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Ebony robert Edu 671 Week 6 final Assignment Redesign
- 1. Mock Action Research Final Mock Action Research Proposal Presentation Ebony Robert EDU 671 Fundamentals of Educational Research Instructor: Jessica Bogunovich November 20, 2016
- 2. Welcome - Area of Focus - Explanation of Problem - Variables - Research Questions - Locus of Control - Intervention/Innovation - Negotiations - Ethics - Timeline - Statement of Resources - Data Collection - Reference
- 3. Area of Focus • The purpose of my study is to find assistive technology tools that will help aid students with development delayed issues such as speech and engagement.
- 4. Explanation of Problem • The problem with the students is that they have a hard time speaking and pronouncing their words. They also have a hard time focusing on one thing at a time. • When they don’t understand something they are easily frustrated.
- 5. Variables • One three year olds • Finding the right assistive technology tool that will help aid them in their learning. • Keeping her focused and on task
- 6. Research Questions • What assistive technology tools will help my students? • How can I help them to stay focused? • How can these tools be used to facilitate and encourage students with IEP’s?
- 7. Locus of Control Praise when something is done correctly Use a reward system Builds self esteem
- 8. Intervention • Speech • Games • One-on-One • Work independently
- 9. Innovation I will use these websites/activities to help keep them focused: Abcmouse.com, interactive flip charts, orally identifying shapes and colors. Things such as IPad, and manipulates will also help with their speech.
- 10. Negotiations • Funding for supplies and resources • Getting Assistive technology tools • Participant permission • Technical issues
- 11. Ethics • The researcher needs to obtain a written consent form to use the participates for research. • The researcher also needs to sign a written consent in order to avoid bias information. • Everything collected needs to be kept confidential.
- 12. Timeline WeekOne • Observations • Collect data using formative assessments WeekTwo • One on one observations • Collect data • Implement IEP’s • Issue consent forms WeekThree • Asses students at the end of the week • Use assistive tools. • Work in small and large groups • Class discussions
- 13. Statement of Resources • Research from various websites • Data Collection • Paper and Pen • Internet • Patience • Journals • Formative assessments • Age appropriate materials • Computer • Tablets • Online lessons and games
- 14. Data Collection
- 15. Data Collection
- 16. Reference Behavior Management: Locus of Control. (2000). Retrieved from TeacherVision: https://www.teachervision.com/teaching- methods/new-teacher/48453.html Facilitate and inspire student learning and creativity . (2008). Retrieved from ISTE STANDARDS TEACHERS: https://www.iste.org/docs/pdfs/20-14_ISTE_Standards- T_PDF.pdf Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc.
Editor's Notes
- May 26, 2018 Redesign added speaker notes and visuals to enhance the proposal.
- Welcome to my Action Research Proposal, Today we will be discussing the areas mentioned above. I hope you enjoy this presentation and I am looking forward to hearing from you.
- The purpose of the research is to find out if there are any technology tools that will help me to provide my students with an effective learning environment that will help with their developmental delays along with engaging them.
- In this study the student is unable to communicate words and sounds. Throughout the study the student will be able to practice speech daily, provide auditory feedback, and communicate her daily needs.
- Throughout my research I am looking to facilitate and inspire student learning. According to ISTE “Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments” (ISTE, 2008).
- These reason I asked these questions is because I need to find the right tools to help aid my daughter and get her where she needs to be. I expect to use these answers to help guide me when teaching her how to communicate and focus on what is going on around her. Research questions are important when gathering information on how to help students learn efficiently. According to our text Mills states “Action research is an invitation to learn, a means to tackle tough questions that face us individually and collectively as teachers, and a method for questioning our daily taken-for-granted assumptions as a way to find hope for the future. (Mills, 2014, vi).
- The research I propose is within my locus of control. With research and the participate feedback this study will be effective. In this area I want to see how well the students have done! So I will observe and gather informal data along with whoever is involved. I feel that my study is justified and it is within my control. My research is lesson that involves teaching and learning. I’m passionate about this area because this is my step-daughter and I want to help find the most effective assistive technology tool to help her learn. According to Teachervision “But praise and encouragement are also at two ends of the locus of control continuum. Praise fosters an external locus of control, and encouragement fosters an internal locus of control” (Teachervision, 2000).
- Below you will find my intervention plan in chronological order. 1. I will hold a meeting with the parents/family about what is going to take place and how it will be done. Explaining to the parents the expectations and where I want their child to be by the end of the school year. 2. I will plan based on the student findings and evaluation process. 3. The student will be observed for about a week in her natural environment. This will allow me to see what areas she needs help in the most. I will also have the audiologist to come in a do a hearing test. 4. Week 1- I will do an oral assessment on her which will include checking for oral-motor assessment. Checking to see if she can smile, stick her tongue out, and repeat a string of words using phonological awareness and mouth and muscle movements. This will last for a week I don’t want her to feel stressed or overwhelmed. I will also conduct a Kaufman speech praxis test. 5. Week 2- This week we will be working in small groups. I will be using assistive technology to see if she can pronounce the syllables in words. The technology that will be used to check for pronunciation is the smartboard using a speech flipcharts. This program will call out certain words, and the student will have to tell me the word back and clap to each syllable. This can last for over a week if needed. 6. Week 3- Day 1: We will work independently as we work on the pronunciation the student will be prompted to be engaged. The engagement comes into play by her paying attention to the words and repeating it back to me. Week 3- Day 2: I will start with integral stimulation allowing her watch as I model then she will repeat back to me what she heard. Week 3- Day 3: I will model then have her repeat the stimulus while I am simultaneously mouthing it. 7. Week 4- Day 4: repeating day 3 and adding in modeling and providing cues while the child repeats. 8. Week 5- Day 5: a recap of the week and working on areas that need improvement. 9. Week 6- Start using assistive technology tools that will help with speech and engagement.
- +Advance and developmental learners will be addressed among inclusive learning and assistive technology. By placing the students together in small and large groups it will provide a positive flow of collaborative ideas. Depending on their IEP their maybe some modifications. - Allotted time on assistive technology tools -Educational websites and speech programs -Grade sheets printed from the website
- The community I live in worked with me to make sure I had all the necessary tools. I needed in order to provide my daughter with an effective learning environment. It took some time get everyone on board but it worked. Since she’s my daughter I still asked her just to make her feel important about the process.
- This intervention aligns with my philosophy of teaching because I believe that students need to learn in a environment that supports them. especially having a student with an IEP they need to feel comfortable and treated equally as their peers. According to Mills,2014 “All researchers must be aware of and attend to the ethical considerations related to their studies. Research studies are built on trust between the researcher and the participants, and researchers have a responsibility to maintain that trust, just as they expect participants to maintain it in the data they provide” (Mills, 2014, p.27).
- The time frame of the research will continue for 36 weeks. The students will begin working in large groups slowly transitioning to smaller groups. I will work with them one-on-one before allowing them to work individually. Over the next 36 weeks we will use assistive technology tools to help with engagement and speech. At mid way I will assess them and collect data so that it will be used to compare the students progress from week one, week 25 and week 36
- These resources plays a vital part in helping y daughter learn effectively. They will be used on a daily basis to ensure that she is learning and retaining what is being taught. These resources will also help me to document her progress as well.
- My data collection will consist of the students’ observations, checklist, formative assessments and pre/post test. The information will be gathered using qualitative and quantitative data. In order to provide information for the students and parents.