This is my action research draft plan.
1. Title – Vocabulary
in the Math Classroom (5 points)
2.
Needs Assessment – Curriculum standards
were designed to ensure every student gained the same education as his or her
peers. However, these curricula did not account for the various types of
learners each classroom possesses. Every student does not learn the same way
nor do they come to us with the same vocabulary. In mathematics the language of math is what
causes many students to have difficulty.
Using research based strategies and a sampling of 90 students’ data will
be collected to see if the use of mathematical vocabulary can be
increased. My increasing the mathematical
vocabulary there should be a trend between the rise in knowledge and STAAR
scores.
3. Objectives
and Vision of the action research project. (ELCC 1.1) –Since every
student does not respond to the same method of instruction, it is the teacher’s
responsibility to find various avenues to reach each and every student.
According to Tracey Hall, senior research scientist for the National Center on
Accessing the General Curriculum, “To differentiate instruction is to recognize
students varying background knowledge, readiness, language, preferences in
learning, interests, and to react responsively” (Hall, 2002). Differentiated
instruction is a method of changing teaching and learning for students with
different abilities within the same classroom environment. The use of research based vocubulary
strategies falls into the category of differentiating instruction since every
child comes to the class with a different level of knowledge. "Technology also changes the way teachers teach, offering educators
effective ways to reach different types of learners and assess student
understanding through multiple means" (Edutopia, 2008). Utilizing
technology in the vocubulary strategies also augments the relationship between
teacher and student. If technology is used effectively, teachers take on the
role of mentor rather than teacher. Also, using technology helps make the
student's learning experience more meaningful and fun. This
is critical with vocubulary. Learning words
outside of experience will not have true learning experience.
4. Review of
the Literature and Action Research Strategy – "Technology also
changes the way teachers teach, offering educators effective ways to reach
different types of learners and assess student understanding through multiple
means" (Edutopia, 2008). According to the National Reading
Panel Report, using technology to teach vocabulary and reading for content is a
relatively new field. The numbers of
studies published in this field are very small; approximately 21 studies, but
all have reported positive results (NEIRTEC, 2004). The limited research
suggests that using computer technology to enhance reading instruction is worth
further study. "In particular, the NRP notes seven studies found positive
effects from the capability of computers to provide spoken versions of written
text, which indicates that this may be a promising use of technology in reading
instruction" (NEIRTEC, 2004). This
works with research based strategies to assist with vocabulary and reading for
content.
5. Articulate
the Vision (ELCC 1.2) – A group of teachers
addressed the need to raise our student’s vocabulary and reading for content in
the mathematical classes. I proposed to use research based strategies
to include the benefits of utilizing technology since our students come from a
tech savvy world.
6. Manage the organization (ELCC 3.1) – As
a part of the focus of study, I choose my four classes of regular level
geometry classes. Seventy –five percent
of the classes are billegal and/or live in a Spanish speaking home. The goal
was to work with these students for one hour five times a week for a nine month
period using interactive vocabulary strategies to include games on the
computers and IPods. The study was to
determine if promoting vocabulary will equate to higher STARR scores for the students. Each
student was provided with his or her own IPod or computer to work on during
these sessions if technology was going to be used. The teacher would set up the learning sites
for the students to practice on during this time period. The teacher would simply tell the students
how to utilize the program and the hardware, but no information was given on
how to complete the interactive games.
The games provided focused on building the students skills in text
fluency, vocabulary, and spelling. The
teacher's primary role was to serve as a mentor on the use of the interactive
games. Since the technology was already
available to the teachers, no money was necessary in conducting this study. Some of the strategies are interactive but paper
based. At the end of the time period
students will be given the opportunity to take a survey on which method they
prefer.
7. Manage
Operations (ELCC 3.2) – The student's progress through this study
was based on various criteria. The
primary method of determining the student's success was the use of teacher
observation on the completition of the various strategies/activities. Each unit,
the student would be tested to determine his or her overall growth in text
fluency, comprehension, and vocabulary.
The second last method of assessment was the students overall
achievement on weekly reading activities and assessments. The final assessment area will be the scores
on the Geometry STARR test.
8. Respond
to Community Interest and Needs (ELCC 4.2) – The action research project
will serve the needs of the students with special and exceptional needs and
students with diverse backgrounds (cultural, ethnic, economic, or special
interest groups) is that it is helping the child build confidence in his or her
vocubulary mathematical skills. They are
able to master each new vocubulary set of words and apply them to the mathamatical
situations. By building confidence, they
are more willing to try in class and thus improving their grades and test
scores on the STARR. As the child's
grades improve, they are less likely to be at risk of dropping out of
school. A lower drop-out rate means more
people entering the community as productive citizens.
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