5153 Mod 5 Application and Relfection

Hi. My name's Molly Padilla and I'm with American College

of Education.

I like to share my action research presentation on why

students fail, examining reasons for students failure to start my

abstract. You know, large high school in Colorado.

There has been a recent increase in number of failing

students, um, in different classes, including their own social studies

classes. The purpose of this action research to identify reasons

as to why students are failing so that necessary action

steps can be taken to re mediate this problem.

The purpose This was brought to my attention as I

had experienced so many students failing, uh, their first quarter

class. The purpose of this research is identify the reasons

why scenes air failing what can be done to improve

instruction so that students are set up for success.

The problem.

So, through my investigation, I hope to find the issue

that it's causing.

Um, my students to fail once identified the issue, I

will devise a plan to improve instruction so that my

students are set up for success.

The questions I'll be using to guide my research are

how might re mediation help students develop skills needed for

rigorous assignments.

How can providing choices in assignments or projects help student

motivation and how my students center learning helps students improve

their learning.

So I looked at three different articles.

The first one is, if you want to know why

students fail, just asked them in this they divided, um,

the learners into three groups.

Those who failed the training twice, those who score to

be or above and those who had some support assigned

to them during the course of training.

Um, the learners were given a question near, um, some

of the questions that were asked those questionnaires were how

much sleep they were getting.

Study habits, stress learning abilities, morale and family status, to

name a few.

What they concluded and something I really want Thio note

is that, um, more students failed.

The course felt that the course moved at a fast

pace. Compared to those um, that passed.

Another thing is that they felt the level for the

program was taught to high of a level as well

as the teaching found.

Issues with the teaching methods, power points, lectures, guidelines.

Um, overall, the results showed that being sleep deprived outside

stressors um, not having good support, fast paced curriculum not

taught an appropriate level factors to student failure.

Something else I want to mention in the second article

titled Our Students Failing School.

Or are, um, schools failing?

Students? Um, this was to identify you know why students,

um, fail or cut classes?

Some of the things that were noted, um, that students

chose to skip school that they were felt prepared for

the classes, felt it was very challenging.

And then to complete their homework if they weren't prepared

for a test usually skip on those days.

Um, the research took place in two cities Northeastern America

in a low social economic communities with a high percentage

of dropout rates were predominantly African American and Latinos.

So what did they conclude?

Um, they looked at a few different things.

One, they noticed that student centered research approach to examine

the effectiveness with student over four year program.

Um, one thing that students expresses that they needed to

feel worthy of effort by teachers and staff.

Um, they also concluded that, um, school should invest in

student voice and engagement rather than cutting class intervention, just

to name a few.

And in the third article the importance of the ninth

grade, um, on high school graduation rates and student success

in high school, they learned that much of intervention could

occur in the ninth grade.

One thing that they looked at is a, um, but

really focused in a urban high school.

But they looked all over from urban to Breuil to

suburban, and they also looked at eighth grade, um, to

see what can be done even in eighth grade level.

What they found is, um, that the issues surrounding ninth

grade year the transition from middle school to high school

was pretty rocky because this was a time that many

students were were first introduced to such rigorous courses.

So what did they conclude?

They concluded that the solution was to, um, start 1/9

grade year program which provides orientations for a smoother transition

from middle school to high school.

Also, they suggested that students who were introduced to some

rigorous courses in eighth grade had a smoother transition into

high school.

So what can we conclude from all this?

Well, for the first key point on the studies, all

indicate that students failed due to the curriculum not being

an appropriate level.

Um, they also suggests that, um the students also lacked

support and that they need support, um, to help them

with their classes and not fail in the second point.

Um, when classes were too hard or weren't in a

good level one of the things that they felt that

the students also felt isolated again and weren't supported.

So by providing curriculum which bridge the gap between, um,

cap for students and provided them the necessary skills and

background knowledge actually help students, um, in future Riggers classes.

So getting into the research methodology, one thing I plan

to do is focus on my own, um, students, um

they range from seniors to juniors to sophomore students.

Um, I plan to analyze their first quarter grades, Um,

mainly from my U S.

History class.

Because while they have the most significant being rate, I

want to compare that to my critical thinking, um, students

and their grades.

And I'm going to, um, figure out okay, what am

I doing different in my critical thinking class that maybe

I could implement in my U.

S. History class?

Also, I'm going to ask two questions.

How was school going how, um is this class going

with them specifically and use that qualitative data into my

research. Lastly, I'll use that quantitative data which explains how

students center learning improves students learning the plan.

So, um, one of the things that was mentioned is

that the classes were too rigorous.

So one thing I plan to do is provide red

meat remediation so that my students have the necessary skills

to perform well and complete the rigorous courses.

Another thing that was noticed the best, uh, school shen

pest in, um, something that students will feel like They

have autonomy over and and will feel engaged.

So I plan to use student centered learning like choice

boards and tic tac toe and menu options when assigning

them, um, assignments or projects.

Um, as I put this plan into action, I plan

to do a few different things.

One, um, use formative assessments as such as exit ticket

to identify skills development.

I want to make sure that any kind of re

mediate remedial intervention.

The students are receiving those skills and they have skills

needed to perform Well, um, I also plan to, um

surveys to just see how their interests and how engaged

they are in the, um, new changes that I'm making.

And I plan to also, um, lastly, look at their

second quarter, um, for end of the first semester grades

to see how well they did.

And once I made these changes.

So looking at the data, the first data there, you'll

see, uh, the high numbers of students that were failing.

And you'll notice that incredible thinking.

There's not as many, um, the student responses, although many

of them mentioned that most of the issues relying other

classes, one thing students mentioned is that they felt like

they weren't really prepared for, well, the writing intensive course

that my U.

S. History classes So and I looked at, um, the

student center learning data.

One thing I noticed is that as the more the

student centeredness, um, learning was in in a particular class,

not only were seems more interested, but even in their

post test, the greats tend to improve.

So I felt like there was something to be said

in regards to that.

One thing that seemed very consistent with all my dad

is that student centered learning seemed to be pretty key

um, in regards to some changes that I could make

in my own instruction.

So my feature action plan is this.

My goal is to improve my instruction by adding re

media remedial intervention, student center learning, which you would include,

um, assignments that students or projects that they would have

choice in the goals are thio or my objective rather,

um, which is through the improvements made to my instruction.

My hope is that the students will have the necessary

skills to complete the assignments, will be engaged in overall,

have just a better learning experience and improve their grades.

So some concerns I have, um is that students might

struggle. Um, they may not have the skills they need

to complete the assignments.

Um, also their engagement in, um, some of the choice

boards. I have a little bit of concerned with some

of that.

Um, so some driving forces, um, creating a buffer kind

of time where I can just make sure that they

have the skills they need will help, um, eliminate that.

That issue that concern.

And also, um, maybe not overwhelming them with so many

choices in regards to the choice board might also help

and, um, keep it in focus and maybe more engaged.

So for the potential, um, some things I plan to

do is, uh, plan to use a formative assessments such

as an exit ticket to identify the developments, a school

skills. I teach, um, demonstrate.

Look at new skills, and, um, then instruct my students

to do the activity once I feel like they develop

that skill.

Um, like I mentioned for, I plan to just kind

of watched Mexico along.

Um, for as I formatting assessment, assess them.

Um, lastly, I plan to use a summit of assessment,

which I can identify my students growth in the development

of their skills that were taught during the remit remedial

intervention. So, um, I included in my action plan, um,

rumination so that my students have the skills they need

for rigorous courses and projects.

I signed them.

I'm like I mentioned Foremost is focused on student center

learning. I'm also gonna follow that by assessments to make

sure that they're learning everything.

Um and that a lot of the changes I've made

are helping them improve just their skill development and in

their grades.

So I plan to also use their scores alongside that.

So, as I conclude here, um, my actual research plan

was to assess my instruction through assessing student growth, skill,

development and great improvement.

As I reflect on my action research, I feel that

I have the confidence to put a plan into action.

I have identified an issue.

I analyzed data that I found, um, and peer reviewed

articles, which helped me to create a plan to resolve

an issue which will help improve my instruction and my

students grade.

Overall, I feel that, um, with this action research that

I finally have something tangible that has data backed up

by it that will ultimately help um improve my instruction

and ultimately help improve my students grade and help them,

Um, just have success in my class.

Thank you so much for your time and for listening

to my presentation.

5153 Mod 5 Application and Relfection

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