Action research final


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This is the overview and results from an action research which was done in my undergrad.

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Action research final

  1. 2. <ul><li>Reason for the researched-based strategy </li></ul><ul><li>Design for research </li></ul><ul><li>Research question </li></ul><ul><li>Types of collected and analyzed data </li></ul><ul><li>Use of data </li></ul><ul><li>Addressing appropriate CSOs </li></ul>
  2. 3. Reason for the Researched-Based Strategy <ul><li>Problems with reading comprehension </li></ul><ul><li>Creating a life long skill </li></ul><ul><li>Teaching how to extract important information in passages </li></ul><ul><li>Preparing the students for independent comprehension </li></ul><ul><li>Assisting students with retaining information </li></ul><ul><li>Increasing study habits </li></ul><ul><li>Enhance student performance and achievement </li></ul>
  3. 4. Design for Research <ul><li>Identify the strategy and outcome </li></ul><ul><li>Alignment with school mission statement </li></ul><ul><li>Content taught and why </li></ul><ul><li>Students’ backgrounds, abilities, and attitudes </li></ul>
  4. 5. Types of Collected and Analyzed Data <ul><li>Pre- and post-survey </li></ul><ul><li>Reading Attitude Inventory </li></ul><ul><li>Graphic organizers observations </li></ul><ul><li>Reading test scores </li></ul>
  5. 6. Use of Data <ul><li>2 weeks of host teacher’s reading test scores without implementing graphic organizers </li></ul><ul><li>2 to 3 weeks of student teacher’s reading test scores with implementation </li></ul><ul><li>Total of 4 to 5 week data collection </li></ul>
  6. 7. Addressing Appropriate CSOs <ul><li>RLA.O.2.1.8 use meaning clues to aid comprehension and make predictions about content (e.g., pictures, picture captions, title, cover, heading). </li></ul><ul><li>RLA.O.2.1.10 respond to both literal and interpretive comprehension questions after reading a short story selection that is developmentally appropriate. </li></ul><ul><li>RLA.O.2.1.16 increase the amount of independent reading to build background knowledge, expand vocabulary, and comprehend literary and informational text. </li></ul>
  7. 8. Learning-Teaching Contexts <ul><li>Community factors </li></ul><ul><li>School factors </li></ul><ul><li>Classroom environment factors </li></ul><ul><li>Student characteristics </li></ul>
  8. 9. <ul><li>Town of Whitehall in Marion County </li></ul><ul><li>605 residents </li></ul><ul><li>5% more females than males </li></ul><ul><li>Average household income in 2007 was $51,241 </li></ul><ul><li>92.6% of the community is Caucasian </li></ul>Community Factors for Whitehall
  9. 10. School Factors for Whitehall <ul><li>Located off I-79 on Route 250 </li></ul><ul><li>216 students enrolled (103 males, 113 females) </li></ul><ul><li>Grades K-4 (2 teachers for each grade) </li></ul><ul><li>58 students on free/reduced lunch </li></ul><ul><li>21 students with special needs </li></ul>
  10. 11. Classroom Environment Factors for Whitehall <ul><li>Decent size room with all kinds of learning techniques </li></ul><ul><li>Smart Board and overhead projector used in the classroom </li></ul><ul><li>4 computers, T.V., DVD player </li></ul><ul><li>Parents are very involved </li></ul>
  11. 12. Student Characteristics for Whitehall <ul><li>18 students (8 girls and 10 boys, ages 7-8) </li></ul><ul><li>Mostly middle class, with a few coming from low-socio economic families </li></ul><ul><li>1 hearing impaired student and 5 students that go to a speech therapist </li></ul><ul><li>Most students are on or above level with the exception of about 5 students who showed Novice according to DIBELS </li></ul><ul><li>Variety of learning styles </li></ul>
  12. 13. Community Factors for Norwood <ul><li>Located 1.5 miles off of I-79 in the city of Stonewood, Harrison County </li></ul><ul><li>1,838 residents </li></ul><ul><li>76% have at least a high school diploma or GED </li></ul><ul><li>11% of those have a Bachelor’s degree or higher </li></ul><ul><li>Median household income was $34,722 in 2007; national average was $50,233 </li></ul><ul><li>13% of families were below poverty level </li></ul><ul><li>98% are Caucasian </li></ul>
  13. 14. School Factors for Norwood <ul><li>Located at 208 Kidd Avenue, Stonewood, WV 26301 </li></ul><ul><li>Is a public elementary school which includes pre-k through fifth grade </li></ul><ul><li>340 students are enrolled </li></ul><ul><li>37 staff members </li></ul><ul><li>Is a West Virginia School of Excellence, a National Blue Ribbon School, a Distinguished Title 1 School, a ‘No Child Left Behind’ ‘AYP’ School, and fully accredited by the WVDE and the WVBOE </li></ul>
  14. 15. Jana’s Classroom Factors for Norwood <ul><li>School website provides instructional online links as a classroom resource </li></ul><ul><li>4 computers available </li></ul><ul><li>Individual student white boards </li></ul><ul><li>TV, DVD/VHS player, and CD player </li></ul><ul><li>Table arrangement is in six pods of four </li></ul><ul><li>Reading center </li></ul><ul><li>Bright and inviting learning atmosphere </li></ul><ul><li>Successful parent involvement </li></ul>
  15. 16. Jana’s Student Characteristics for Norwood <ul><li>24 students; 11 girls and 13 boys </li></ul><ul><li>15 – 7 year olds, 6 – 8 year olds, and 3 – 9 year olds </li></ul><ul><li>2 students have a LD and 1 student is MI </li></ul><ul><li>All are Caucasian </li></ul><ul><li>Interests include friendship, sports, video games, and TV characters </li></ul><ul><li>Learning styles include visual, auditory, tactile, and kinesthetic </li></ul>
  16. 17. Shawna’s Classroom Factors for Norwood <ul><li>Three computers are available for the students </li></ul><ul><li>A classroom library with a variety of books on many different levels </li></ul><ul><li>Table desk in pods of four </li></ul><ul><li>TV, VCR/DVD combo , CD player </li></ul><ul><li>Chalkboard and whiteboard </li></ul><ul><li>Many signs to aid in student learning </li></ul><ul><li>Overhead projector </li></ul><ul><li>Parental involvement is present during Spirit Day Fridays </li></ul>
  17. 18. Shawna’s Student Characteristics for Norwood <ul><li>24 students; 12 girls and 12 boys </li></ul><ul><li>1 student has a LD </li></ul><ul><li>English is the primary language </li></ul><ul><li>All students are Caucasian </li></ul><ul><li>The learning styles are auditory, visual, and kinesthetic. </li></ul><ul><li>The interests are sports, Ben 10, iCarly, and Jonas Brothers </li></ul>
  18. 19. Literature Review <ul><li>Facilitates and improves learning outcomes for a wide range of learners (Lujan n.d.) </li></ul><ul><li>Organizers offer an entry point into complex material for visual learners, increase comprehension and retention, and can be used with all students, ranging from gifted and talented to those with mild cognitive disabilities. </li></ul><ul><li>Students acquire processing skills, patterns for organizing information, crucial thinking skills, and communications skills from the use of graphic organizers. </li></ul>
  19. 20. Summary of Instruction <ul><li>Were implemented 2 to 3 times (Monday, Wednesday, and Thursday) within a 5 day week </li></ul><ul><li>Set a purpose for the graphic organizer </li></ul><ul><li>Allowed for students to brainstorm ideas </li></ul><ul><li>Completed as a whole group </li></ul><ul><li>Illustrated by the teacher on the chalkboard while students copied on the graphic organizer worksheet </li></ul>
  20. 21. Data Collected <ul><li>Word webs </li></ul><ul><li>Character graphic organizer </li></ul><ul><li>Characters, setting, problem, events, and solution graphic organizer </li></ul><ul><li>T-chart </li></ul><ul><li>Venn diagram </li></ul><ul><li>Story map </li></ul>
  21. 22. Word Web
  22. 23. Describe a Character Graphic Organizer
  23. 24. Characters, Problem, Solution
  24. 25. T-chart
  25. 26. Venn Diagram
  26. 27. Story Map
  27. 28. Collection of Data <ul><li>2 weeks of normal instruction </li></ul><ul><li>2 to 3 weeks of instruction with graphic organizers </li></ul>
  28. 29. Data Analysis <ul><li>Pre- and post- test survey graph </li></ul><ul><li>Reading Attitude Inventory chart </li></ul><ul><li>Reading test scores graph </li></ul>
  29. 30. Reading Attitude Inventory for Tara’s Class
  30. 31. Tara’s
  31. 32. Tara’s Post Survey Results
  32. 33. Tara’s Four Weeks of Reading Test Scores
  33. 35. Jana’s Pre-Survey Results
  34. 36. Jana’s Post Survey Results
  35. 39. Shawna’s Pre-Survey Results
  36. 40. Shawna’s post-survey results
  37. 42. Reflection and Conclusion <ul><li>Based on the graphs, graphic organizers enhanced students’ learning and performance. </li></ul><ul><li>The students’ behavior was extremely positive and welcoming. </li></ul><ul><li>Since the students had never completed a graphic organizer, the graphic organizers were extremely time consuming because a purpose had to be set and classroom brainstorming was required. </li></ul>
  38. 43. Reflection <ul><li>Implement graphic organizers during instruction </li></ul><ul><ul><li>Directions given by the teacher, independent practice by the students, and provide immediate feedback </li></ul></ul><ul><ul><li>Utilize graphic organizers through all subject areas </li></ul></ul><ul><ul><li>Begin implementation during the first year of school </li></ul></ul><ul><ul><li>Incorporate more descriptive graphic organizers throughout the school year </li></ul></ul><ul><li>Allow students to use creativity in creating graphic organizers </li></ul><ul><ul><li>Provides for responsibility </li></ul></ul><ul><ul><li>Encourages student individuality </li></ul></ul><ul><ul><li>Enhances life long comprehension skills </li></ul></ul>
  39. 44. References <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>