Action Research Spring 2012
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Transcript of Action Research Spring 2012
SETTING THE STARTING LINEEnsuring a common background knowledge utilizing in-class action research interventions using individualized differentiation of a core body of knowledge via student autonomy, online guided practice and formative assessment.
Catherine Horton Flippen
For Mill Creek High School Action Research projects
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2012 by Catherine F
lippen
ABOUT ME:CATHERINE H FLIPPEN Professional Secondary Educator
Seven years in education Peachtree Ridge High, Mill Creek High One year in Virginia: Charlottesville High
Educational Technology Evangelist Follow me on Twitter: @CatFlippen Digital Footprint: About.Me/CatFlippen
Doctoral Student at the University of Florida Curriculum and Instruction/Educational
Technology
THE PROBLEM
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2012 by Catherine F
lippen
TARGET GROUP Three second-semester Spanish 1 classes
1st Period: 30 Students 3rd Period: 31 Students 6th Period: 28 Students
All students new to me as their teacher
Students by grade level: 9th : 39 10th : 28 11th : 21 12th : 1
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2012 by Catherine F
lippen
A “COMMON” PROBLEM Previously, four different Spanish 1 teachers
After the pre-test, apparent that all students… Had stronger with different topics depending on
previous teacher’s emphasis Might have forgotten some of the more difficult aspects
of Spanish.
After trying to start new chapter, students varied so widely that new material could not be properly introduced and practiced yet.
Intervention needed to be applied in order to assure success for ALL students.
GOALS
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2012 by Catherine F
lippen
GOALS Use high quality research-based strategies
to “re-teach” specific topics
Provide individualized interventions via a variety of reinforcement
Frequent use of formative assessments with immediate feedback to show both teacher and student where student struggles so teacher can continue to apply effective interventions
Conduct the majority of all above methods using technological means
EXPECTATIONS
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2012 by Catherine F
lippen
EXPECTATIONS Goal #1: All students show proficiency with
average formative assessment grade 88 or higher on the following topics from 1st semester: -AR verb conjugations -ER/-IR conjugations Gender agreement ‘Ser’ versus ‘Estar’ usage Uses of me/te/le gusta(n) ‘Tema 1’ vocabulary usage
Goal #2: Same pre-test re-administered with average class grade of 88 or higher to illustrate group mastery
IMPLEMENTATION
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2012 by Catherine F
lippen
IMPLEMENTATION OVERVIEW
Two weeks (14 days) of intensive study, reinforcement, and frequent formative assessments
3 – 4 formative assessments each week No more than 10-15 minutes each All administered online for immediate feedback Student able to retake formative assessment within
a 24-hour period
Post-test administered online on the first day (Day 15) after the time period.
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2012 by Catherine F
lippen
HIGH QUALITY STANDARDS
Standards and research-based strategies used in the intervention methodology include:
Modeling & PracticeDifferentiation
TechnologyAssessment with Feedback
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lippen
INTERVENTION #1: INDIVIDUALIZED GUIDED PRACTICE
Following lessons featuring presentation and modeling of the topic, students were given a variety of reinforcement activities provided via technology (internet), including: Wordchamp Quizlet Quia Memrise Textbook Companion Website
Students had a choice as to which practices to complete according to personal preference, providing differentiation and learner autonomy.
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2012 by Catherine F
lippen
INTERVENTION #2: ASSESSMENT WITH FEEDBACK
Almost daily formative assessment provided via technology (internet)
Summative assessment with instant feedback as well via technology (internet)
With all assessments, students were able to view itemized immediate feedback after submission to see in which areas they were correct or incorrect and, thusly, students discovered in what areas they needed to practice more.
DATA COLLECTION
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lippen
MEASUREMENTS OF SUCCESS Reinforcement / Guided Practice Online:
Differentiation: A variety of practices and reinforcement was provided with specific instruction for each
Student autonomy: Students had the ability to select their preferred method of practice each day, making the practice more important to the student
Practice will be graded upon varying factors including achievement, time, and submission guidelines
Formative Assessments: Featuring immediate feedback detailing question subject, student
answer and correct answer (if applicable) Occurring 8 of the 10 days, available toward the end of each class
and taken at the student’s discretion
Summative Pre-test and Post-test: 60-question assessment modeled after selections from the first
semester final exam given within the first week of second semester and analyzing by question for each student and topic
Post-test is the same assessment to be analyzed in a similar fashion
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2012 by Catherine F
lippen
REINFORCEMENT / GUIDED PRACTICE ACTIVITY COMPLETION
Monitored daily for completion of requirements
Counted as a daily classwork grade
Assignment (depending on method chosen by student) posted via Edmodo (socially-oriented Learning Management System) Ex: Quia: Complete 2/3 Ser versus Estar Java activities
plus a Hangman challenge and the Columns conjugations Ex: Wordchamp: Completely 3 sets of practice activities,
including ser versus estar conjugations and usages
Upon completion, submission of completion statement required for teacher to grade completion
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2012 by Catherine F
lippen
REINFORCEMENT / GUIDED PRACTICE ACTIVITY COMPLETION
8th Activity
Word ChampQuizletQuiaMemriseText Site
1st Practice
Word ChampQuizletQuiaMemriseText Site
FORMATIVE ASSESSMENT WITH FEEDBACK Via Quia, data
collected and examined for each individual student and question as well as the whole target group and the whole assessment
Student receives scores instantly and know where he/she struggles right away.
Example data: Quiz on Ser versus Estar
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lippen
FORMATIVE ASSESSMENT WITH FEEDBACK
Quiz 1: 66% Quiz 2: 78% Quiz 3: 76% Quiz 4: 81% Quiz 5: 86% Quiz 6: 83% Quiz 7: 87% Quiz 8: 89%
Overall: 80.75%1s
t Per
iod
3rd
Perio
d
6th
Perio
d70
75
80
85
90
95
Quiz 6Quiz 7Quiz 8
Target Group Average
Data collected after eight formative assessments given in the two-week time span:
Quizes 6-8 per Class Period
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lippen
PRE-TEST & POST-TEST 60 questions that covered previously learned
material from 1st semester of Spanish 1. Conducted via Quia (on-line assessment/practice
website) Data collection for average of entire class and of
each student as well as per-question for student and per-question for class
Data showed: Material from Introductory chapter ‘Para Empezar’
sufficiently understood by the majority Content from ‘Tema 1” not sufficiently mastered
and in need of review Content from Chapters 2 and 3 strong in
vocabulary but very weak mastery in grammatical concepts
Post-test was the same test as Pre-test.
PRE-TEST TO POST-TEST RESULTS
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lippen
Pre-Test
Post-Test
65 70 75 80 85 90
Pre-Test to Post-Test Comparison
Class Average
RESULTS
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lippen
FORMATIVE ASSESSMENTS
Goal: All students show proficiency with average formative assessment grade 88 or higher
Actual: 80.75%
Conclusion: While the goal was not met, the class average per formative assessment was shown to increase positively with each new formative assessment.
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lippen
POST-TEST
Goal: Pre-test re-administered with average class grade of 88% or higher to illustrate group mastery
Actual: 87.71%
Conclusion: Wow! Pre-Test to Post-Test scores increased by 13.26% and, with a big of rounding up, my goal of 88% Post-test average by all 89 students in the target group was just met.
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lippen
EVALUATION – DIRECT CONCLUSIONS
We can conclude based on the research that the individualized differentiation via online guided practice selected by student preference and followed by formative assessments with immediate feedback is a method that is very successful in reviewing a body of content that has been previously studied.
We can indirectly conclude that with repetition over time, student scores on formative assessments will increase positively. Reasoning behind this finding should be researched more.
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2012 by Catherine F
lippen
EVALUATION – INDIRECT CONCLUSIONS
We might indirectly conclude that with repetition over time, student scores on formative assessments will increase positively. Reasoning behind this finding should be researched more.
We might also indirectly conclude that average formative assessment scores increase positively due to individualized interventions via student choice of guided practice activity or perhaps due to the technological aspect of the reinforcement activities. More research should be preformed to verify conclusions.
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2012 by Catherine F
lippen
FUTURE RESEARCH I am very curious at the fact of “student
ownership” when it comes to selecting his or her own method of practice, seeing as formative assessment grades increased the more students practiced.
Alternatively, perhaps the more students became comfortable with the technological means of practice/reinforcement and formative assessment that combines immediate feedback.
Additionally, I will be implementing this method of pre- and post-test as well as two weeks of intensive review with guided practice, reinforcement and formative assessments at the start of every second semester.