Your SlideShare is downloading. ×
Leonardtown CARP
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Leonardtown CARP

134

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
134
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. gy as olo chn ading ion Te Re im at t toAn plemen Su p uct ion a In str Leonardtown Elementary Emily Davis & Jessica Morgan
  • 2. Justification• Leonardtown did not make AYP last year o As a result, SIP is almost singularly focused on improving amount of students reading at proficient or advanced by county benchmark and by DIEBELS o Students in 3rd grade received lower than proficient scores in identifying and defining: o Setting and mood (38%) o Words, lines, and stanzas(56%) o Main ideas and themes (57%)
  • 3. Justification• Professional Development Goal:“Teachers will use these best practices to change instruction if necessary after reviewing student work samples” o Differentiation o Learning styles• Animation Technology o Technology allows students to experience different types of writings while still remaining in their digital comfort zones o Supplements culturally relevant teaching o Incorporation of these tools and applications is merely a natural extension of the way these students are currently living and learning outside of that classroom.• Bakhoum (2008) explained that students test scores made a significant improvement as a result of introducing animations to traditional classroom instruction.
  • 4. Strategy• Choose two appropriately leveled texts of similar level and type o First Text    Will be taught using typical classroom strategies   Pre- and post-test for content comprehension o Second Text   Will again use typical classroom strategies  Review of the text will be done using animation/cartoons constructed by the intern that will ask students to sequence main events   Pre- and post-test for content comprehension
  • 5. Research questions• Does sequencing of cartoon technology increase student content comprehension?• Is cartoon technology more effective than discussion in increasing students’ reading comprehension?
  • 6. Data collection plan Data Source 1 Data source 2 Does sequencing of Pre-test and Post- cartoon technology test with cartoon increase student images content comprehension? Is cartoon Pre-test and Post- Pre-test and Post- technology more test without test with cartoon effective than cartoon images images discussion in increasing students’ reading comprehension?
  • 7. Pre-post assessment items • Grandma’s Records o Text-specific questions assessing vocabulary, story sequencing, and overall content comprehension o Ex. “How does Grandma use this tradition to connect with her culture?” •  The Talking Cloth • Text-specific questions similar to those for the previous text • Sequencing question included pictures from cartoon supplement used in review
  • 8. Pre-post findings• Our findings! o There was a significant increase in reading comprehension for both Grandma’s Records (p = .00000001) and Talking Cloth (p = .000006). o However, there was not a significantly higher increase in reading comprehension when using cartoon technology rather than traditional classroom strategies. (p = .38)
  • 9. Answers to research questions• Does cartoon technology increase student reading comprehension more then discussion? o There was a greater increase in reading comprehension when using animations vs. discussion (39 points vs. 42 points) o However, this difference in reading comprehension scores was not significant.
  • 10. Limitations• Timing o The cartoon handout was done the Thursday before the Halloween weekend, so the school as a whole was off task.• Curriculum Demands o Due to passing guides and test schedules, activities such as these are difficult to work into the classes tight schedule.• Small sample size/less data due to unforseeable events
  • 11. Next steps?• Yes, this strategy would be recommended for future application. • Next time, we would like to have the students create their own cartoon strip of the story. This gives each student responsibility for their own instruction and comprehension.   o Also, due to lack of resources the cartoon had to be printed out in black and white, rather than color. Color would appeal to a larger variety of learning styles.
  • 12. The Big Picture!• Animation and cartoon technology has been proven by various research to be not only useful as an instrument of instruction, but also as a way to connect with students in a digital age. • Even though our experiment did not prove that animation technology significantly improved reading comprehension over traditional teaching methods, including the arts in instruction appeals to multiple learning styles and student skill and ability.
  • 13. References• Bakhoum, E. G. (2008). Animating an Equation: a Guide to using Flash in Mathematics Education. International Journal of   Mathematical Education in Science and Technology, 39(5), 637-655.  

×