Action Research Spring 2010

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My first attempt at and presentation of functional Action Research applied in a K-12 classroom utilizing pedagogical practices, assessments and interventions (won third place in faculty-wide research competition). Illustrates using data-based analysis of assessments along with student- and class-specific interventions to increase achievement. Note the difference between this presentation and the Spring 2012 presentation just two years later.

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Action Research Spring 2010

  1. 1. A Tale of Two Semesters (and one intervention) Application of lesson planning interventions to build student confidence and knowledge, leading to an increase in scores of authentic and summative assessments. By: Catherine Horton Flippen
  2. 2. Overview <ul><li>Two different semesters </li></ul><ul><ul><li>(Fall 2009 & Spring 2010) </li></ul></ul><ul><li>Two separate studies completed during digital audio projects </li></ul><ul><ul><li>1st Semester: Basic Digital Audio </li></ul></ul><ul><ul><li>2nd Semester: Advanced Digital Audio </li></ul></ul>
  3. 3. The Problem
  4. 4. The Problem <ul><li>Music Technology requires students to scaffold knowledge quickly </li></ul><ul><li>Concepts continue to become more difficult and deadlines grow shorter </li></ul><ul><li>As a result, some students become: </li></ul><ul><ul><li>Confused </li></ul></ul><ul><ul><li>Disheartened </li></ul></ul><ul><li>Which leads to a lack of motivation and general disinterest </li></ul><ul><ul><li>1st Semester decline in authentic project scores </li></ul></ul><ul><ul><li>2nd Semester decrease in quality of work; not meeting expectations </li></ul></ul>
  5. 5. The Goal
  6. 6. The Goal <ul><li>To create and provide highly effective instruction through incorporation of research-based strategies </li></ul><ul><li>To increase student interest, confidence and in-class performance </li></ul><ul><li>2nd Semester: To increase overall performance of one struggling “Focus Student” in particular as well as both class </li></ul>
  7. 7. Expectations
  8. 8. 1st Semester <ul><li>Target: </li></ul><ul><ul><li>The first period Introduction to Music Technology class offered from 7:20AM to 8:15AM, 12 students total </li></ul></ul><ul><li>Expectations </li></ul><ul><ul><li>Reduction of time spent off-task through use of daily rubric-assessed formative assessments </li></ul></ul><ul><ul><li>Reduction of late-submitted authentic assignments </li></ul></ul><ul><ul><li>Increase in authentic assessment project scores by average of 5 to 7 points </li></ul></ul>
  9. 9. 2nd Semester <ul><li>Target: </li></ul><ul><ul><li>First and second periods Intermediate Music Technology classes offered from 7:20 AM to 9:15AM, 26 students total </li></ul></ul><ul><ul><li>One struggling “Focus Student” in 2nd Period </li></ul></ul><ul><li>Expectations </li></ul><ul><ul><li>Reduction of time spent off-task through use of daily rubric-assessed formative assessments </li></ul></ul><ul><ul><li>Summative post-test average score of 85% </li></ul></ul><ul><ul><li>For Focus Student as well as entire class: increased in student morale and confidence through structured instruction and master-apprentice methodology </li></ul></ul>
  10. 10. Intervention and Implementation
  11. 11. Environment <ul><li>A variety of instruction will be used, from teacher-led to student-led to experimental self-instruction to collaborative techniques </li></ul><ul><li>The class time will be highly structured in order to encourage staying on task </li></ul><ul><li>Master-apprentice method from guided practice into one-on-one instruction </li></ul>
  12. 12. Effective Lesson Structure <ul><li>Activating Strategy </li></ul><ul><ul><li>ALWAYS relevant to students, through video, audio, real-world and peer examples, and humor </li></ul></ul><ul><li>Instruction </li></ul><ul><ul><li>Repeated twice </li></ul></ul><ul><ul><li>Incorporate multiple styles (visual, linguistic, logical, musical, kinesthetic) </li></ul></ul><ul><li>Guided Practice </li></ul><ul><ul><li>Third “instruction,” student mimics teacher and is asked to experiment </li></ul></ul><ul><li>Independent Work </li></ul><ul><ul><li>One-on-One Teacher Troubleshooting </li></ul></ul><ul><ul><li>Master-Apprentice applications </li></ul></ul>
  13. 13. Effective Lesson Structure, cont. <ul><li>Collaborative Work </li></ul><ul><ul><li>Two of the five lesson days </li></ul></ul><ul><li>Formative Assessment </li></ul><ul><ul><li>Quick two or three questions per student assessed on a rubric </li></ul></ul><ul><li>Closing Activity </li></ul><ul><ul><li>Summarizing by each student, through quick verbal and written response </li></ul></ul>
  14. 14. Master-Apprentice Approach <ul><li>One-on-One Troubleshooting </li></ul><ul><ul><li>Having watched and practiced under the “Master Teacher,” student applies lessons rapidly through experimentation </li></ul></ul><ul><ul><li>During independent work time, teacher goes to each student and observes work, asks questions, helps every student, points out errors, and so forth </li></ul></ul><ul><ul><li>Teacher can provide a repeat of instruction during this time for lower performing students </li></ul></ul><ul><ul><li>Teacher also motivates students who are off-task or feeling confused </li></ul></ul>
  15. 15. For Focus Student, 2nd Semester <ul><li>During one-on-one troubleshooting </li></ul><ul><ul><li>Learns from kinesthetic/tactile learning, so I would move the mouse under his/her hand to direct where to go in the program. </li></ul></ul><ul><ul><li>A perfectionist, so I tried to teach him/her step-by-step methods to script a podcast and get through the composition without being overwhelmed </li></ul></ul><ul><ul><li>Used formative assessments also as a tool of self-evaluation, which was unexpected </li></ul></ul>
  16. 16. Data Collection
  17. 17. Measurements of Success <ul><ul><li>Formative Assessments: Daily toward the end of class before closing activity, during which students are asked to show teacher certain concepts learned that day and days previous within their projects </li></ul></ul><ul><ul><li>Summative Assessments: </li></ul></ul><ul><ul><ul><li>1 st semester – History of Digital Audio and set-up on SONAR for Digital Audio recording </li></ul></ul></ul><ul><ul><ul><li>2 nd semester – History of podcasting, appropriate Audio FX, publishing work, and copyright law </li></ul></ul></ul><ul><ul><li>Authentic Assessment: project due at the end of last day of the unit, assessed with a rubric which has been provided to the students at the beginning of the week </li></ul></ul>
  18. 18. Daily Formative Assessment Rubric
  19. 19. Authentic Assessment Rubric Example
  20. 20. Results
  21. 21. 1st Semester Results
  22. 22. Formative Assessments <ul><ul><li>Through rubric-assessed informal assessment during the week, students showed that they remained on task and continually illustrated growing knowledge on the basic methods of Digital Audio on the SONAR sequencing program. </li></ul></ul>
  23. 23. Summative Assessment <ul><li>The Class </li></ul><ul><ul><li>The class average on the selective summative assessment was 93%, which in comparison with the previous class average on summative assessments of 81%, was an increase of 12%. </li></ul></ul>
  24. 24. Authentic Assessment <ul><li>The Class </li></ul><ul><ul><li>For the first time that semester, all projects were submitted on time. The previous class average for projects of 86 increased by 5 points to a class average of 91 for the rubric-evaluated score on the authentic assessment </li></ul></ul>
  25. 25. 2nd Semester Results
  26. 27. Highlighted student is the struggling Focus Student
  27. 28. Formative Assessments <ul><ul><li>This time, formative assessments served not only as a means of keeping students focused and on task, but also as a way to continue master-apprentice instruction, when questions arose and students, particularly the Focus Student, appeared confused </li></ul></ul>
  28. 29. Summative Assessment <ul><li>The Class </li></ul><ul><ul><li>Showed a gain of approximately +9 points on average between pre-test and post-test </li></ul></ul><ul><ul><li>Average test score went from 73.21 to 82.04 </li></ul></ul><ul><ul><li>Large effect size of .72 shows three-fourths of a standard deviation increased </li></ul></ul><ul><li>Case in Focus: One Struggling Student </li></ul><ul><ul><li>Showed a gain of +5 points between pre-test and post-test </li></ul></ul>
  29. 30. Authentic Assessment <ul><li>The Class </li></ul><ul><ul><li>Again, all projects were submitted on time. Only 2 of the 26 students did not score “Meets Expectations” on the authentic rubric </li></ul></ul><ul><li>Case in Focus: One Struggling Student </li></ul><ul><ul><li>Submitted project a day before the due date for a “teacher opinion.” Returned the following day, made corrections, and resubmitted. Earned a 96% on project, increasing this person’s grade overall class grade by nearly 4 points </li></ul></ul>
  30. 31. Evaluation <ul><li>Both projects successful, meeting projected goals </li></ul><ul><li>Re-implementing original project on an even higher level lead to even better and clearer results </li></ul><ul><li>2008-2009 Music Tech class issues resolved through hypothesized intervention methods </li></ul><ul><li>Not difficult to plan and assess! </li></ul><ul><li>Pride in all students, especially Focus Student evident </li></ul>
  31. 32. Future Plans <ul><li>Implementation of Lesson Structure and Master-Apprentice approaches in my Foreign Language classes </li></ul><ul><ul><li>Current experimental attempts show good results and morale in students </li></ul></ul>

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