Action Research 2

1. What is the problem?

2. What is the rational for the project?

3. What strategy will be use to address the problem?

4. What is the question?

5. What evidence is presented that the strategy will work?

6. How will data be collected?

1. The problem in this action research is Rhyme and Word Recognition.

2.  "Learning to recognize rhyme and word families is a critical literacy skill that can help beginning readers develop recognition of phonems and decode new and difficult words."

3.  Simulations and Games

4.  "How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?"

5. The researcher uses the article Integrated Strategies Approach: Making Word Identification Instruction Work for Beginning Readers as a supporting idea of implementing this method. 

6.  The student-teacher will assess the students before implementing the rhyming games.  Then, the assessment will be administered after the project.  This will be over a period of 4-weeks.  Students will participate in small group reading centers on a daily basis.  A checklist will also be used to evaluate student's ability to identify rhyme in pictures, sound, or text. 

Action Research 1

1. What is the title of the project?

2. What is the Question?

4. What strategy is being used to address?

5. What evidence is presented that the strategy will work?

6. How will data be collected to determine if the strategy will work?

7. How was the data analyzed?

8. What were the results?

9. How do the results inform teacher practice?

 

1. Getting Smarter at School

2. The question is how to create classrooms that allow students to be thinkers and problem solvers.

3. The strategy used was cooperative grouping.

4. The chart showed the results from the grouping.  It showed that by March students held less independent conversations and had discussion with the class.  Also students raised their hands more and asked questions.  It was easy to tell that the student seem to be more engaged as the teacher went on. 

5. Evidence present is the fact that the teacher who implemented this was somewhat successful after a few discussions later. 

6. The data was analyzed by making a graph. 

7. The results showed that more kids asked questions and less were involved with side converstions.  Also the number of students who talked out of turn went down a little. 

8.  I as a teacher, could ask my students the ways they feel they could learn the material and concepts.  I also would know that each situation is trial and error so all I need to do is decide whether my practice is successful or not.