to solve a given problem. Learning by Design directs students to create an artifact that will be presented based on understanding and application of the material covered. Though the three approaches are different, they work nicely together and all stem from a higher order of thinking.

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches? 
The most important benefit to these inquiry-based learning approaches is the fact that they are hands-on. They allow students to participate and take an active role in their learning rather than just listening. My mother used to tell me "You never know until you try," and that makes perfect sense in the classroom. Learning by experience is so much more beneficial than listening to a lecture.

Reference:
Baron, , B., & Darling-Hammond, L. (1991). Teaching for meaningful learners. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

PowerPoint Quiz Reflection

Reinforcing Effort was an instructional strategy that was not exhibited in the PowerPoint activity. In order for the activity to fall into that category, the instructor would have had to be more supportive and encouraging. This instructional strategy requires a supportive atmosphere and the students' belief that they can succeed. In order to achieve this type of environment, the teacher should simply be more supportive. For example they may have given some support to the students by proving that they believed in them, and encouraging them along the way.

Double Journal Entry #6

First Speaker
1. Why is this video helpful for teaching in West Virginia?   This video was helpful to West Virginia teachers because of the similarities of the informal languages. Both the Appalacia dialect and the Ebonics used by African Americans are informal.
2. What evidence is presented that supports the credibility of the speaker? The speaker is an English professor at a university and also works with the National Council of English.
3. Describe the traditional approach to responding to student writing? The traditional approach to respnding to student writing simply corrects the students when they do something wrong gramatically or structurally in their writing.
4. Why does the traditional approach not work in improving student writing? Students have trouble writing a different voice than what they speak. Therefore simply correcting their grammar is not productive, because that is not helpful.
5. Name the three strategies associated with the linguistic approach to writing instruction? Scientific Knowledge of Grammar, Contrastive Analysis, and Code-switching.
6. How do you know the cat and Taylor go together? The owner and their belonging are right next to each other. Taylor and cat were next to each other in the statement, making the cat and Taylor go together.
7. What is different between the two patterns of possessives for informal and formal English? An apostrophe before the letter s is next to the owner in formal English. In informal possessives, no apostrophe is added.
8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English? Code-switching.
9. Describe how the scientific method is used to teach students to code switch. Teachers collect data from students and have them compare, contrast, and describe patterns in language. Then students can check their hypothesis and modify it as necessary.
10. What question is being asked to engage students in the comparison and contrast strategy? What changed?
11. How does code switching support metacognition? Students come to a realization that there is a time and place for most things, and language is no acception. They must pick and choose carefully what languages is most appropriate in different situations.
12. What evidence is presented the code switching approach works? Describe one of the studies? In 2000 in New York, African American students were tested based on the amount of vernacular features in their writing. Traditional English methods showed no improvement, whereas the comparison and contrast approach showed nearly 100% improvements.


Second Speaker
1. How did the students respond when asked how they felt about being corrected when they talked? The students felt stupid, they were angry and embarassed.
2. Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? The teacher used clothing to show the difference between informal and formal language by comparing language to formal and informal attire.
3. What are some added benefits aside from raising test scores that stem from using contrastive analysis? Students will be able to adjust their writing to the setting in which they are placed. They will also look more professional when using formal writing.


On Your Own: Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies: Generating and Testing Hypothesis and Identifying Difference and Similarities.

Generating and Testing Hypothesis is an example of contrastive analysis because students are comparing and contrasting. They form rules and test or experiment in other situations.

Identifying Difference and Similarities is an example of contrastive analysis because the students to make connections through the use of patterns. Students use the differences and similarities of language to make categories for information that fits and doesn’t fit with the patterns.

References:
Teaching standard english in urban classrooms. (2007). [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms

Where I'm From Video

Double Journal Entry #5

What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?

Everything that a teacher does in a classroom affects the students. It is important the teacher creates an open, accepting and encouraging environment and maintains those same qualities in attitude. "All of these factors which can be loosely categorized as environment, personal factors, and behavior interact and play off each other in a cyclical way (according to the Reciprocal Determinism Model) (Woolfolk, 2007,pg. 330)."

What are some assessment pitfalls?

As we discussed in class, students may have trouble understanding the question due to the way it is worded or unintentional bias from the teacher. If the students do not believe they will do well, they will not succeed or score as high as possible. "...studies have shown that teacher mindset can affect the performance of linguistically diverse students through affecting the way assessments are given or looked at, the way the student reacts to school, where the student is placed for ability groups, and the psychological state of the student (Dooly, 2005). Teachers’ lack of knowledge in different dialectal rules and constant correction make the student feel “linguistically inadequate, insecure, and confused” (Fogel & Ehri, 2006, pg. 466). Unfortunately, in extreme situations negative teacher attitudes toward students using non-standard dialects can lead to those students being misdiagnosed as having language disorders (Fogel & Ehri, 2006)."

What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit)?

Instead of using the "othering-effect" teachers should make students feel welcome and secure. Students need to feel like they belong and have some support, they do not want to labeled as different from the other students in their class. Encourage students to be proud of their heritage and culture. They should feel like they are contributing to this heritage rather than betraying it. 

How prepared do you feel to teach in a culturally diverse classroom?

I feel like I have had a lot of training in this area from my education. In general, I am a happy and encouraging person and I think that those qualities are necessary to a diverse classroom. I've never lived in an extremely multicultural place, but I understand prejudices, labels and cultural differences, I've observed them and experienced them so it's important to me to make sure my classroom has a community atmosphere. 


References:
Teacher attitudes. (2009, September 4). Retrieved from http://ecelinguisticdiversity.wikidot.com/teacher-attitudes

Where I'm From

I am from a trunk full of dress-up clothes, from Barbies, baby dolls and Minnie Mouse.

I am from West Second Street, the white house with green shutters, carsick, weekend drives up country roads leading to the Wiles family farm.

I am from clothes hung outside on the line, crisp, fresh smelling sheets.

I am from a tire swing hung by a worn, yellow rope and Wiles family reunions every first Sunday in August, from Mawmaw’s 1960’s class and Grandma’s homemade bread and peperoni rolls, from Pawpaw Rose’s passionate prayer and Grandpa’s hard work and country roots.

I am from sleeping under burgundy church pews, Sunday school programs, church camp on Holy Hill, and powerful worship services.

From forts of quilts and clothespins, childish arguments and tears with my brother Ethan, that made him my best friend.

I'm from family dinners at the kitchen table, deer steak and gravy, and mashed potatoes from grandma’s garden.

From my dad’s eyes, strong will, and camouflage. From my mom’s smile, compassion and encouragement, and high heels.

I am from a family full of love, faith, and heritage that shaped the life I live now. From powerful role models who I hope are reflected in my daily life.

I am from the beauty of a family, state and country. From blessings beyond measure, and a life worth living.

Double Journal Entry #4

References:

Bolima , D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Double Journal Entry #3

Literacy development begins at a very early age. This early development is dependent upon a child's interaction with and knowledge of reading. Though early interaction is beneficial to the child's learning, it is not the only factor in the child's ability to read. Every child is capable, some may just need some extra instruction or consideration. I remember being corrected all the time in school for using double negatives (can't never, etc) in my speech but I never wrote that way. My brother (who, as discussed in an earlier post, had a bit of a speech impediment as a child) had it worse than I did. He would come home crying from school saying that his teacher told him if he couldn't talk right, not to talk at all.

I think it is important to embrace the cultural dialect of the Appalachians. It is important that this dialect not be lost, because people tend to lose their identity when they are forced to be someone they are not. It directly corresponds with inclusion because no child should be excluded because of the way they speak. Students should embrace their heritage and not be ashamed or embarrassed when speaking with their natural accent.

In this article, writer Bob Plott discusses how his Appalachian heritage influenced his writing subject and style.



Resources:
Epstein P., H. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655

Double Journal Entry #2

"... But I also know that whether we interpret differences among children-or adults- as deficit or difference depends primarily on our perceptions, attitudes toward, and stereotypes we hold toward the individual children's communities and cultures."

You can't judge a book by its cover. How many times have you heard that worn-out, overused statement? I can remember hearing that phrase (or some variance of it)  in elementary school, Sunday school, and even at home from my parents. Growing up, I was the independent sibling while my younger brother required much more attention. I frequently hear my mother say "Sarah came out of the womb speaking 'adult' while Ethan came out speaking gibberish." We've remained that way our entire lives. My brother came out of kindergarten with little knowledge of words, or even the sounds letters made. Then first grade came, and again was not prepared for the next grade. My mom approached each teacher and they passed it off as nothing. When Ethan got into the third grade my mom went straight to the principal and guidance counselor. Ethan was tested and he was diagnosed with ADD and another learning disability. Now that I'm older, more observant and aware, I have come to realize my dad has that same LD. He struggles on a regular basis but was passed through school, grade by grade, regardless of his ability. Education was not a top priority for my grandparents, who's livelihood depended on the farm and hard work. My dad never got the attention that was necessary for him to learn to read and write.

While reading this article, I was angered by the lack of concern for this little boy, Donny. Even though the mother was illiterate, she understood that her son was not ready to move on in school and needed help. She wanted the best education for her son and he deserved that education. I chose the quote above because the statement rang so true to me. What you think about a person is based on your perception. As a teacher, it's a great responsibility to put that judgement aside to better assist the student. Every child deserves to have the best opportunity of education. I think about that as my dad struggles to type out a simple sentence. If someone had only cast aside their judgement and spent a little extra time with a struggling student, my dad could have excelled in his literacy, as my brother is now.

I selected the following video because it recognized the disadvantages the Appalachian child had, and the clip was made in the nineteen forties.

Literacy knowledge is what the child knows about language (spoken, written, and read). For example, a child may be aware that to read there must be something written, even if they cannot read or write themselves. Stereotypes play a major role in literacy instruction because judgments are made instantly by recognizing the child's cultural background, economical status, community, faith and many other things. Schools and teachers sometimes pass over students that they feel are behind, or that would "take too much time" to give the extra attention necessary because they feel the child will never grow beyond that stereotype. The teacher should make a point to define the difference between spoken English and "proper English."

References:

Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)

O'Brien, J. (2003, May 10). Tall tales of appalachia. . Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html

Double Journal Entry #1

Inclusive Education is the process of including every student in the classroom. This inclusion is not biased by learning styles, beliefs, or attitude. Every student has an important role and part in the classroom, allowing it to be successful. Inclusive Education meets the needs of special education students, bilingual, and minority students, and all other students. Inclusive process enhances service to all students and families in the community.

Inclusive schools create a sense of community and help to develop students' critical thinking and problem solving abilities. When an atmosphere of community is created in the classroom, students respond and work together better. They are more willing to be creative and open to new experiences when there is trust, between the student and teacher, and between other students. This sense of community is vital to a successful classroom. When students engage in problem solving, they get a more realistic learning experience. Problem solving allows students to work through real-life situations related to their school work, on their own.

References:

Inos , R. H., & Quigley, M. A. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm

Benfits of inclusive education. (2010, June 29). Retrieved from http://www.kidstogether.org/inclusion/benefitsofinclusion.htm


The brief video above defines and gives examples of inclusion.