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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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Page 1: Action research final
Page 2: Action research final

Reason for the researched-based strategy

Design for research

Research question

Types of collected and analyzed data

Use of data

Addressing appropriate CSOs

Page 3: Action research final

Reason for the Researched-Based Strategy

Problems with reading comprehensionCreating a life long skillTeaching how to extract important information in

passagesPreparing the students for independent

comprehension Assisting students with retaining informationIncreasing study habitsEnhance student performance and achievement

Page 4: Action research final

Design for ResearchIdentify the strategy and outcome

Alignment with school mission statement

Content taught and why

Students’ backgrounds, abilities, and attitudes

Page 5: Action research final

Types of Collected and Analyzed Data

Pre- and post-survey

Reading Attitude Inventory

Graphic organizers observations

Reading test scores

Page 6: Action research final

Use of Data2 weeks of host teacher’s reading test scores

without implementing graphic organizers

2 to 3 weeks of student teacher’s reading test scores with implementation

Total of 4 to 5 week data collection

Page 7: Action research final

Addressing Appropriate CSOs

RLA.O.2.1.8 use meaning clues to aid comprehension and make predictions about content (e.g., pictures, picture captions, title, cover, heading).

RLA.O.2.1.10 respond to both literal and interpretive comprehension questions after reading a short story selection that is developmentally appropriate.

RLA.O.2.1.16 increase the amount of independent reading to build background knowledge, expand vocabulary, and comprehend literary and informational text.

Page 8: Action research final

Learning-Teaching Contexts

Community factors

School factors

Classroom environment factors

Student characteristics

Page 9: Action research final

Town of Whitehall in Marion County

605 residents

5% more females than males

Average household income in 2007 was $51,241

92.6% of the community is Caucasian

Community Factors for Whitehall

Page 10: Action research final

School Factors for WhitehallLocated off I-79 on Route 250

216 students enrolled (103 males, 113 females)

Grades K-4 (2 teachers for each grade)

58 students on free/reduced lunch

21 students with special needs

Page 11: Action research final

Classroom Environment Factors for Whitehall

Decent size room with all kinds of learning techniques

Smart Board and overhead projector used in the classroom

4 computers, T.V., DVD player

Parents are very involved

Page 12: Action research final

Student Characteristics for Whitehall

18 students (8 girls and 10 boys, ages 7-8)

Mostly middle class, with a few coming from low-socio economic families

1 hearing impaired student and 5 students that go to a speech therapist

Most students are on or above level with the exception of about 5 students who showed Novice according to DIBELS

Variety of learning styles

Page 13: Action research final

Community Factors for NorwoodLocated 1.5 miles off of I-79 in the city of Stonewood,

Harrison County1,838 residents76% have at least a high school diploma or GED11% of those have a Bachelor’s degree or higherMedian household income was $34,722 in 2007; national

average was $50,23313% of families were below poverty level98% are Caucasian

Page 14: Action research final

School Factors for NorwoodLocated at 208 Kidd Avenue, Stonewood, WV 26301Is a public elementary school which includes pre-k

through fifth grade340 students are enrolled37 staff membersIs 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

Page 15: Action research final

Jana’s Classroom Factors for Norwood

School website provides instructional online links as a classroom resource

4 computers availableIndividual student white boardsTV, DVD/VHS player, and CD playerTable arrangement is in six pods of four Reading centerBright and inviting learning atmosphereSuccessful parent involvement

Page 16: Action research final

Jana’s Student Characteristics for Norwood

24 students; 11 girls and 13 boys15 – 7 year olds, 6 – 8 year olds, and 3 – 9 year olds2 students have a LD and 1 student is MIAll are CaucasianInterests include friendship, sports, video games, and

TV charactersLearning styles include visual, auditory, tactile, and

kinesthetic

Page 17: Action research final

Shawna’s Classroom Factors for Norwood

Three computers are available for the students A classroom library with a variety of books on many

different levelsTable desk in pods of fourTV, VCR/DVD combo , CD playerChalkboard and whiteboard Many signs to aid in student learningOverhead projectorParental involvement is present during Spirit Day Fridays

Page 18: Action research final

Shawna’s Student Characteristics for Norwood

24 students; 12 girls and 12 boys1 student has a LDEnglish is the primary languageAll students are CaucasianThe learning styles are auditory, visual, and kinesthetic.The interests are sports, Ben 10, iCarly, and Jonas

Brothers

Page 19: Action research final

Literature ReviewLiterature ReviewFacilitates and improves learning outcomes for a wide range

of learners (Lujan n.d.)

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.

Students acquire processing skills, patterns for organizing information, crucial thinking skills, and communications skills from the use of graphic organizers.

Page 20: Action research final

Summary of InstructionWere implemented 2 to 3 times (Monday,

Wednesday, and Thursday) within a 5 day week

Set a purpose for the graphic organizer

Allowed for students to brainstorm ideas

Completed as a whole group

Illustrated by the teacher on the chalkboard while students copied on the graphic organizer worksheet

Page 21: Action research final

Data CollectedWord websCharacter graphic organizer Characters, setting, problem, events, and

solution graphic organizerT-chartVenn diagramStory map

Page 22: Action research final

Word Web

Page 23: Action research final

Describe a Character Graphic Organizer

Page 24: Action research final

Characters, Problem, Solution

Page 25: Action research final

T-chart

Page 26: Action research final

Venn Diagram

Page 27: Action research final

Story Map

Page 28: Action research final

Collection of Data2 weeks of normal instruction

2 to 3 weeks of instruction with graphic organizers

Page 29: Action research final

Data AnalysisPre- and post- test survey graph

Reading Attitude Inventory chart

Reading test scores graph

Page 30: Action research final

Reading Attitude Inventory for Tara’s Class

Page 31: Action research final

Pre-Survey

22%

78%

Yes I know what a GraphicOrganizer is (4)

No I don't know what a GraphicOrganizer is (14)

Tara’s

Page 32: Action research final

Tara’s Post Survey Results

02468

101214161820

Do you knowwhat a graphic

organizer is?

Have youused/made a

graphicorganizer?

Did you likeusing graphicorganizers?

Did you useyour graphicorganizer to

study?

Did you likethe graphicorganizer

better than aworksheet to

use and study?

Yes

No

Page 33: Action research final

Tara’s Four Weeks of Reading Test Scores

Page 34: Action research final

Reading Attitude Inventory

0

2

4

6

8

10

12

14

16

18

How do you feel whenyour teacher reads a

story out loud?

How do you feel whenyou are asked to read out

loud to a group?

How do you feel whenyou are asked to read out

loud to the teacher?

How do you feel when itis time to do your

worksheet?

How do you feel abouthow well you can read?

Likes

Dislikes

Undecided

Jana's Class

Page 35: Action research final

Jana’s Pre-Survey Results

Yes I know what agraphic organizeris. (22)No I do not knowwhat a graphicorganizer is. (0)

Page 36: Action research final

Jana’s Post Survey Results

0

5

10

15

20

25

Do you know what agraphic organizer

is?

Have youused/made a

graphic organizer?

Did you like usinggraphic organizers?

Did you use yourgraphic organizer to

study?

Did you like thegraphic organizer

better than aworksheet to use

and study?

Yes

No

Page 37: Action research final
Page 38: Action research final

Reading Attitude Inventory

0

2

4

6

8

10

12

14

16

18

How do you feel whenyour teacher reads a

story out loud?

How do you feel whenyou are asked to read out

loud to a group?

How do you feel whenyou are asked to read out

loud to the teacher?

How do you feel when itis time to do your

worksheet?

How do you feel abouthow well you can read?

Likes

Dislikes

Undecided

Shawna's Class

Page 39: Action research final

Shawna’s Pre-Survey Results

Yes I know what agraphic organizeris. (24)No I do not knowwhat a graphicorganizer is. (0)

Page 40: Action research final

Shawna’s post-survey results

0

5

10

15

20

25

30

Do you know what agraphic organizer

is?

Have you used/madea graphic organizer?

Did you like usinggraphic organizers?

Did you use yourgraphic organizer to

study?

Did you like thegraphic organizer

better than aworksheet to use

and study?

Yes

No

Page 41: Action research final
Page 42: Action research final

Reflection and ConclusionBased on the graphs, graphic organizers

enhanced students’ learning and performance.The students’ behavior was extremely

positive and welcoming.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.

Page 43: Action research final

ReflectionImplement graphic organizers during instruction

Directions given by the teacher, independent practice by the students, and provide immediate feedback

Utilize graphic organizers through all subject areasBegin implementation during the first year of school Incorporate more descriptive graphic organizers throughout the school

yearAllow students to use creativity in creating graphic organizers

Provides for responsibilityEncourages student individuality Enhances life long comprehension skills

Page 44: Action research final

References http://www.eduplace.com/graphicorganizer/ http://www.edhelperclipart.com/clipart/teachers/org-character-describe.pdf http://www.edhelperclipart.com/clipart/teachers/org-char-problem-solution.pdf http://www.sanchezclass.com/docs/t-chart.pdf http://www.sanchezclass.com/docs/venn-diagram.pdf http://www.sanchezclass.com/docs/story-map.pdf