“ The Most Effective Second-Grade Teaching Style for Retaining Reading Content” Research Proposal by Britney Carter EDUC 3...
Research Question <ul><li>Do second grade students retain more reading content through small group activities or direct in...
Introduction: Background <ul><li>An important part of learning new concepts and ideas is being able to retain the informat...
Introduction Cont’d: Background <ul><li>When it comes to relaying information educators have to be versatile; not every st...
Introduction Cont’d: Small Groups <ul><li>Will working in a group with peers help students remember reading information be...
Introduction Cont’d: Direct Instruction <ul><li>Teachers are capable of delivering information in various ways so that eve...
Review of Literature: Instructional Styles <ul><li>When teaching the subject of reading in the classroom two instructional...
Review of Literature Cont’d: Small Groups <ul><li>Through small group activities students are able to build their self-con...
Review of Literature Cont’d: Direct Instruction <ul><li>Direct instruction is significant to educators because it provides...
Review of Literature Cont’d: Language <ul><li>Language is one of the determining factors in whether or not students will b...
Review of Literature Cont’d: Retention <ul><li>Although direct instruction and small group activities both have characteri...
Hypothesis <ul><li>Second grade students who are taught with the direct instruction method will retain more reading conten...
Methodology: Participants <ul><li>The participants for my action research study will be 19 second grade students from Whit...
Methodology Cont’d: Instrument <ul><li>Two reading lessons will be conducted </li></ul><ul><li>First reading lesson will i...
Methodology Cont’d: Design <ul><li>Convenience Sampling will be used to select a class of second graders </li></ul><ul><li...
Methodology Cont’d: Procedures <ul><li>Direct Instruction Group: A Venn Diagram will be used to compare & contrast two dif...
Methodology Cont’d: Procedures <ul><li>Small Group Activity: After receiving verbal directions from the teacher one Venn D...
Limitations <ul><li>Treatment Diffusion:The groups might discuss information about the lessons with each other before the ...
Closing Remarks <ul><li>Questions and Answers </li></ul>
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Action Research Proposal

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Action Research Proposal

  1. 1. “ The Most Effective Second-Grade Teaching Style for Retaining Reading Content” Research Proposal by Britney Carter EDUC 379 December 1, 2010
  2. 2. Research Question <ul><li>Do second grade students retain more reading content through small group activities or direct instruction from the teacher? </li></ul>
  3. 3. Introduction: Background <ul><li>An important part of learning new concepts and ideas is being able to retain the information that was learned. </li></ul><ul><li>Identifying which teaching style helps students retain the most information can be beneficial to classroom teachers and students (Joseph & Nist, 2008). </li></ul>
  4. 4. Introduction Cont’d: Background <ul><li>When it comes to relaying information educators have to be versatile; not every student learns information in the same way, therefore several teaching styles exist. (Merideth,Steinbronn,2008). </li></ul><ul><li>The aim of this action research study is to determine which teaching style helps second graders retain the most reading content. </li></ul><ul><li>Two common instructional methods are: direct instruction & small group activities </li></ul>
  5. 5. Introduction Cont’d: Small Groups <ul><li>Will working in a group with peers help students remember reading information better than direct instruction from the teacher? </li></ul><ul><li>While small groups can be beneficial to students they can also be distracting. </li></ul><ul><li>Students often see small groups as a way to socialize and have fun with peers. Also, because students are not experts on certain subjects they may have a hard time explaining information to a group. </li></ul>
  6. 6. Introduction Cont’d: Direct Instruction <ul><li>Teachers are capable of delivering information in various ways so that every student can understand. </li></ul><ul><li>Direct instruction commands the attention of students and minimizes distractions. </li></ul>
  7. 7. Review of Literature: Instructional Styles <ul><li>When teaching the subject of reading in the classroom two instructional approaches that are the two most common methods of teaching reading are through direct instruction and small group activities (Begeny et al. 2009; Rupley, Blair, & Nichols, 2009). </li></ul><ul><li>Including several instructional methods ensures that students are able to grasp and retain information (Begeny et al., 2009). </li></ul><ul><li>Each instructional approach has specific qualities and reasons why they are considered to be ideal over other teaching methods. </li></ul>
  8. 8. Review of Literature Cont’d: Small Groups <ul><li>Through small group activities students are able to build their self-concept and learn how to work in a team ( Box & Little, 2003). </li></ul><ul><li>Students tend to do best in groups where probing questions are asked (Webb et al., 2009). </li></ul><ul><li>According to Webb, et al . (2009) students in small groups did well when the teacher intervened using dialogue and questioning. Questioning allows students to use critical thinking and reflect on the material being taught. </li></ul><ul><li>Critical thinking helps students retain information better (Webb et al., 2009). </li></ul>
  9. 9. Review of Literature Cont’d: Direct Instruction <ul><li>Direct instruction is significant to educators because it provides a means for them to interactively be a part of students learning (Coyne et al., 2009;Kuhn, 2007; Rupley, Blair, & Nichols, 2009; Ryder, Burton, & Silberg, 2006). </li></ul><ul><li>Teachers are able to explain, model, and evaluate students through direct instruction (Coyne et al., 2009). </li></ul><ul><li>The direct instruction approach involves teachers using descriptive language to get a point across (Ross et al., 2004; Kemper, 2002). </li></ul>
  10. 10. Review of Literature Cont’d: Language <ul><li>Language is one of the determining factors in whether or not students will be able to retain the information taught (Coffman et al., 2008). </li></ul><ul><li>Teachers that use memory specific language tend to have students that retain more information than teachers that do not use memory specific language (Coffman et al., 2008). </li></ul><ul><li>Teachers that use clear and concise language can help improve students comprehension and memorization (Coyne et al., 2009;Ross et al., 2004; Ryder, Burton, & Silberg, 2006). </li></ul>
  11. 11. Review of Literature Cont’d: Retention <ul><li>Although direct instruction and small group activities both have characteristics that are beneficial to students in the subject of reading, one approach ensures that students are receiving the communication needed to retain more information. </li></ul><ul><li>Coffman research study results indicate that students tend to retain more information when specific language is used (Coffman et al., 2008). </li></ul><ul><li>The direct instruction teaching approach ensures that educators are able to communicate the memory specific language students need to retain information. </li></ul>
  12. 12. Hypothesis <ul><li>Second grade students who are taught with the direct instruction method will retain more reading content/information than students who are taught using small group activities. </li></ul>
  13. 13. Methodology: Participants <ul><li>The participants for my action research study will be 19 second grade students from Whittier Education Campus in Washington, DC. </li></ul><ul><li>There are ten girls & nine boys </li></ul><ul><li>Majority of the class is African American </li></ul><ul><li>All nineteen students will be assigned to one of two groups (direct instruction or small group activity) </li></ul>
  14. 14. Methodology Cont’d: Instrument <ul><li>Two reading lessons will be conducted </li></ul><ul><li>First reading lesson will involve comparing and contrasting Lions & Cheetahs </li></ul><ul><li>Second reading lesson will involve comparing and contrasting Snow Leapords and Servals </li></ul><ul><li>Post-test will be used to assess how much information students are able to retain </li></ul><ul><li>Dependent variable (Post-test scores) Independent variable (type of instruction) </li></ul>
  15. 15. Methodology Cont’d: Design <ul><li>Convenience Sampling will be used to select a class of second graders </li></ul><ul><li>Students will randomly be assigned to the direct instruction or small group (simple random sampling) </li></ul><ul><li>Direct instruction group will have ten students and the small group activity will have nine </li></ul>
  16. 16. Methodology Cont’d: Procedures <ul><li>Direct Instruction Group: A Venn Diagram will be used to compare & contrast two different animals. (on the board) In class together students will list as much info as possible. Teacher will show a power point discussing similarities and difference among the animals. Children will return to the Venn Diagram and fill in information they may have missed. </li></ul>
  17. 17. Methodology Cont’d: Procedures <ul><li>Small Group Activity: After receiving verbal directions from the teacher one Venn Diagram will be used to compare & contrast two different animals. Students will work as a group listing as much info as possible. Teacher will show a power point and allow them to discuss similarities and difference among the animals with peers. Children will return to the Venn Diagram and fill in information they may have missed. </li></ul><ul><li>Each lesson will follow the same format, the only thing that will change will be the animals being compared </li></ul><ul><li>Lessons will taught on Monday, and post-test will be given on Friday. </li></ul>
  18. 18. Limitations <ul><li>Treatment Diffusion:The groups might discuss information about the lessons with each other before the post-test occurs. </li></ul>
  19. 19. Closing Remarks <ul><li>Questions and Answers </li></ul>

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