Action Research Project

PET 489 Student Teaching SeminarJanuary 18, 2012

Adobe Connect Webinar

Action Research defined…A reflective process of progressive problem-solving to improve the way one manages instructional issues or challenges.

Action Research Stage Tasks

1) Planning •Establish a clear purpose•Determine how you will conduct your study (who are your participants, what will the participants do, how will you collect, analyze, interpret, and report the information).

2) Action •Carry out your plan•Collect data

3) Results •Interpret your results (make sense of your collected information and reflect on what worked and what did not)•Report your findings (determine the most effective way to display your findings visually and communicate your process verbally)

Action Research Project Criteriaa) Plan, implement, assess, and evaluate the use of an assigned instructional technology

within one class of K-12 learners during your physical education student teaching placement – please ask your cooperating teacher to help identify the group of students you will work with. The process will be documented in part through the completion of three written project updates.

b) The instructional technology must be used to enhance student learning in relation to one or more NASPE content standards for physical education

c) Meaningful integration of assigned instructional technology across an entire physical education unit. During the involved physical education lessons, the TC organizes learning experiences that require K-12 learners to use or interact with the technology.

d) Collection and presentation of data that illustrate the effects of the technology integration project on variables such as student learning and student motivation. The TC needs to assess the impact of the project on student learning (product) and evaluate the effectiveness of the instructional technology use (process).

Spring 2012 TechnologiesStudent Teacher Technology

Nicco Palmero GPS UNITS

Jack WardCOMPUTER ASSISTED INSTRUCTION

Corey TurnbullCOMPUTER ASSISTED INSTRUCTION

Seth Swartzbaugh Polar PA Monitors

Mike Prohoniak FLIP VIDEO CAMERA

Aaron Satler FLIP VIDEO CAMERA

Richard Herrington DESKTOP PUBLISHING

Danny Walsh BLOGGING

Carson Hott INTERACTIVE POWERPOINT

Ryan Wamsley INTERACTIVE POWERPOINT

Russell Orlikoff EXERGAMES

Things to consider in the Planning Stage:

• Instructional content

• Grade level

• Assigned technology– Capabilities: What information can

be retrieved, produced, or shared with your technology?

– Familiarity: How familiar are you and your students with this type of technology?

– Possibilities: How can you and/or your students use the technology to enhance learning?

• Purpose of project

Action Research Project Updates

• Prompt 1 Planning Stage: Upload your progress update to www.Livetext.com prior to Week 3, 11

• Prompt 2 Action Stage: Upload your progress update to www.Livetext.com prior to Week 5, 13

• Prompt 3 Results Stage: Upload your progress update to www.Livetext.com prior to Week 7,16

Must earn a rating of Target or Acceptable rating on Project Updates, if Update is rated as Needs Improvement, it will be returned for a re-submission.

Draft of Poster (electronic version) due in Seminar Week 7, 16

Action Research Project Criteriaa) Plan, implement, assess, and evaluate the use of an assigned instructional technology

within one class of K-12 learners during your physical education student teaching placement – please ask your cooperating teacher to help identify the group of students you will work with. The process will be documented in part through the completion of three written project updates.

b) The instructional technology must be used to enhance student learning in relation to one or more NASPE content standards for physical education

c) Meaningful integration of assigned instructional technology across an entire physical education unit. During the involved physical education lessons, the TC organizes learning experiences that require K-12 learners to use or interact with the technology.

d) Collection and presentation of data that illustrate the effects of the technology integration project on variables such as student learning and student motivation. The TC needs to assess the impact of the project on student learning (product) and evaluate the effectiveness of the instructional technology use (process).

NASPE/AAHPERD K-12 Physical Education Standards

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Action Research Project Criteriaa) Plan, implement, assess, and evaluate the use of an assigned instructional technology

within one class of K-12 learners during your physical education student teaching placement – please ask your cooperating teacher to help identify the group of students you will work with. The process will be documented in part through the completion of three written project updates.

b) The instructional technology must be used to enhance student learning in relation to one or more NASPE content standards for physical education

c) Meaningful integration of assigned instructional technology across an entire physical education unit. During the involved physical education lessons, the TC organizes learning experiences that require K-12 learners to use or interact with the technology.

d) Collection and presentation of data that illustrate the effects of the technology integration project on variables such as student learning and student motivation. The TC needs to assess the impact of the project on student learning (product) and evaluate the effectiveness of the instructional technology use (process).

Action Research Project Criteriaa) Plan, implement, assess, and evaluate the use of an assigned instructional technology

within one class of K-12 learners during your physical education student teaching placement – please ask your cooperating teacher to help identify the group of students you will work with. The process will be documented in part through the completion of three written project updates.

b) The instructional technology must be used to enhance student learning in relation to one or more NASPE content standards for physical education

c) Meaningful integration of assigned instructional technology across an entire physical education unit. During the involved physical education lessons, the TC organizes learning experiences that require K-12 learners to use or interact with the technology.

d) Collection and presentation of data that illustrate the effects of the technology integration project on variables such as student learning and student motivation. The TC needs to assess the impact of the project on student learning (product) and evaluate the effectiveness of the instructional technology use (process).

Evidence of Impact on Student Learning & Motivation

Purpose Description of Assessment ExampleDiagnosis Determine initial capabilities of students (i.e., pre-

testing). Identifies strengths, weaknesses, impacts planning and instruction

Biography Sheet (Goals set)Pre Cognitive TestPre Skills Combine /Performance Asmt

Achievement Identifying a final level of performance, typically at end of unit, to indicate meeting or standards or goals

Biography Sheet (Goals met)Post Cognitive TestRubric Skill PerformanceProject Based Assessment (production of podcast, website, video of routine)

Improvement Determining difference in level of performance between two points in time

Pre-Post Cognitive TestsPre-Post Skills Combine

Motivation Monitoring student progress, increase accountability, foster an environment of improvement

Daily Reflection JournalProgress on Goal Achievement Weekly Statistics

Evaluation of Instructional Unit

Determining student achievement in relation to unit goals. Assists in modifying planning and instruction

Students meeting unit objectivesStudents meeting NASPE standards

Evaluation of Teacher Effectiveness

Verifying effectiveness of instruction through direct observation of teaching/learning environment or through student performance

Time spent in MVPA during classTeacher Observation Forms

Public Relations Advocating & justifying the PE program to the community by documenting and publicizing meaningful outcomes that students are obtaining

Web posting of accomplishmentNewslettersLocal Newspaper ArticlesBlogs

Results Section Samples

(week 4)

1 2 3 4 5Low Medium High

1 2 3 4 5Low Medium High

Data Representation Sample 1Look closely at this chart, what information does it provide to a reader?

What improvements might assist the reader in interpreting these data?

The same data represented in a different format.

1 2 3 4

CHART TITLE

AXIS LABEL (with units)

AXIS

LAB

EL (w

ith u

nits

)

1 2 3 40

5

10

15

20

25

30

35

40Return Rate of Parent Newsletters

Not Re-turned

Returned

Rounds of Newsletters Sent to Parents

Num

ber o

f New

slett

ers

?

Data Representation Sample 2Look closely at this table, what information does it provide to a reader? What improvements might assist the reader in interpreting these data?

The same data represented in a different format.

Total Min.

Active

Minutes (%age) Below THRZ

Minutes (%age) In THRZ

Minutes (%age) Above THRZ

Student 1 60 29 (48%) 31 (51%) 0 (0%)

Student 2 60 22 (36%) 29 (48%) 9 (15%)

Student 3 60 19 (31%) 20 (33%) 21 (35%)

Student 4 60 24 (40%) 30 (50%) 6 (10%)

TOTAL 240 94 (39%) 110 (45%)

36 (15%)

Total minutes In or Above THRZ

146 minutes

Percentage of time In or Above THRZ

61%

Time active Below Target Above

Student data (4 students) 240 94 110 36

Percentage of Time 100% 39.00% 46% 15%

Total Time above or within THR 146

Percentage of Time 61%

TABLE TITLELabel units within cells

Clear cell labels

Consider proper placement of information

Consider if group or individual data would be most helpful for your reader

Student time spent in MVPA during a 60-minute Tennis lesson

Data Representation Sample 3

61%

39%

Status of Returned Newsletters

Returned CompleteReturned Incomplete

Look closely at this pie chart, what information does it provide to a reader?

What improvements might assist the reader in interpreting these data?

The same data represented in a different format.

Section Labels

No need to include “total sent home” as it skews a pie chart that is designed to reflect 100%

82%

18%

Newsletter Return Rate

ReturnedNot Returned

CHART TITLE

Making ConnectionsPurpose of Project

NASPE Standard(s)/ Learning Objectives

Instructional & Learning Activities Student

Outcome Data (technology generated) Interpretation

of Student Learning Data

What worked?What did not work?

Were standards & objectives met? Why or Why not?

Plagiarism Does Not Pass