Action Research Case Study Part ll

This is a continuation of May’s Action Research Case Study in which I have had the opportunity to analyze.  A link to the Action Research has been provided below for those of you who are interested in learning more. Feedback to my perspective is much welcomed.

Prompt #5 Questions: There were four observations that Sienna conducted over a two-week period to document May’s redirection behaviors. First, you will examine the series of observation reports. Second, identify any trends and themes you find in the data. Be sure to consider the observational notes that Sienna included. Look to find and share any triangulation processes in May’s data collection and analysis work. Third, evaluate the data and provide reasonable explanations for what you think might be happening over time that would explain the story the data are revealing.

Response: 7/21 (1/3)kids wish for more fun and less pressure from school, 5/21(1/4) wish for more calm and respectful environment, 9/21 (1/2ish)wish for more consistency in class routine. The first day out of four, there was at least one redirection given almost every minute.  I have not been able to find how long the class period is. One thing that I have noticed is that there is no positive redirection.  I believe that it would be helpful to catch a student who is on task, and reward them with positive feedback.  This would be a good strategy for May to use, as it would probably influence other students to try to receive positive reinforcement. In the other 3 out of 4 days, the number of redirections went down 18, 15, and 13.  The type of redirection did not change. Activity during bell work was fun and not the same as usual. It kept the students engaged. The advice to change seating arrangement was good, and appeared to help. Without seeing the other data at this point, it is difficult for me to find a triangulation processes to compare. While reviewing Sienna’s comments that there was no redirection for the first 10 minutes after bellwork was over, I would guess that it may be due to May graphing the results for the class might be the cause of student engagement.

Prompt #6 Questions: Describe May’s class graph. What happened over time, and what are some possible reasons for the trends and patterns you notice? What new goals do you think May should set for the class as a whole based on her students’ response to the timed agenda challenge?

Response:

The graph shows that on day one, eleven out of twenty-one students could have their agenda written out and be ready to learn within five minutes.  The number of students who were able to meet this challenge increased gradually.  By the ninth day, twenty out of twenty-one students were able to meet the five minute challenge. I feel that the more students that took the challenge seriously had an influence on other students wanting to apply them selves.  By looking at the graph every day as a whole class, it showed the lagging students that the goal was doable. It also showed that if they didn’t join in, the whole class would be waiting on them to learn. May’s observation of the data showed her that the most redirection came from transition time. I would suggest a similar student survey, ideas from her students and team, data collection, and a similar graph for a quicker and smoother transition time.

Prompt #7 Questions: Describe Anthony’s and Leah’s data. What happened over time? What do you think May might do in the future to capitalize on Anthony and Leah’s success and keep them on track during the entire class period?

Response:

Both Anthony and Leah were able to beat the goal set for the whole class, but not only that, they challenged their selves to a more difficult goal each day and met those as well! I feel that the one on one interaction, the positive comments and support from Darby was very helpful to empower these two students. It also motivated them that Darby challenged the rest of the class to try and keep up with them, which the whole class did not do. The visual representation of the graphing made it easy to see progress made, which is also an influential piece to the success of reaching those goals. I think that the graphing helped motivate all of the students, and May could capitalize on that strategy to increase student engagement, and for smoother transition times.

Prompt #8 Questions: Pretend you are May, and it is now the start of the next school year. Your assistant principal, Mr. Brown, asks you to talk about your inquiry journey at the first faculty meeting of the year. Discuss a plan for your presentation. What will you share and how will you share it? Refer to Chapters 6 and 8 of The Reflective Educator’s Guide to Classroom Research for support in responding to this prompt.

Response: I think that it would be an honor if my assistant principal asked me to share my inquiry journey at the first faculty meeting of the year.  Considering there is a lot to go over at the first faculty meeting, I would prepare a poster board to put on display along with a brochure.  After the meeting, I would keep the display in the staff room and ask for feedback. There is a lot of information to share, and this would allow teachers to take another look at their convenience. There are several things that I would share about my wondering: “How can I create the classroom conditions needed so that my students can be successful in supporting my instruction?”  First, I would give credit to my team for all the time and effort that they dedicated to helping me. They helped me come up with my wondering question, and suggested that I do one class instead of 5 so it would be more doable. They helped me to categorize the students into 3 different behavioral tier interventions, then analyze the data.  I would then share how my inquiry benefited my life as a teacher. I would ask my team I learned how to improve my own instruction.  I would then point out the data collection, with a spot light on the 5 minute challenge, and how it motivated my students as we reviewed our goals and results as part of our lesson. I found that by using a student to assist me in data collection, it gave her the empowerment and self worth that she was hungry for, and increased her behavior as well.  I would make all of my data available for later review because as we know, “The case is stronger when evidence is provided from multiple sources. (143)”   Since the recursive nature of action research has a tendency to lead to more wonderings…

  I would share the commitment that I have made in researching a new wondering question.  The question will focus on how I can incorporate culturally relevant experiences into my teaching.

Last but not least, I would invite my team to give testimonials as to how my inquiry benefited them. As author Dana so eloquently explains in chapter 8 of our resources, “Fellow professionals also benefit from the knowledge you created. (188)”

I feel that any teacher who goes the extra mile to attempt action research for the benefit of increasing student learning is a hero among heroes.

Thank you for visiting my blog,

Cathryn

References:
Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press.

Case study on Action Research

I have been learning about action research by teachers.  It is a type of research that is done by teachers, depending on the dilemmas in which they are faced with in the classroom. Answers to a burning question are sought out, data is collected and reviewed in order to find solutions or strategies that will increase student learning.  This type of research is new to me, and I have been given a set of prompting questions,  asked to review a case study and analyze how Teacher May carried out her research.  Her Wondering: “How can I create the classroom conditions needed so that my students can be successful in supporting my instruction?”

Prompt #1 Questions: Why is it important for May to look at literature as a part of her inquiry journey? What insights did May gain about her inquiry topic through her readings? In what ways might May’s readings inform how she will collect data for her study?

Using literature to inform someone during action research is a great place to start.  It is good to look outside of the boundaries in which someone works. I feel the literature that May reviewed was a great selection. I have not yet read the book that is included in her bibliography, but after reviewing this case study, I intend to.  The Pre-Referral Intervention Resource Manual (McCarney, Wunderlich, & Bauer, 1993). According to May, the book focus is around behavioral problems. May learned how to “clearly state observable behaviors, rather than making vague, emotional judgments about students.” I feel that this must have been very helpful for her data collection as she was better able to communicate to readers of her case study, specific behaviors to be documented. She was also able to take what she learned and apply it towards designing successful strategies in order to improve various behavior problems with her students. During her literature search, May learned about Seligman’s (2000) theory of positive psychology. According to May’s description, this theory explains, “No human being wants to fail or be difficult to love.” May also studied how other teachers collaborate with their “difficult to teach students”, and gained insight and ideas on new strategies that have been successful for others by forming research teams within the classroom. I feel that May chose literature that was relevant to her situation. 

Prompt #2 Questions: May, Naomi, Margaret, Darby, and Mr. Brown formed a professional learning community that met regularly to plan May’s first inquiry and to support one another in their work as educators. What specific benefits did May receive as a result of collaborating with her colleagues? Why is collaboration an important component of the action research process?

There were several benefits that resulted from collaboration between May’s group.  A very supportive relationship grew among them as they studied and participated in a book study of, The Reflective Educator’s Guide to Classroom Research. As a result of this book study, they were all on the same page as far as how in depth and thorough that action research must be in order to make it an inquiry of quality. One of the benefits from her collaboration was a suggestion from her colleagues to “focus on one class period rather than five.” She also discovered that other people on her team shared two of her students of concern. Her team was eager to find strategies that May would use to increase positive behavior. Her team helped to search out suggestion strategies and ways to collect data that would work for May’s research. May benefited from her teams efforts by a collaborated plan to use Tier 1,2, and 3 interventions, what categories students would be placed, and how it worked with her students.  They also helped her decide on what strategies to use, and help with data assessment.

Prompt #3 Questions: A critical component of the inquiry process is designing a plan for data collection that is doable! Explain the importance of developing a data collection plan that is meaningful but practical to the life of a classroom teacher.

It is important to use data that is practical and easily integrated into the instructional plan. I believe that as long as it is practical, the researching teacher will be able to maintain the focus of what the inquiry is about (which is the student), and informing instruction, and not on the inquiry itself. May used various forms of data collection that I feel was very practical. As stated earlier, reflective journaling is imperative in order have quality research to be shared.  I felt that her decision to focus on one class instead of five, made it a doable for her, and not so overwhelming. Her use of literature was a great place to start.  Another form of data that I felt was practical, was graphing the results for the class, so they could see improvement.  The nonverbal representation also seemed to motivate them as well as reinforce other content area, which is a plus. I felt that there was great practicality in using one of her behavioral challenging students to collect data for her on how many times she had to redirect the class.  I was inspired by this idea because it apparently was a successful strategy in keeping that student focused on what the teacher was saying, and also, the responsibility that she was given had a positive change in her behavior. If the teacher were keeping this data herself, I do not feel that it would have been practical because it would interfere with her teaching. I feel her strategy was brilliant.  If I were one of May’s colleagues, I would suggest the use of peer input on self and others as far as how well they were able to meet their goals and complete the required tasks. I feel that this would add a bit more accountability of the students to each other, and increase motivation to raise scores.  

Prompt #4 Questions: Review May’s “Wish List” Student Response data. In your journal responses, share the categories you named, as well as examples of responses that were included in each category. If you were May, what do you think your analysis of this initial data is telling you to do next?

Motivated to help increase learning within environment:

• Give respect to our teacher and other classmates.
• Have our agenda done when the teacher comes into the classroom. We can have out our paper and pencil, be ready to learn, and have our homework out.
• Listen and be quiet.
• I want to show my teacher my respect. I want to have an S (Satisfactory) for conduct.

Lack of motivation to increase learning within environment:

• We need to have more fun, and more parties-and all A’s!
• To give me an A for no reason, and to just be kind to people.
• I wish I was the richest person in the world.

I agree with May’s thinking that it was best to keep students comments anonymous, so that they would all be heard.  She made some positive changes by having students look at their goals, and asking their input on how goals could be reached. In addition to that, I think I would take a look at the increased positive behavior and address the possibility of adding an S (Satisfactory) to student reports for good conduct.  A possible way to increase motivation for the students who are interested in fun and parties is to tell them that if as a class they managed to meet their behavioral goals, a celebration would be in order.

Visit case study: http://sylvan.live.ecollege.com/ec/courses/56607/CRS-WUPSYC6205-4759292/Living_the_Process_of_Inquiry_CaseStudy_112210.pdf
Thank you for visiting  my blog. Further findings on this case study will be posted next week.
Cathy

Personal Theory of Learning

I believe that all students can learn.  However, each student is an individual, with individual needs. Each student also has a mix of prior knowledge and learning styles, so I feel that to be effective, teachers need to first take the time to learn about their students.  In order to address the needs of multiple learning styles and intelligences, various research based strategies should be applied.  

There is a mixture of theories and research that I am influenced by, and those beliefs are reflected into my classroom practice The Constructivist Perspective, and Multiple intelligences are the theories that have had the most influence on my beliefs of how learning occurs. The two theories support the other.  I believe that people learn most by acting, doing, experimenting, or creating, and that new learning must have something to connect to, such as prior knowledge.   This belief is reflected into my classroom practice through the use of student discussions of experiences and new learning.  Intentional use of reference to academic vocabulary is ever present, because with new learning, comes new words that can be connected somehow to what students already know.

I believe most of all, if a teacher is able to motivate a student, it will result in willingness to learn. Connecting learning to students’ lives is a way to spark the fire.

I very much agree with how Dr. Patricia Wolfe has defined learning, “The more you activate a connection, the more you increase the potential of that connection to fire again.” She has related learning to memory by stating, “Learning is the act of making connections and strengthening them. Memory is the ability to activate on the connections that you made earlier.”  Instructional practices that I have implemented include the use of journals and graphic organizers for note taking, student discourse to aid in student driven lessons and sharing of schema, and illustrations and images to help with non-verbal representation. These are all research based strategies that are proven to enhance student learning. However, these strategies are not enough for me, because I have been aware for a long time that technology needs to be integrated into learning. The problem for me was that I didn't know what to do, or how to do it. That is what has motivated me to seek higher learning.

Since taking Course 6711I-2 of Walden University, I have gained an even deeper understanding of the powerful effect that educational technologies and high yield strategies can have on student learning. I have not only learned why, but I have learned how! Adjustments and new technology tools that I have made to my instructional practice include the use of virtual fieldtrips, power points (teacher and student created), online concept mapping, Voice Threads, and interactive learning websites. I feel that they are essential to add to my repertoire of strategies because they are a great motivating factor. Technology is an avenue to take to bring more real world issues and scenarios into the classroom.   At no time in history has this ever happened. We need to learn to use the tools that motivate our students; even if that means that we have to learn how to use these tools first. They also address multiple intelligences, English language and diverse learners.  They increase engagement, because they are interactive, provide feedback, and are fun.

Two long-term goals that I would like to make in my instructional practice regarding technology integration are; to assist and encourage other teachers to learn about and integrating technology into their classrooms, and to be a part of technology based professional development that needs to happen within my district. My strategy to make this happen? I pretty good at motivating people to do what they do not believe that they can do. I will start by building a fire and interest.  I will present my idea to the administration within my district and make myself available.
            Thank you for visiting my blog!

Cathryn

Resource:

Laureate Education, Inc. (2010). Understanding the Brain. Dr. Patricia Wolfe. Baltimore, MD.

My thoughts on how “Cooperative Learning” correlates with the principles of social learning theories.

My belief is that Social Learning basically is Cooperative Learning. They may each have a different label, but it all boils down to an interaction from learner to learner, or learner to ‘knowledgeable other’ as referred to in Vygotsky’s Zone of Proximal Development. Dr. Orey has explained in Social Learning Theories, that the Zone of proximal development includes a more knowledgeable other which could be a parent, teacher, peers, or even a computer.
When discussing Collaboration Dr. Orey also explained, “It’s the conversation that students are engaged in that really help them understand something.” With social learning theories, in many cases, students are actively engaged in constructing some type of artifact while engaged in rich conversation about the topic (Laureate Educations, Inc. 2010).
As educators, we need to change with the times and be current with what motivates our students to learn. Pitler, Hubbell, Kuhn, and Malenoski make a great point when discussing rapid advances, “Now students can collaborate through the Web with other students in their school, subject experts, and multiuser game players. They can even collaborate across the globe”(144).
I believe that using technology for student created arifacts and collaboration is a great motivator and a great way to increase social etiquette to prepare our students for global success. The way that technology is moving, many of our students will be working from home and never really have the opportunity to work in collaborative groups. It's strange to think about.
Some example of technology tools that I have found to be worthwhile exploring to use for collaboration are web resources like blogs, wikis, and voicethreads.  I have embedded my first voicethread on this blog, please feel free to visit it.

Thank you,
Cathryn


Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning   theories [Webcast].
Bridging learning theory, instruction and technology.        Baltimore, MD: Author

Pitler, H., R., E. H., Kuhn, M., & Malenoski, K. (2007). "Chapter 7: Cooperative        Learning." Using technology with classroom instruction that works. Alexandria,    VA: ASCD, 2007. 119 - 138. Print.

A quest for advice via Voicethread

http://voicethread.com/share/1549114/

In case my attempt at embedding does not work, please click on the link above to listen to my first experience with Voicethread. Take a stab at helping me solve a widespread problem within my school.

Thanks!

My thoughts on how 'Generating and Testing Hypothesis" relates to constructivism/constructionism.

“When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, and Malenoski. p. 202).  This strategy relates to constructivism/constructionism in that the student has created their own hypothesis and performed some sort of action in order to check the answer.  In An Introduction in Project Based Learning, Constructionism project learning is described as hands on, student directed problem solving, or when students create something that demonstrates what they have learned.
This week, I explored a project based learning strategy that I felt was very successful. As a group, students helped to build a crossword puzzle using the academic vocabulary we have been studying.  It was great fun for them, and they enjoyed creating their own quiz.  There is a great free website that lets anyone create a crossword puzzle or word search.  All the creator has to do is put in the word and the clue (definition). It prints out as a puzzle, and also a key. http://www.theteacherscorner.net/printable-worksheets/make-your-own/crossword/crossword-puzzle-maker.php Benefits of project learning are Numerous. It increases motivation, experiential learning which is more powerful, collaboration, communication, real world situations, and learning by mistakes. Learning by mistakes is also a great way to learn.

Resource:

Edutopia. (Executive Producer). (2010). An introduction into project-based learning [Webcast]. The George Lucas Educational Foundation. Retrieved November 22, 2010 from http://www.edutopia.org/project-learning-introduction-video

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

My thoughts on the correlation between Instructional Strategies and the principals of Cognitive Learning Theory.

Cognitive learning theory is about how information is processed by a learner.  Connections must be made between new learning and what the learner already knows. When teaching for understanding, it is important to know that the uses of visuals are very powerful. When studying the strategies of “Cues, Questions, and Advance Organizers” I found that especially with the use of advance organizers, there is a strong correlation to the Cognitive Learning Theory because Advance organizers can come in many different forms, and are intended as a visual tool to organize thoughts and learning. “People can remember visuals better than just text, visual information gets what is called a dual code when stored in memory” (Laureate Education, Inc., 2010)

 “Summarizing and Note taking” are also strategies that I feel correlate strongly to the Cognitive Learning Theory because they are both ways for students to organize new learning in a way that is meaningful to the learner.  While note taking or summarizing, the learner must process and organize information into a way that makes sense to them.  That is what Cognitive Learning is all about.

These strategies are very helpful to me as a teacher in teaching for understanding.  I feel that Questions and Cues should be given to guide learning and assist in building background knowledge. Different styles of Summarizing and Note taking should be taught and modeled to students so that they can actually visualize different ways of organizing information. I feel that visuals should be used in as many teaching situations as possible to address various learning styles, intelligences, and because that is just what the brain needs to make better connections.

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author