1. Problem- Students need to be able to identify patterns through word families and ryming words.
2. Rationale- Recognizing ryme and word families in text was idendified as a goal in the schools Strategic Plan.
3. Stategy- Games which will require students to use basic elements of phonetic analysis.
4. Question- How can a variety of ryming games be used to help students recognize ryme and word families in text?
5. Evidence- Research shows that implementing a range of ryming games can help students improve their recognition of ryme and word families in text (Allen, 1998).
6. Data Collection- An assessment of decoding strategies will be administered before the implementation of the porject and again at the end of the four week implementation period. A reading attitude survey will aslo be issued at the start and finish of the project. A student checklist covering a students ability to identify ryme in pictures, text , and sound, as well as documenting student performance and participation in whole group activities and samples of student work are other forms of data collection used for this activity. This data will be inserted into a graph upon completion of the activity.
Sunday, December 4, 2011
Week 14 Teacher AR
1 Title- Looking into the Mirror: Helping students speak more reflectively about their work during portfolio presentations
2 Question- How can portfolios be used to get students to self assess and internalize the curriculum goals for themselves.
4 Strategy- Setting objectives and providing feedback were the stategies used for this activity.
5 Feedback- Effective learning results from students providing their own feedback, monitoring their work against established criteria (Trammel, Schloss, & Alper, 1994; Wiggins, 1993).
Setting Objectives- If students are encouraged to personalize the teacher's goals, then learning increases. Student ownership enhances learning focus. Studies show the benefits of students setting sub-goals derived from the larger teacher-defined goals (Bandura & Schunk, 1981; Morgan, 1985).
6 Students will give a portfolio presentation after the first semester. An intervention will be held showing weak points and how students can improve. Then at the end of the second semester students will present a second portfolio demonstrating what they've learned.
7. The data was analyzed by comparing the first and second semester portfolio presentations.
8. Their was a 73.3% rise in students who scored at or above grade level in reflection after the intervention and a 51.9% decrease in students who scored below grade level. When surveyed, eighty-one percent of students said they felt that the intervention helped them think about, plan, and improve what they were going to say during their presentations.
9. The results show that providing helpful feedback to the students and allowing them to redo the activity results in a higher level of understanding for the learning goals and concepts for a given activity.
2 Question- How can portfolios be used to get students to self assess and internalize the curriculum goals for themselves.
4 Strategy- Setting objectives and providing feedback were the stategies used for this activity.
5 Feedback- Effective learning results from students providing their own feedback, monitoring their work against established criteria (Trammel, Schloss, & Alper, 1994; Wiggins, 1993).
Setting Objectives- If students are encouraged to personalize the teacher's goals, then learning increases. Student ownership enhances learning focus. Studies show the benefits of students setting sub-goals derived from the larger teacher-defined goals (Bandura & Schunk, 1981; Morgan, 1985).
6 Students will give a portfolio presentation after the first semester. An intervention will be held showing weak points and how students can improve. Then at the end of the second semester students will present a second portfolio demonstrating what they've learned.
7. The data was analyzed by comparing the first and second semester portfolio presentations.
8. Their was a 73.3% rise in students who scored at or above grade level in reflection after the intervention and a 51.9% decrease in students who scored below grade level. When surveyed, eighty-one percent of students said they felt that the intervention helped them think about, plan, and improve what they were going to say during their presentations.
9. The results show that providing helpful feedback to the students and allowing them to redo the activity results in a higher level of understanding for the learning goals and concepts for a given activity.
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