EDLD 5363 Web Conference Reflection

Web Conference 12-8, 12-16, 12-17 The web conference on 12-8 was very informative about the different ways groups were communicating. Some forms used were Drop box, email and Google docs. Although I do not usually ask many questions listening to others and reading their questions is a great way for me to process what needs to be done. The web conference on 12-16 was used to discuss final days of project. Dr.Abernathy explained that we were not to have submitted anything for week 4 all was to be submitted in week 5. She also explained that there was to be no still pictures in your videos. We discussed making sure that we had one script for our video. She stated that all was due on the 21st because IA's had to get their grades in by Monday, but if we needed extra time to let her know because she could still grade our project. This put my mind at ease somewhat. The web conference on 12-17 was used to discuss the final countdown. Dr.Abernathy clarified any questions that anyone had concerning the project. she discussed what our next class would be when we return in January. She double checked to make sure we had a field supervisor and discussed our updates on our final assignment for week 5. Although I truly enjoyed making the video , this was a very challenging class for me. I am thankful for my great group and look forward to working with them again.

EDLD 5363 Video Project

What's the Matter?

Digital Personal Story

Week 5 Reflection

As I began this course, I was not sure as to what educational research entailed.    I did not realize the depth and steps involved in action research planning.  Choosing a topic to research was a small change.  I was not sure which avenue I wanted to explore.  Researching the use of technology in some type of setting was what I kept being drawn back to. Time and time again I see students struggling to comprehend what they have read. This is what led me to the Action Research plan that I have in place. In the end, my passion for the students that struggle in school won out.     

As I completed each week’s assignment, there were moments in which I felt the lessons were redundant.  Looking back, I can see how it reinforced all of the steps and thought processes needed to fine tune a well-crafted research plan.  Each week allowed me to focus on the plan as a whole, and also break down the steps and concentrate on the small pieces. 

I thoroughly enjoyed reading other ideas and research plans on the discussion board and on student blogs.  There are so many great ideas, and I definitely will be following my colleagues’ research.  I am looking forward to seeing results, and using the knowledge learned from my colleagues’ research in my classroom.

The reading material was very useful during this course.  I loved having the templates and tools that were provided.  They not only helped with weekly assignments, but will also assist me during future steps in the research process.  I will be referring back to these resources while conducting my action research plan and will use during other projects/research as well.

I think one of the most informative lectures of this course were the videos of leaders discussing action research. Listening to them describe the process, the steps involved, and important things to remember brought the importance of action research. They are great leaders because of their dedication to finding the answers to the issues.  This means that they must examine very detailed, concise information, and not make quick judgments and decisions that are not supported by research.

I have increased my ability to produce a data driven, research based plan after completing this course.  It has also given me confidence to consider other action research plans, and to appreciate the thought process and time involved in making decisions.  Action research is a process that is necessary in making the choices in education.  It can also provide data that will change the entire direction of your plan.  I’m looking forward to developing my action research plan, conducting research, collecting data, and finalizing the results.

A Few Revisions

Action Research Plan
Goal: To provide first grade students of low socioeconomic status the skills- tools needed to improve comprehension including but not limited to technology.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1.Identify students with low socioeconomic backgrounds to assist in research project	Brandi Murrey Angelee Morales	August 2012-May 2013	School documentation for free or reduced lunches Classroom teacher from previous year.	Use the information from the school to determine students who are low SES. Meet with their Kinder teachers to discuss previous year.
2. Obtain previous DRA test.	Brandi Murrey Previous Teacher	August 2012- May 2013	Previous teacher documentation in student’s cumulative file. Kinder Teacher	Use the information to determine struggles with comprehension.
3. Determine student’s level of vocabulary.	Brandi Murrey Student	August 2012-May 2013	Small group setting using sight word activities.	Enhance vocabulary use and the student’s ability to deliver what they learned from the story.
4.  Obtain knowledge of student’s phonological awareness.	Brandi Murrey Student	August 2012- May 2013	Small Group Computer	Enhance student’s phonological awareness to allow them to read more fluently. Reading programs on the computer that monitor progress.

Action Planning Template
Goal: To provide first grade students of low socioeconomic status the skills- tools needed to improve comprehension including but not limited to technology.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
5. Determine if student has any short or long time memory deficiencies.	Brandi Murrey	August 2012- May 2013	Skills to increase short and long term memory. Mimio	Retelling of information read, sequence activities or putting to use what was read. Activities for MImio that increase comprehehnsion.
6. Evaluate the outcome of reading instruction.	Brandi Murrey Student	August 2012-May 2013	Small Group DRA leveled readers. Stories on Ipods	Evaluate using rubrics, test, sequence activities or retelling.
7.  Obtain DRA scores and story test every two weeks.	Brandi Murrey Student	August 2012- May 2013	Small Group Leveled Readers	Compare current DRA data with beginning DRA data to determine growth.
8. Compile all data into the Action Research Plan and present an informal presentation.	Brandi Murrey Angelee Morales	August 2012-May 2013	Baseline Data Midyear Data End of Year Data	Using all data collected to determine if skills taught helped low se students improve comprehension.

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

Week 3

I am very excited to have a plan in place. I am looking froward to getting back to school so that I may begin my research.

Revision- Action Research Plan

Action Research Plan
Goal: To provide students of low socioeconomic status the skills- tools needed to improve comprehension including but not limited to technology.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1.Identify students with low socioeconomic backgrounds to assist in research project	Brandi Murrey Angelee Morales	August 2012-May 2013	School documentation for free or reduced lunches	Use the information from the school to determine students who are low SES.
2. Obtain previous DRA test.	Brandi Murrey Previous Teacher	August 2012- May 2013	Previous teacher documentation in student’s cumulative file.	Use the information to determine struggles with comprehension.
3. Determine student’s level of vocabulary.	Brandi Murrey Student	August 2012-May 2013	Small group setting using sight word activities.	Enhance vocabulary use and the students ability to deliver what  they learned from the story.
4.  Obtain knowledge of student’s phonological awareness.	Brandi Murrey Student	August 2012- May 2013	Small group setting and computer.	Enhance students phonological awareness to allow them to read more fluently.

Action Planning Template
Goal: To provide students of low socioeconomic status the skills- tools needed to improve comprehension including but not limited to technology.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
5. Determine if student has any short or long time memory deficiencies.	Brandi Murrey	August 2012- May 2013	Skills to increase short and long term memory. Mimio activities .	Retelling of information read, sequence activities or putting to use what was read.
6. Evaluate the outcome of reading instruction.	Brandi Murrey Student	August 2012-May 2013	Small group DRA leveled readers. Stories on Ipods	Evaluate using rubrics, test, sequence activities or retelling.
7.  Obtain DRA scores and story test every two weeks.	Brandi Murrey Student	August 2012- May 2013	Small Group Leveled Readers	Compare current DRA data with beginning DRA data to determine growth.
8. Compile all data into the Action Research Plan and present an informal presentation.	Brandi Murrey Angelee Morales	August 2012-May 2013	Baseline Data Midyear Data End of Year Data	Using all data collected to determine if skills taught helped low se students improve comprehension.

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)