Week 3 Assignment, Part 3
Draft Action Research Project Progress Report
Directions: Using
the following eight outline elements, write your paper at the end of this
assignment document in the space entitled Draft Action Research Project Report
Title – How to integrate technology to
create, improve and/or motive good study habits for 7th grade Jr.
High students, help to improve their grades.
(5 points)
Needs Assessment – The need for
improvement was determined when our 8th grade class of 2012 had a
66-75% of students not meeting the 8th grade promotional
requirements. During the 2011-12 school year I was an 8th grade
teacher, and the number of students with low grades, low proficiency levels was
high. I found the need to investigate this further. In the 2012-13 school year
I was assigned to teach 7th grade, and so my action research kicked
into place perfectly. Preparing 7th graders, through the integration
of technology in the classroom, to engage them in creating study habits that
would lead to better grades was necessary. I have collected progress reports,
report cards, proficiency reports, emails, that indicate the need of
assessment. (5 points)
Objectives and Vision of the action
research project. (ELCC 1.1) – This action research project has been most
important because it will prepare our 7th graders for when they
become 8th graders and have to fulfill the promotional requirements.
We want our promotional rates to be as close to 100%, if not 100%, as possible.
My goal has been to use technology to engage these students in improving and
motivating them to create better study habits in order to improve their grades.
I have learn about new ideas, strategies, and techniques that have helped me
become a better teacher and have prepared me for an administrative position. It
has been essential that I share my finding with my colleagues and that I am
open to suggestions/concerns. By doing so, I have been exposing myself to new future
inquiries. In addition, my action research project has been mostly significant
for my students because they are the ones who have benefited the most. My hope
is that they will create life-long habits that will be with them throughout
their education and beyond.
Review of the Literature and Action
Research Strategy – Apply Best
Practice to Student Learning (LCC 2.3) –
Lemov, Doug. Teach Like a Champion: 49 Techniques that Put Students on the Path
to
College. San Francisco 2010.
Teach Like a Champion offers effective teaching techniques to help
teachers, especially those in their first few years, become champions in the
classroom. These powerful techniques are concrete, specific, and are easy to
put into action the very next day. Training activities at the end of each
chapter help the reader further their understanding through reflection and
application of the ideas to their own practice.
Among the
techniques:
Technique #1: No Opt Out. How
to move students from the blank stare or stubborn shrug to giving the right
answer every time.
Technique #35: Do It Again.
When students fail to successfully complete a basic task, from entering the
classroom quietly to passing papers around, doing it again, doing it right, and
doing it perfectly, results in the best consequences.
Technique #38: No Warnings.
If you’re angry with your students, it usually means you should be angry with
yourself. This technique shows how to effectively address misbehaviors in your
classroom.
The print version includes a DVD of 25 video clips
of teachers demonstrating the techniques in the classroom.
Articulate the Vision (ELCC 1.2) – Throughout
the school year 2012-13 in which my action research project has taken place, I
have regularly shared the progress and process of my action research project
with my mentor, team teacher, and with other teachers within my grade level. By
sharing, and collaborating, my progress and process to, I have gained feedback
from other teachers on what technical strategies they use in their classrooms
to improve their student’s grades. Most of my preliminary work has been shared
orally in various formal and informal meetings and emails with other coworkers,
and mentors. Throughout my research I have collected data, such as lesson
plans, progress notes, report cards, email logs, and teacher reflective
journal. I have also collected/researched data from other experts, and/or other
resources available that support my action research project.
Manage the organization (ELCC 3.1) – My
action research has included
my two
groups of 7
th grade students in my classroom, approximately 60
students. I use my classroom as the primary setting, and our schools computer
lab as an additional setting, where learning also takes place. I team teach the
same group of students with another teacher, so throughout my research project
I have been working with him in collecting student data (grades). I meet with
my students for 2-3 periods of the day. My action research project is a
year-long project and my goal is to
integrate
technology to create, improve and/or motive good study habits for 7th
grade Jr. High students, help to improve their grades.
Manage Operations (ELCC 3.2) – First of
all, I had to identify the learning style of my students By identifying their
learning style I tried to find ways in which I could integrate technology. I
also researched information regarding particular technology, software,
programs, applications that interest middle school students. I
also gather demographical data of each of my
students to study how there is a correlation between this data and their
grades. I am sure that along the way of my action research project I will continue
to come upon practical research that will guide my project forward.
Respond to Community Interest and Needs (ELCC
4.2) – My action research project will help serve the needs of many
students, even the needs of students with special and exceptional needs and
students with diverse backgrounds. For example, through the use and
implementation of technology to create, improve, and/or motivate good study
habits for 7
th grade Jr. High students, to help improve their grades,
learning becomes flexible and adaptive to individual student needs.
