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Debbie watkin realms, achievement

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  • 1. Interjecting Change: A Model for Student Improvement Utilizing the Ways of Knowing Through the Realms of Meaning as a Framework for Student Success and Achievement Presented by Debbie Watkins William Allan Kritsonis, PhD Professor PhD Program in Educational Leadership PVAMU – The Texas A&M University System
  • 2. The Problem
    • Higher level learning skills are not being successfully mastered by a significant number of our high school and college age students.
    • New approaches are needed to facilitate higher levels of retention and learning.
  • 3. Evidence of Needed Improvements in Facilitating New Educational Formats
    • Many students are not able to apply their knowledge successfully to high stakes standardized tests necessary to graduate from high school or enter college without needing developmental classes to bring them up to an acceptable level for successful student achievement in the high school or college classroom.
  • 4. Purpose of the Study
    • The purpose of this study is to utilize a concept mapping strategy as an intervention tool in student learning and test to see if there is a significant difference in a student’s knowledge and understanding of academic topics when utilizing this strategical intervention.
  • 5. Research Questions
    • Is there a relationship between utilizing the Ways of Knowing Through The Realms of Meaning Model and Student achievement?
    • What is the student’s perception on the effectiveness of the Ways of Knowing Through the Realms of Meaning Model in their educational learning process?
    • How do teachers perceive the effectiveness of the Ways of Knowing Through the Realms of Meaning Model and their teaching instruction?
    • Does the understanding and application of the six Realms of Meaning enhance student performance?
  • 6. Literature Review
    • “ The impossible made possible: A method for measuring change in conceptual understanding in undergraduate science studies”
    • Sumitra Himangshu, PhD, Macon State College
    • A study that examined change in conceptual knowledge of scientific concepts using concept mapping.
    • Study was extensive, nationwide and funded by a grant. Contact has been made with her Dissertation Chair and an attempt has been made to speak with Dr. Himangshu who is out of the country.
  • 7. Literature Review
    • “ Effects of advance organizers on learning and retention from a fully Web-based Class”
            • Baiyun Chen, PhD –University of Central Florida
            • The purpose of this study is to investigate how advanced organizers, both visual and text base affect a students’ knowledge acquisition and application in two post-tests.
  • 8. Literature Review
    • “Concept map used in reading English as a foreign language at the university level”
      • Li Han, PhD, Indiana State University”
      • “ The influence of continuous concept map construction on the information seeking process”
      • Li Han, PhD, Indiana State University”
  • 9. Need for the Study
    • Student need to improve study, knowledge retention, and application skills for the enhancement of student success and achievement.
    • Research is needed to determine what interventions can be successful with both at-risk, main-stream, and advanced level students.
  • 10. Ausabel’s Assimilation Theory “The Theory of Meaningful Learning” Two Four Five Seven Eight Six Four Three One Assimilation Theory
  • 11. Key Concepts in Assimilation Theory
    • 1. Subsumption – Existing Concepts are Subsumers of New Concepts
    • 2. Derivative Subsumption – New Knowledge Attached to Previous Knowledge
    • 3. Correlative Subsumption – Alter or Extend Concept Knowledgeleading to higher level cognitive thinking
    • 4. Obliterative Subsumption – Degree of Meaningfulness
    • 5. Progressive Differentiation – Elaboration of Meaningful Learning
    • 6. Integrative Reconciliation – Cognitive Differentiation
    • 7. Superordinate Learning – New Concepts are Learned
    • 8. Advance Organizers :
        • 1. Identify relevant propositional and conceptual knowledge of learner
        • 2. New Knowledge must be properly organized.
  • 12. Gardner’s Multiple Intelligences Theory and the Realms of Meaning Ethics Ethics, humanity, value of life Moral Synoptics Religion and Ultimate Issues Spiritual/Existential Empirics Natural Environment Naturalist Synnoetics Self-Awareness Intrapersonal Synnoetics Other people’s feelings Interpersonal Esthetics Images and Space Spatial-Visual Esthetics Body Movement Control Bodily-Kinesthetic Esthetics Music, sound, rhythm Musical Symbolics Logic and Number Logical/Mathematical Symbolics Words/Language Linguistic Realm Capability and Perception Intelligence Type
  • 13. The Study
    • Based on the Ways of Knowing Through the Realms of Meaning
    Model Of Understanding Realms
  • 14. High School Study
  • 15. High School Random Sampling of At-Risk, General Education, And Gifted and Talented Students
    • Study will begin with in-depth knowledge of student level of performance and learning styles and perceptions: transcripts, student interviews, pre-tests in area being tested and administration of Gardner’s Multiple Intelligence Theory test.
  • 16. Assessment Transfer
    • Assessment Results Will Be Transferred to One of Six Realms Model Concept Maps and Reviewed by Trained Teacher’s Who Will Evaluate the Level of Learning Demonstrated.
  • 17.  
  • 18. Other Realms to Be Incorporated Into Model
    • Esthetics
    • Music, Visual Arts, Arts of Movement, Literature
    • Ethics
    • Moral Knowledge
  • 19. Intervention
    • Intervention will be initiated based on Realms of Knowledge Curriculum Books
    • A Post Test will be given After Intervention to determine if student learning has been affected by testing interventions applied.
    • A Qualitative Survey, based on established Teaching and Learning Questionnaires will be given to students to assess their perception of the effectiveness of the intervention.
    • Final interviews with students and teachers participating in the study will be completed to assess the study and its affect on the student’s learning and academic success in gaining new knowledge and applying this knowledge to higher levels of critical thinking and application have been achieved.
  • 20.  
  • 21. After the study, these questions should be able to be answered. Is there a relationship between utilizing the Ways of Knowing Through The Realms of Meaning Model and Student achievement? What is the student’s perception on the effectiveness of the Ways of Knowing Through the Realms of Meaning Model in their educational learning process? How do teachers perceive the effectiveness of the Ways of Knowing Through the Realms of Meaning Model and their teaching instruction? Does the understanding and application of the six Realms of Meaning enhance student performance?
  • 22. Transferability
    • Grades K-12
    • Special Education Students
    • ESL Students
    • Mainstream Students
    • Gifted and Talented
    • Community College
    • Developmental Classes
    • Traditional College Classes Requiring
    • Advanced Levels of Cognitive Thinking
    • and Academic Application