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Action Research Project. PET 489 Student Teaching Seminar. Action Research defined…. A reflective process of progressive problem-solving to improve the way one manages instructional issues or challenges. Action Research Project Criteria. - PowerPoint PPT Presentation
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Action Research Project
PET 489 Student Teaching Seminar
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).
Fall 2012 TechnologiesStudent Teacher Technology
Shaun Brooks Polar PA MonitorsJoey Pulice FLIP Video CameraEric Becht FLIP Video CameraJosh Campisi GPS Units
Andrew Sommella PedometersMichael Lemine PedometersJohn Allison Polar HRMsWes Smith Computer Assisted Inst.Nikki Ryan Interactive PowerPoint
Ben Asher Interactive PowerPoint
Billy Jackson Interactive PowerPointBryan Potter Podcasting
Justin Wood Digital PhotographyKrista Kisner FitBitJessica Goeller FitBit
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, 16Printed Poster due in Seminar Week 8, 17
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