SETTING THE STARTING LINEEnsuring a common background knowledgeutilizing in-class action research interventions usingindiv...
ABOUT ME:CATHERINE H FLIPPEN   Professional Secondary Educator     Seven years in education                             ...
THE PROBLEM
TARGET GROUP   Three second-semester Spanish 1 classes     1st Period: 30 Students     3rd Period: 31 Students         ...
A “COMMON” PROBLEM   Previously, four different Spanish 1 teachers   After the pre-test, apparent that all students…    ...
GOALS
GOALS   Use high quality research-based strategies to “re-    teach” specific topics   Provide individualized interventi...
EXPECTATIONS
EXPECTATIONS   Goal #1: All students show proficiency with average    formative assessment grade 88 or higher on the    f...
IMPLEMENTATION
IMPLEMENTATION OVERVIEW   Two weeks (14 days) of intensive study, reinforcement,    and frequent formative assessments  ...
HIGH QUALITY STANDARDS   Standards and research-based strategies used in the    intervention methodology include:        ...
INTERVENTION #1:INDIVIDUALIZED GUIDED PRACTICE   Following lessons featuring presentation and    modeling of the topic, s...
INTERVENTION #2:ASSESSMENT WITH FEEDBACK   Almost daily formative assessment provided via    technology (internet)       ...
DATA COLLECTION
MEASUREMENTS OF SUCCESS   Reinforcement / Guided Practice Online:     Differentiation: A variety of practices and reinfo...
REINFORCEMENT / GUIDED PRACTICEACTIVITY COMPLETION   Monitored daily for completion of requirements                      ...
REINFORCEMENT / GUIDED PRACTICEACTIVITY COMPLETION     1st Practice               8th Activity                            ...
FORMATIVE ASSESSMENT WITH FEEDBACK Via Quia, data  collected and  examined for each  individual student and  question as ...
FORMATIVE ASSESSMENT WITH FEEDBACK   Data collected after eight formative assessments    given in the two-week time span:...
PRE-TEST & POST-TEST 60 questions that covered previously learned  material from 1st semester of Spanish 1. Conducted vi...
PRE-TEST TO POST-TEST RESULTS
Pre-Test to Post-Test ComparisonPost-Test                                                           CC BY-NC-ND 2012 by Ca...
RESULTS
FORMATIVE ASSESSMENTS   Goal: All students show proficiency    with average formative assessment    grade 88 or higher   ...
POST-TEST   Goal: Pre-test re-administered with    average class grade of 88% or higher to    illustrate group mastery   ...
EVALUATION – DIRECT CONCLUSIONS   We can conclude based on the research that the    individualized differentiation via on...
EVALUATION – INDIRECT CONCLUSIONS   We might indirectly conclude that with repetition    over time, student scores on for...
FUTURE RESEARCH I am very curious at the fact of “student ownership”  when it comes to selecting his or her own method  o...
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Action Research Spring 2012

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Action Research conducted during the Spring 2012 semester at Mill Creek High School. Presented to Georgia Gwinnett College students of the College of Education as part of their senior capstone seminar on 30 April 2012.

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Action Research Spring 2012

  1. 1. SETTING THE STARTING LINEEnsuring a common background knowledgeutilizing in-class action research interventions usingindividualized differentiation of a core body ofknowledge via student autonomy, online guidedpractice and formative assessment. Catherine Horton Flippen For Mill Creek High School Action Research projects
  2. 2. ABOUT ME:CATHERINE H FLIPPEN Professional Secondary Educator  Seven years in education CC BY-NC-ND 2012 by Catherine Flippen  Peachtree Ridge High, Mill Creek High  One year in Virginia: Charlottesville High Educational Technology Evangelist  Follow me on Twitter: @CatFlippen  Digital Footprint: About.Me/CatFlippen Doctoral Student at the University of Florida  Curriculum and Instruction/Educational Technology
  3. 3. THE PROBLEM
  4. 4. TARGET GROUP Three second-semester Spanish 1 classes  1st Period: 30 Students  3rd Period: 31 Students CC BY-NC-ND 2012 by Catherine Flippen  6th Period: 28 Students All students new to me as their teacher Students by grade level:  9th : 39  10th : 28  11th : 21  12th : 1
  5. 5. A “COMMON” PROBLEM Previously, four different Spanish 1 teachers After the pre-test, apparent that all students… CC BY-NC-ND 2012 by Catherine Flippen  Had stronger with different topics depending on previous teacher‟s emphasis  Might have forgotten some of the more difficult aspects of Spanish. After trying to start new chapter, students varied so widely that new material could not be properly introduced and practiced yet. Intervention needed to be applied in order to assure success for ALL students.
  6. 6. GOALS
  7. 7. GOALS Use high quality research-based strategies to “re- teach” specific topics Provide individualized interventions via a variety of CC BY-NC-ND 2012 by Catherine Flippen reinforcement Frequent use of formative assessments with immediate feedback to show both teacher and student where student struggles so teacher can continue to apply effective interventions Conduct the majority of all above methods using technological means
  8. 8. EXPECTATIONS
  9. 9. EXPECTATIONS Goal #1: All students show proficiency with average formative assessment grade 88 or higher on the following topics from 1st semester:  -AR verb conjugations CC BY-NC-ND 2012 by Catherine Flippen  -ER/-IR conjugations  Gender agreement  „Ser‟ versus „Estar‟ usage  Uses of me/te/le gusta(n)  „Tema 1‟ vocabulary usage Goal #2: Same pre-test re-administered with average class grade of 88 or higher to illustrate group mastery
  10. 10. IMPLEMENTATION
  11. 11. IMPLEMENTATION OVERVIEW Two weeks (14 days) of intensive study, reinforcement, and frequent formative assessments 3 – 4 formative assessments each week CC BY-NC-ND 2012 by Catherine Flippen  No more than 10-15 minutes each  All administered online for immediate feedback  Student able to retake formative assessment within a 24-hour period Post-test administered online on the first day (Day 15) after the time period.
  12. 12. HIGH QUALITY STANDARDS Standards and research-based strategies used in the intervention methodology include: CC BY-NC-ND 2012 by Catherine Flippen  Modeling& Practice  Differentiation  Technology  Assessment with Feedback
  13. 13. INTERVENTION #1:INDIVIDUALIZED GUIDED PRACTICE Following lessons featuring presentation and modeling of the topic, students were given a variety of CC BY-NC-ND 2012 by Catherine Flippen reinforcement activities provided via technology (internet), including:  Wordchamp  Quizlet  Quia  Memrise  Textbook Companion Website Students had a choice as to which practices to complete according to personal preference, providing differentiation and learner autonomy.
  14. 14. INTERVENTION #2:ASSESSMENT WITH FEEDBACK Almost daily formative assessment provided via technology (internet) CC BY-NC-ND 2012 by Catherine Flippen Summative assessment with instant feedback as well via technology (internet) With all assessments, students were able to view itemized immediate feedback after submission to see in which areas they were correct or incorrect and, thusly, students discovered in what areas they needed to practice more.
  15. 15. DATA COLLECTION
  16. 16. MEASUREMENTS OF SUCCESS Reinforcement / Guided Practice Online:  Differentiation: A variety of practices and reinforcement was provided with specific instruction for each  Student autonomy: Students had the ability to select their preferred method of practice each day, making the practice more important to the student CC BY-NC-ND 2012 by Catherine Flippen  Practice will be graded upon varying factors including achievement, time, and submission guidelines Formative Assessments:  Featuring immediate feedback detailing question subject, student answer and correct answer (if applicable)  Occurring 8 of the 10 days, available toward the end of each class and taken at the student‟s discretion Summative Pre-test and Post-test:  60-question assessment modeled after selections from the first semester final exam given within the first week of second semester and analyzing by question for each student and topic  Post-test is the same assessment to be analyzed in a similar fashion
  17. 17. REINFORCEMENT / GUIDED PRACTICEACTIVITY COMPLETION Monitored daily for completion of requirements CC BY-NC-ND 2012 by Catherine Flippen Counted as a daily classwork grade Assignment (depending on method chosen by student) posted via Edmodo (socially-oriented Learning Management System)  Ex: Quia: Complete 2/3 Ser versus Estar Java activities plus a Hangman challenge and the Columns conjugations  Ex: Wordchamp: Completely 3 sets of practice activities, including ser versus estar conjugations and usages Upon completion, submission of completion statement required for teacher to grade completion
  18. 18. REINFORCEMENT / GUIDED PRACTICEACTIVITY COMPLETION 1st Practice 8th Activity CC BY-NC-ND 2012 by Catherine Flippen Word Word Champ Champ Quizlet Quizlet Quia Quia Memrise Memrise Text Site Text Site
  19. 19. FORMATIVE ASSESSMENT WITH FEEDBACK Via Quia, data collected and examined for each individual student and question as well as the whole target group and the whole assessment Student receives scores instantly and know where he/she struggles right away. Example data: Quiz on Ser versus Estar
  20. 20. FORMATIVE ASSESSMENT WITH FEEDBACK Data collected after eight formative assessments given in the two-week time span:Target Group Average Quizes 6-8 per Class Period CC BY-NC-ND 2012 by Catherine Flippen Quiz 1: 66% 95 Quiz 2: 78% 90 Quiz 3: 76% 85 Quiz 4: 81% Quiz 5: 86% 80 Quiz 6 Quiz 7 Quiz 6: 83% 75 Quiz 8 Quiz 7: 87% 70 Quiz 8: 89% Overall: 80.75%
  21. 21. PRE-TEST & POST-TEST 60 questions that covered previously learned material from 1st semester of Spanish 1. Conducted via Quia (on-line assessment/practice website)  Data collection for average of entire class and of each CC BY-NC-ND 2012 by Catherine Flippen student as well as per-question for student and per- question for class Data showed:  Material from Introductory chapter „Para Empezar‟ sufficiently understood by the majority  Content from „Tema 1” not sufficiently mastered and in need of review  Content from Chapters 2 and 3 strong in vocabulary but very weak mastery in grammatical concepts Post-test was the same test as Pre-test.
  22. 22. PRE-TEST TO POST-TEST RESULTS
  23. 23. Pre-Test to Post-Test ComparisonPost-Test CC BY-NC-ND 2012 by Catherine Flippen Class AveragePre-Test 65 70 75 80 85 90
  24. 24. RESULTS
  25. 25. FORMATIVE ASSESSMENTS Goal: All students show proficiency with average formative assessment grade 88 or higher CC BY-NC-ND 2012 by Catherine Flippen Actual: 80.75% Conclusion: While the goal was not met, the class average per formative assessment was shown to increase positively with each new formative assessment.
  26. 26. POST-TEST Goal: Pre-test re-administered with average class grade of 88% or higher to illustrate group mastery CC BY-NC-ND 2012 by Catherine Flippen Actual: 87.71% Conclusion: Wow! Pre-Test to Post-Test scores increased by 13.26% and, with a big of rounding up, my goal of 88% Post-test average by all 89 students in the target group was just met.
  27. 27. EVALUATION – DIRECT CONCLUSIONS We can conclude based on the research that the individualized differentiation via online guided practice selected by student preference and CC BY-NC-ND 2012 by Catherine Flippen followed by formative assessments with immediate feedback is a method that is very successful in reviewing a body of content that has been previously studied. We can indirectly conclude that with repetition over time, student scores on formative assessments will increase positively. Reasoning behind this finding should be researched more.
  28. 28. EVALUATION – INDIRECT CONCLUSIONS We might indirectly conclude that with repetition over time, student scores on formative assessments will increase positively. Reasoning CC BY-NC-ND 2012 by Catherine Flippen behind this finding should be researched more. We might also indirectly conclude that average formative assessment scores increase positively due to individualized interventions via student choice of guided practice activity or perhaps due to the technological aspect of the reinforcement activities. More research should be preformed to verify conclusions.
  29. 29. FUTURE RESEARCH I am very curious at the fact of “student ownership” when it comes to selecting his or her own method of practice, seeing as formative assessment grades increased the more students practiced. CC BY-NC-ND 2012 by Catherine Flippen Alternatively, perhaps the more students became comfortable with the technological means of practice/reinforcement and formative assessment that combines immediate feedback. Additionally, I will be implementing this method of pre- and post-test as well as two weeks of intensive review with guided practice, reinforcement and formative assessments at the start of every second semester.

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