AR Focus Statement
With students’ instructional levels ranging from kindergarten to fourth grade, several languages spoken in my classroom and different learning styles, my students are not getting the personalized instruction that they need. My goal is to reach each student using digital technology, various learning styles and differentiated instruction to meet each child’s very different needs academically.
1. Will my second grade students show growth in the area of telling time based on individualized instruction that is tailored to their specific needs?
2. Will the use of digital technology in both learning and expressing learning be an effective way to increase the engagement of second grade students?
The target audience consists of 25 second grade students; 12 boys and 13 girls in Oklahoma. The mean age is seven and a half years old. There are eight English Language Learners (ELL) with one student that has just recently moved into the United States. There are two students with special needs including Autism and an auditory processing disorder and both students receive special services based on their Individualized Education Plan. There are three students that are in the process of testing for learning disabilities. The students’ instructional levels range from kindergarten to fourth grade.
My goal for this project is to improve students’ learning and engagement through differentiated instruction, partnered with digital technology.
Cycle 1 is scheduled to begin on February 3rd and it will last 4 weeks, while Cycle 2 is scheduled to begin March 3rd and it will last 5 weeks (due to Spring Break during the second week of March).
My students will use desktop computers, a SMART Board, the SMART Response clicker system, iPads, and iPod Touches during the implementation of this project.
My expectation is that my students should be able to accurately tell and write time to the hour, half-hour, quarter-hour and 5-minute interval on both digital and analog clocks.
At the onset of Cycle 1, my students will be given a pre-assessment on telling time, as well as a pre-survey about their confidence and feelings about telling time. The results of the pre-assessment will guide the instruction based on what the students already know about telling time. Students will be given instruction through online presentations, teacher-created videos or through direct 1-on-1 or small group instruction. Quick skills checks will be done using the SMART Response clicker system to determine growth and understanding, as well as to make sure students are still getting the instruction that they need. Students that are excelling will not have to endure lesson after lesson that does not apply to them, while students that are struggling will get the remediation they need in order to grow.
Cycle 2 will focus on the students’ ability to express what they have learned. Students will be expected to showcase their learning through the creation of a blog, video, podcast, Educreations presentation or other form of media. The iPads and iPods will be used to create presentations, take video and pictures, or to record audio. These presentations will require the students to demonstrate what they have learned in a way that each child should be able to teach someone how to tell time. The students will use tutorials that I created to navigate our class blog and create their own posts. At the end of the cycle, students will take a post-assessment and complete the post-survey on telling time again.
Assessment and Evaluation Tools
The pre-assessment was created to determine what students already know about telling time and will provide quantitative data. Some students can tell time well to the quarter-hour, while some still struggle to tell time to the hour. This data will ensure that the students are taught the information that they are lacking. Student assessments will be graded and scored based on correct answers. This data will be separated into the categories: digital (hour, half-hour, quarter-hour, 5-minutes) and analog (hour, half-hour, quarter-hour, 5-minutes).
A pre-survey will also be given at the beginning of the unit to determine how students feel about their abilities to tell time and how confident they are in their abilities and to provide qualitative data. This will help me to see which students to keep an eye on to make sure they are not overwhelmed or over-critical of themselves.
The post-assessment will be the same as the pre-assessment and the data will be broken up into the same categories. I will take into account the growth across all categories.
The post-survey will be given again at the end of the unit to see if students’ feelings toward telling time have changed and if their confidence has increased. These results will be compared to the pre-assessment and the pre survey to determine if growth has occurred and if students feel differently and have more confidence in telling time.