This document outlines an action research project that aims to increase middle school students' awareness and application of their strengths through brief lessons on social and emotional learning (SEL) competencies and reflection activities. The study seeks to integrate SEL, character strength research, knowledge of middle school students' development, and theory and practice of teaching methods. It will teach SEL mini-lessons, collect pre- and post-survey and artifact data on students' perceptions of their strengths, and analyze the effects on awareness and skills application. The timeline details the instruction period from January to March 2012 and plans for completing data analysis and writing the final research report by April 2012.

1. +
Focus on student strengths
Overview of MAT research project by A. Kay Alley
January, 2012 ED697 -- Black

2. The purpose of this action research project is to determine if
+ students can become more aware of their strengths and then
realize that potential in applying those strengths in daily
activities.

3. +
Research question
 Can SEL skills taught in brief
lessons followed by
opportunity for reflection and
application, increase students’
awareness and utilization of
specific strengths as framed
by SEL competencies?

4. + Social and
Character
strength
This study provides an emotional research from
learning -- a field of positive
opportunity for the strength in ASD psychology
integration of four
areas of research… Nature of the
middle school
Theory and
practice of
student – incl Kinlein
new info from
brain research
This review is in no way exhaustive; rather materials have been
selected that are central to the study to be accomplished

5. +
Methodology
A. First step: Design and teach mini-lessons based upon SEL
curriculum.

6. +
Methodology
Setting and population Data to be collected and
• Charter school science analyzed:
classes that meet one • Student pre- and post-
hour, twice weekly. survey of perception of
• Class of 6th, 7th and 8th success as a student in
grade students. science class
• Student artifacts, ie,
responses to mini-lessons
• Researcher journal that
documents student
response to instruction.

7. + Timeline
July 29: Submit Chapter 2 draft to committee for feedback
August 15: Submit Chapter 3 draft to committee for feedback
August 30: Submit Chapter 1 draft plus revised chapters to committee for feedback
September 15: Submit ASD request for approval of research packet.
January, 2012: Begin ED 697—Research and Data Analysis
January 10, 2012
Give pre-survey of student perception of success.
 Begin teaching mini-lessons, focus on use of strategies
 Begin researcher journal
January to March: Data collection
March 6, 2012
 Give post-survey of student perception of success.
 Complete researcher journal
March 9-25: Data Analysis and Writing of last chapters
March 25: Submit drafts of chapters to committee, begin final revising
April 2012: Prepare presentation and schedule it.
Graduate

8. +
 How did I:
 Accommodate APU
requirements for action
research?
 Obtain Anchorage School
District approval?
 Satisfy my original
intention for my master’s
work and my sense of
integrity?
 Benefit my students and
their families?
I take delight in assisting students to discover
their own capabilities to reason, to question, to
understand and then to integrate the new
things they have learned.

9. +
Last summer, I grew my
master’s…
Next summer, I am
growing my garden!

10. +
The end…
is in sight!

11. +
Chapter Two
 What is social and emotional  ASD standards and benchmarks
learning (SEL)?
 ASD Initiative to integrate SEL
 Benefit of SEL for student into science curriculum, 2010-
achievement 2011
 Self-awareness one dimension of
SEL
 What is self-awareness?
 What are the benefits of focusing
on self-awareness?
 Child development and self
awareness (characteristics of the
middle school student)
 Best practices that might foster
self-awareness