Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

ACTION RESEARCH

No description
by

Danielle perdue

on 9 May 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of ACTION RESEARCH

The PROBLEM! CONCLUSION Through observation and data analysis, I noticed students had trouble:

Identifying the purpose of assessment questions
Interpreting the wording of the questions
Making connections within technical passages EXPERTS' PERSPECTIVE ADDRESSING THE ISSUE Reviewing Recent Exam:
F.A.S.T 2 RESULTS Phase II Year Long Intern
Action Research

Danielle Perdue

Bowie High School
Biology HSA
Mentor: Salvatore Misuraca
Bowie State University Research Question School Improvement Plan In order to significantly improve Biology student proficiency...

Teachers will utilize a variety of reading strategies in order to improve students' ability to read, analyze, and construct meaning from written material. How would modeling reading
techniques affect students' ability to connect content
to assessment questions? "The International Reading Association and the National Middle School Association reported the discouraging news that American readers get off to a fast start during the elementary grades but begin to falter during early adolescence." (Radcliffe, Caverly, Hand, & Franke, 2008) WHO I WORKED WITH A total of 11 students from my Co- taught classes:
6 students are from an Inclusion classroom
5 students are from a Non- Inclusion classroom Annotation
T-Chart
Be Explicit STRATEGY 1: ANNOTATION STRATEGY 2: T - CHART THREE PRACTICAL STRATEGIES "Teachers need effective
tools to help students
learn more science and develop the critical "reading-to-learn" skills that literacy research identifies as essential for academic success" (Biancarosa and Snow 2006) STRATEGY 1: ANNOTATION CONT. STRATEGY 3: BE EXPLICIT "Teachers explicitly tell students what is likely to be difficult in a particular reading, such as vocabulary, misconceptions, and complicated inferences." Communicating

Modeling expectations

Bringing purpose:
-Prior Knowledge & New Knowledge
-Relativity Reflection:
What did I learn and what could I have done better?
Pros & Cons
Future Action! Quantitative:
29.7 point increase on average REFERENCES: RESULTS: QUALITATIVE:
Increase in student accountability
Positive student response
Interdisciplinary advantage "...though students learn to read in grade school, many don't know how to "read to learn" science. And science teachers are often too busy teaching science to actively help students increase their science reading comprehension." (Herman & Wardrip, 2012) Herman, P., & Wardrip, P. (2012). Reading to Learn: Helping Students Comprehend Readings in Science Class. The Science Teacher, 448-51.

NMSA. (2003). This we believe: Successful schools for young adolescents.

Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving reading in a middle school science classroom. Journal of Adolescent & Adult Literacy, 398-408.

Biancarosa, C., & C.E., S. (2006). Reading Next: A Vision for Action and Research in Middle and High School Literacy . Washington, DC: Alliance for Excellent Education.
Full transcript