Double Journal Entry Action Research Part 2

1.      What is the problem?

Students are having difficulty recognizing rhyme and word families in text.

2.      What is the rationale for the project?

Basic literacy skills have been identified as a goal in the school’s Strategic Plan.  According to the principal and host teacher at the school, 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 Action Research Part 1

1.      What is the title of the project?

 Using Readers Theater to Show Off Good Reading

 

2.      What is the question?

 

How can I effectively utilize Readers Theater to improve the fluency and reading comprehension skills of my students?

 

3.      What strategy is being used to address?

 

Simulations and Games- the students are modeling theater by reading the text out loud.

 

4.      What evidence is being 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.

 

5.      How will data be collected to determine if the strategy will work?

 

Data will be collected through surveys, fluency assessments, and observation.

 

6.      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.

 

7.      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.

 

8.      How do the results inform teacher practice?

 

Teachers should make an effort to include Readers Theater in their reading programs to improve students’ performance and attitude toward reading.  Readers Theater can also be an engaging way to help struggling students with their fluency.

Double Journal Entry #11

1.      What is formative assessment?

Formal assessments are ongoing observations and reviews that measure where the students are at and/or how well they are doing during the learning process. 

2.      What is the CENTRAL purpose of formative assessment?

The central purpose of formative assessment is to improve student learning.  Through formative assessment, teachers can provide feedback to help students make improvements and learn from their mistakes.

3.      Connect a best practice in formative assessment to one research-based strategy.

Timely feedback—it is important to give students timely feedback after a formative assessment.  If the feedback does not occur close to the assessment then the comments and suggestions lose their effectiveness. 
 
4.      Give an example of how a specific assessment can be used formatively and summatively.

 A rubric can be used as a guide so that the students know what is expected of them, and then it can be used to grade the final product.

5.      Give an example from your field placement related to formative assessment and timing.

 In my placement the students have been working on writing paragraphs to get ready for the Writing Assessment Test.  During the process they brainstorm ideas, create graphic organizers, write rough drafts, and then revise their work.  It isn’t until they have had time to review and revise their work that my host teacher or I step in and offer suggestions.  This way, the students are given enough time to complete the task on their own and identify their own mistakes.

 
6.      What are some strategies to help formative assessment be more effective when providing students with feedback?

 The feedback given to a student should be timely, specific, and task focused.  The comments should provide the students with motivation to improve their work, not with the feeling of failure.  The comments should also give very specific ways to improve.  For example, instead of saying the writing shows potential, tell them they could use more descriptive words.  This gives them something concrete to work with.

7.      Name two advantages to high quality formative assessment.

 High quality formative assessment is a way for students to self monitor and keep themselves on task. With the feedback provided from the assessments they know where they stand and what they need to improve on.  Another advantage of high quality formative assessment is that teachers are able to see if a student does not understand a concept, and clear up those misconceptions early on.

 
8.      What are some challenges to implementing high quality formative assessment?

One challenge is that teachers need to vary assessments according to the specific tasks and students’ abilities.  This can be a challenge because it can be very time consuming.  Another challenge is to link assessment to instruction; the assessment must match the objectives being taught.  Finally, it is a challenge to take the formative assessment to the next level.  You don’t just want the students to get the task done, you want them to excel and expand their knowledge.

Double Journal Entry #10

Why it is the responsibility of all teachers to provided writing instruction for their students?

When students have the opportunity to read and write in all subject areas it enhances their overall achievement.  A student who is able to write and explain a particular concept will have a better understanding of it, and be more likely to remember it in the future. 

Name and describe four research-based strategies to support writing instruction for students.

 

1. Low-Stakes Writing Assignments-these are shorter assignments that ask students to explain, summarize, or outline a concept.
2. Multiple Forms of Feedback-students can receive feedback on their writing from multiple sources.  They can have a peer read their writing and give comments and suggestions, the whole class can discuss a student's writing, the student can self reflect, or the teacher can have a one on one with the student.
3. Use a Variety of Texts-reading materials other than text books are used.  For example, primary sources, fiction books, web sites, science reports, graphs, etc.
4. Variety of Levels of Reading Difficulty-not all students in the class are on the same reading level.  The teacher should have a variety of materials that meet the needs of all learners, on every level.

WebQuest Modifications

I really like the concept of the WebQuest I chose, but I want to make some changes to it to fit my science methods unit on living things in West Virginia.  First,  I want to add more pictures to the WebQuest.  It only has a picture on the first page, and I think students would be more excited about the project if they could see the pictures of all the animals they are going to be studying.  I am going to change the introduction to make it more relatable and exciting to the students; I also need to add an essential question.  In the introduction I am going to set up the focus of the lesson and what I want the students to learn from doing the WebQuest; I will relate this to the standards.  Next, I am going to change the task/process that the students are doing.  I want them to create something instead of just retelling information.  I am going to have them research their animals and their adaptations, but then I am going to have them create their own unique species of animal; where they have to think about the adaptations and the environment that species will need.  I am going to add more detailed steps and change the roles a little from how the original WebQuest is set up.  I want to make sure that the students know exactly what to do and what their role is.  I am also going to remove some of the resources from the original WebQuest.  They are really good sites, but there are so many I'm afraid it would overwhelm the students.  Finally, I will need to modify the rubric to fit the changes I have made in the WebQuest.

These are the CSOs I am using in my WebQuest:

SC.O.3.2.3
Compare physical characteristics and behaviors of living organisms and explain how they are adapted to a specific environment (e.g., beaks and feet in birds, seed dispersal, camouflage, or different types of flowers).

SC.O.3.2.4
Observe and describe relationships among organisms and predict the effect of adverse factors.

Struggling Student

The student that I am focusing on in my clinical is struggling with reading comprehension.  My host teacher had me give her a Qualitative Reading Inventory (QRI) last week to test her fluency and comprehension skills.  She did very well with the fluency and only missed a few of the words, but she had trouble retelling the story to me.  She could only recall the broadest details of the story and missed chunks of the story entirely.  I looked for some strategies on reading comprehension and found a graphic organizer that is a story map that I am going to use with her next week.  The story map will help her pick out the important details of the story, such as setting, characters, events, problem, and solution.  I am going to have her fill out the story map after she reads me the story and see if she is able to retell it. 

I've noticed in class that she shys away from answering questions about something that has been read or the students are supposed to read.  She is one of the students who rarely raises her hand.  I believe it is because she is having trouble with comprehension.  I hope that using a story map will give her a resource to help her improve her reading comprehension skills.

WebQuest

The topic for my WebQuest is 3rd grade science: Animals and their Adaptations.  In the WebQuest the students work in groups and research animals to learn how they adapt to their environments.  Then, they make trading cards with the information that they found.  I am going to modify the WebQuest to go with my science methods unit on living things in West Virginia.  You can view the WebQuest here.

Double Journal Entry #9

 “If I give the children time to play, they don’t know what to do.  They have no ideas of their own.”

“In many kindergarten classrooms there is no playtime at all.  Teachers say the curriculum does not incorporate play, there isn’t time for it, and many school administrators do not value it.”

“Young children work hard at play.  They invent scenes and stories, solve problems, and negotiate their way through social roadblocks.”

I chose these quotes because they really stood out to me.  The first one, which talks about kids not knowing what to do when they have play time, is very surprising.  Children are naturally imaginative and creative.  I can remember my friends and me playing all day, making up roles and games.  We were never bored, but I see this often with children now.  When you tell them to go play, they don’t know what to do.  The second quote struck me because I was surprised when I started my 30 hour clinical that the students rarely got recess.  When I asked about it, the overall impression I got was that it wasn’t important.  I chose the third quote because I think it sums up why play is important.  Play time is when children have the opportunity to socialize, use their imagination, and use their language.  It is also some of the only time that some children get any physical activity.  I believe time to play is just as important as reading or math.

Education Edge: The Benefits of Recess: MyFoxAUSTIN.com

 

Sources

Fox Television Station. (Producer). (2010). Education edge: The benefits of recess. [Web Video]. Retrieved from http://www.myfoxaustin.com/dpp/good_day/Education-Edge:-The-Benefits-of-Recess-20100927

Miller, E., & Almon, J. (n.d.). Crisis in the kindergarten: Why children need to play in school. Retrieved from http://earlychildhoodcolorado.org/inc/uploads/Crisis_in_Kindergarten.pdf

Double Journal Entry #8

1.       What are some challenges to inquiry approaches to learning?

The challenges that many teachers come across in inquiry approaches involve the implementation of the projects.  Inquiry approaches are very complex, and if teachers don’t fully understand them they can have trouble conveying directions and expectations to the students.  They may also have trouble providing proper scaffolding and assessment of the project.

The challenges the students face in inquiry approaches come from lack of experience with these types of projects. If they have never done a project like this before they may find it difficult to generate meaningful questions, develop logical arguments, or even figure out how to work successfully as part of a group. 

2.      Make connections between project-based learning and three research based strategies. Give a brief explanation of the connections.

Cooperative Grouping—Project Based Learning relies heavily on students working together in groups.  They must be able to communicate with each other to express opinions and ideas about the project their group is working on.  They have to be able to get along with each other in order for the project to be successful.  A group that can’t compromise or is always arguing will not be able to accomplish their goals.

Setting Objectives—Project Based Learning begins with setting objectives.  At the beginning of the project the teacher sets the problem and the guidelines and the students must set their objectives for how they are going to solve the problem.  Without clear objectives there is no direction for the project.

Generating and Testing Hypotheses—Project Based Learning involves many steps: being given a problem, figuring out a solution to that problem, testing that solution, and making adjustments if needed.  It’s all about trial and error; if one idea doesn’t work the way you wanted it to, you revise it and try again.  You have the opportunity to identify where your mistakes were made and correct them.

Source

Barron, B., & Darling-Hammond, L. (n.d.). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Journal Entry #7

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

The dominant paradigm that is showing signs of wear is the instructional model of teaching where the teacher and the textbook are the primary sources of knowledge for the students.  In this model the students receive knowledge through teacher lectures and reading.  There is little to no group work or complex thinking skills.

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

One benefit to Project-Based Learning is that it increases critical thinking skills and confidence in students.  They are able to construct knowledge on their own instead of just memorizing facts out of a textbook.  The Shepherd (1998) study followed 4^th and 5^th graders over a nine week period and found that students involved in the project based learning scored higher on a critical thinking test. 

Another benefit to Project-Based Learning is that students have a more flexible kind of knowledge.  They are able to explore concepts and apply them to other real world situations.  In the Boaler (1997) study followed students over a three year period and found that the project based students performed better on conceptual problems.

A third benefit to Project-Based Learning is the students are given opportunities to use multimedia in their education.  They use technology to conduct research, communicate, and present information.  In the Penuel, Means, and Simkins (2000) study students who used multimedia in their projects performed better on content, design, and reaching their audience.

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

One benefit to Problem-Based Learning is that it supports more flexible problem solving.  There are many possible solutions to one problem; there is no designated right answer.  Students have the chance to use their knowledge and creativity to find solutions.  (Dochy, Segers, Van den Bossche, and Gijbels, 2003).

Another benefit is that students are better able to make hypotheses and explain their reasoning for their hypotheses.  Instead of having the teacher or the textbook tell them what is happening, they have the opportunity to explore on their own and construct their own knowledge.  (Hmelo, 1998b; Schmidt et al., 1996).

A third benefit is that students are better able to support their findings with well-reasoned justifications.  They are critically thinking about their problem to come up with a solution, and because it is their own reasoning, they are better able to articulate it more so than if they were just trying to repeat something they read in a book.  (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.

One benefit to Learning by Design is that students have the chance to design artifacts that show their understanding of knowledge.  They get to use their creativity, and the teacher can see if they are grasping the concept in a real world situation.  (Fortus and colleagues, 2004).

Another benefit is that through Learning by Design activities, students get to become experts on the concepts that they are working on.  In order to create their artifact they must do research and collaborate with others to find information they will need.  (Hmelo, Holton, and Kolodner, 2000).

A third benefit is that design activities help students better in understanding complex systems.  They are able to look at the problem from different perspectives, and if one solution isn’t working they can make revisions and try again.  (Perkins, 1986).

5.      What are the differences between the three approaches?

In Project-Based Learning students will complete a series of tasks that will result in one final product or presentation.  In Problem-Based Learning students will be given a real life problem and they have to come up with a solution.  There are many ways they can approach the problem, and not everyone’s solution will be the same.  In Learning by Design students create an artifact that demonstrates that they understand a concept and how to apply it.

6.      In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

I believe the most important benefit across all three approaches is that in all three the students are constructing their own knowledge and they are active participants in their own learning.  They aren’t just sitting there listening to a lecture or reading from a book.  They are presented with a problem and are given the freedom to explore different solutions. 

Source

Barron, B., & Darling-Hammond, L. (n.d.). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Researched Based Strategies - Providing Feedback

The PowerPoint activity and quiz did not support the researched based strategy of providing feedback.  There was no feedback given from the instructor about how we did on the PowerPoint.  We submitted it and that was it.  There were no comments about what we did well or what could be improved.  Another way the activity did not support the researched based strategy was that the quiz was given immediately after the activity.  There was no time allowed to let us absorb the new concepts that we learned.

This activity could be modified to support the strategy of providing feedback.  First, you could give the students a rubric for guidance.  That way they know what is expected but they can also make it their own so that everyone's PowerPoint does not have to be the same.  Also, you can provide opportunities for feedback from multiple sources.  The teacher can provide feedback about what is good about the PowerPoint and also what could be done to make it better.  You could also have the students look at each other's PowerPoints and provide comments to their peers.  It is crucial that the students receive feedback in a timely manner; usually within a day so that it is fresh on their minds.  Finally, you can modify the quiz to support the strategy by giving it the next day instead of immediately.  This gives the students time to think about what they learned and process it.

Double Journal Entry #6

First Speaker

1. Why is this video helpful for teaching in West Virginia?

Like Ebonics, the Appalachian dialect is a widespread and pronounced way of speaking.  This video provides strategies to help students build upon their native dialect to move into a more formal way of speaking.

2. What evidence is presented that supports the credibility of the speaker?

The speaker is a professor of English and literacy.

3. Describe the traditional approach to responding to student writing?

The traditional approach is to correct the student.

4. Why does the traditional approach not work in improving student writing?

The traditional approach doesn’t work because the focus is on what the student is doing wrong.

5. Name the three strategies associated with the linguistic approach to writing instruction?

Scientific method, contrastive analysis, and code switching

6. How do you know the cat and Taylor go together?

You know cat and Taylor go together because cat comes after Taylor.

7. What is different between the two patterns of possessives for informal and formal English?

With informal there is an owner, then what they own.  With formal there is an owner plus an apostrophe s, then what they own.

8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English?

The teacher is using the contrastive analysis approach.  She starts with the informal sentence and then introduces the formal sentence.  She then asks the students what has changed and if they both still mean the same thing.

9. Describe how the scientific method is used to teach students to code switch.

The method starts with collecting and observing the data.  Then, a pattern is looked for and described.  From that a hypothesis is made and checked.  Modifications are made to the hypothesis as needed.

10. What question is being asked to engage students in the comparison and contrast strategy?

What has changed?

11. How does code switching support meta cognition?

The students are recognizing and choosing the language that fits the time, place, audience, and purpose.

12. What evidence is presented the code switching approach works? Describe one of the studies?

In the Taylor 1991 case study a teacher took a group of students and divided them.  With one group she used the correction method and with the other group she used contrastive analysis.  The correction group only made improvements of 8%, but the contrastive analysis group made improvements of 59%.

Second Speaker

1. How did the students respond when asked how they felt about being corrected when they talked?

When the teacher would correct them they didn’t understand what she was doing.  No learning was taking place.  When she asked them how it made them feel to be corrected they said they felt, stupid, angry, and confused.  None of them thought they were being helped by being corrected.

2. Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch?

The teacher made connections about informal and formal using their home lives as examples.  She started off asking them what they would wear to dress up or dress down.  Then she asked where they would go in their dress up clothes and their dress down clothes.  The students were able to make the connection that different situations required different ways of dress.  The teacher then connected that to informal and formal language.

3. What are some added benefits aside from raising test scores that stem from using contrastive analysis?

One of the added benefits of contrastive analysis is that students start making connections about informal and formal language in their everyday lives.  They notice it when talking to others, watching television, or reading a book.  Another benefit is that students begin to recognize that everyone speaks differently and that it’s ok.  Also, students begin to take command of their language.  If someone corrects them, they don’t get offended; they ask how they can say something formally.

Explain how contrastive analysis for writing instruction is an example of generating and testing hypothesis & identifying difference and similarities.

Contrastive analysis is an example of generating and testing hypothesis because the student is looking at what is different and coming up with a rule and then testing to see if it works in other situations.  Contrastive analysis is an example of identifying difference and similarities because the student is looking for patterns and making connections.  They note the similarities and differences and then come up with schemes for how language works. 

Source

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