Web Conference Reflection 12/11/2011

I watched the recording of this week's web conference due to a scheduling conflict, but Dr. Abernathy again was very encouraging, and she reinforced the fact that the purpose of this and other courses is for us as students to get the skills and work required for quality completion. Her answering questions and giving feedback gave the overall impression of the Lamar faculty's flexibility, and their dedication to the educational experience that is valued over bureaucracy.

As Dr. Abernathy cleared up any confusion on assignment due dates this week, she touched on the GRE requirements for this concentration. She said something that intrigued me: students who have scored the highest on the GRE are often the one's who do not complete this degree plan. I was floored by this information because usually, universities pride themselves on admitting students with high test scores for assurance that their graduation rates will be consistent. Though this fact left me wondering why perhaps this is so, I am thankful that Lamar is flexible enough to trust its studuents to complete the courses without the hassle of cumbersome admittance exams.

Overall, I think my team and I are on track to get things done this week. Everyone has worked really hard, and collaborated well throughout. We all are hoping to impress others with our PSA, but overall, we've gained more experience in patience and time management. This assignment has been fun, and I anticipate seeing and sharing our final cut of the video.

Web Conference Reflection 11/22/2011

EDLD 5363

This week we had an interesting assignment that asked us to select a video edtiting software and evaluate its effectiveness, and then create a podcast tutorial that explains how to use the software. For this assigment, my experience was definitely a learning experience because I ran into quite a few "technical difficulties." However, Dr. Abernathy put me at ease during this week's web conference when she explain the flexibility of the assignment.

I'm very much a perfectionist, and I like to try to follow directions to the letter, and make sure that I have done quality work. However, with this assignment, I was facing computer difficulties with software that wouldn't download, files that wouldn't convert, and copyright laws that governed my actions. Thankfully, Dr. Abernathy discussed with us the flexibility of technology, and how different converters such as LAME, could help us share files on our eportfolios. She also talked to us about the importance of us trying new things to challenge ourselves. I like that she is was so encouraging toward us during this project, because it is easy to get frustrated when you have no idea if you're completing the assignment correctly.

After she explained the assignment in further detail, I was able to finish my project and post it to youtube successfully. The most important lesson I've learned this week is that since technology has the capability of being flexible by providing different codecs applications and software choices, we too should be flexible users, and prepare for the unexpected. Besides, it is after all, a learning process.

Windows Live Movie Maker:
http://explore.live.com/windows-live-movie-maker

Windows Live Movie Maker Tutorial:
http://www.youtube.com/watch?v=vMrQvrXztOA&feature=youtu.be

My Superhero Story

EDLD 5363
11/17/2011

This week, our assignment was to create a video using software like Photostory 3. When I first saw the assignment, I have to admit, I got scared! I am not the biggest fan of manipulating presentation software to make movies, because I've never done it as well as I've seen others do it. However, after I took a second, and told myself that I had no choice, my attitude changed, and I took this as an opportunity to relive some very personal times.

I think what made this process the most difficult was deciding on what to create a movie about. I can talk to you all day about certain topics, but condensing my ideas into a format that would effectively share a story was not as easy as I thought-- and I'm supposed to be the English teacher. After bouncing some ideas around and getting feedback from my partner Shannon, I decided to tell about my journey of becoming a teacher, since I think it's such a cool story.

I looked at model videos and sites for inspiration and tips on creating videos, and I asked people who knew how to create Photostory projects what to do. Within hours, I had my script ready, and some ideas for photographs as well! I took advice from the Digital Storytelling Cookbook and tried to shape my story around an emotional connection that contained a controlling idea or theme. What better theme than being a superhero?

Essentially, creating this digital media presentation gave me a new appreciation for technology. I definitely learned a lot in the few days I spent creating this video. I'm proud of its message and its reflection of the education culture.

I've posted a link below you can use to view it now:
Ekena Wilkins- Superhero Story

Enjoy!

Action Research Plan 11/05/11

As this course comes to a close, I'm finding myself somewhat nervous, and somewhat excited. I know that this research is going to birth something great that will possibly change the way I look at not only technology's role, but my role as an educator. But in the meantie, as I make my final tweaks and preparations to begin my research, it is best that I reflect on the things this course (5301) has taught me about action research altogether.

Practicality, Cooperation, and Functionality.

Practicality in a nutshell means that the research obtained is not only relevant for one person's situation, but it is also applicable to many other people's situations. I don't want my reseach to just end up being "a good read" for teachers to consider and then never act upon; I want my research to spark action-- change in education, no matter how small.

Cooperation is sometimes a struggle for me only because I am a perfectionist who loves to be in control. With action research, I cannot take control of everything, the research and results will essentially control the journey, while I simply adjust and become flexible to its changes. With this in mind, I am glad that I'll have reinforcement in my site mentor and department colleagues as I take on this research topic.

Functionality can help translate the flexibility, effectiveness, and relevance of research. It is imperative that a shared vision and application be put in place regarding this research, because as I stated earlier, my goal is to spark a change, not just temporary interest.

With that in mind, this week, I made some final changes to my action research plan, and submitted it online for review. I have also begun looking at data collection again. Using interviews with a few student teachers and veteran teachers, as well as samples and observations of student work, to shape the lessons I want to create based on the objectives I want to look into (critical thinking and inquiry skills). I have also pulled a few articles that are based on technology's role in assessing deeper knowledge skills, and am reading those intently for direction on how to pursue my next step in implementation.

I hope to be able to share those findings as well as my ideas on possible lesson strategies and assessments with you all soon.

Any and all suggestions are always greatly appreciated.

Action Research Plan Revisions 10/26

After yet another week of "wondering" and getting input from other teachers and colleagues, I have found a few areas of my action research plan that can stand to be adjusted. For one, I wanted to continue with my idea of assessing reading comprehension, but I have since realized that assessment of critical thinking and inquiry are both specific results of reading comprehension, so I think it would be better to focus on those two concepts.

I also have received valid input from other teachers, and have reconsidered my "passion" behind my original goal statement, which involved improving critical thinking by using writing and speaking assessments. Though this is a good goal to have, it does not really spark a prolonged passion in me. I want my action research to be something that I'm really having "trouble" with, and so I decided to do more tin incorporate technology into this plan. My new goal or question deals with how effective the use of technology to evaluate students' critical thinking is. This will be much more of a relevant topic for me to incorporate into my instruction, for I am still a bit skeptical in my ideas about how effective technology is when being used as  "learning tool" in the classroom.

I have also reconsidered the role of reflection in my action research. A good point was made by one of my colleagues that I needed to implement visible time into my plan for reflection and evaluation of my research. This was something I originally thought was understood, but as I considered her comment, she made great sense. Therefore, I plan on setting aside time that will allow me to reflect at least once per week as I continue research.

I have posted my revised Action Research Plan Template below. I hope to continue receiving great feedback from my peers that will help me to make the most out of this research experience.

Action Planning Template
Goal: To determine if the use of technology can effectively assess students’ critical thinking and inquiry skills as demonstrated by written responses and presentation skills that require technology.
Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Recourses	Evaluation
Gather data that includes missed objectives and concepts from DMAC, current Common Assessment Exam,  and “before” samples of student work	Ekena Wilkins Peter Downing	October 24- October 31st, 2011	DMAC Software, Pulled articles from other education experts	Statement regarding findings in statistics, and how it will affect the plan in moving forward. Interview with Department head on findings and his current suggestions or successes with lessons that enforce critical thinking
Implement three lessons that highlight critical thinking and complex writing strategies and address students’ weaknesses in objectives and concepts	Ekena Wilkins	November 1st, 2011-- January 10th, 2012	MISD Scope and Sequence, DMAC Software research	Self- reflection on instruction process, student sample(s), student survey or poll with the purpose of self-evaluative reflection
Assess student progress through technology-driven writing exercise(s) that measure comprehensive mastery of critical thinking skills as it relates to genre-specific objectives and concepts	Ekena Wilkins Peter Downing	November 1st, 2011 -- January 10th, 2012	AP Novel Unit for Lord of the Flies, MISD Scope and Sequence, Generated rubrics for writing and speaking	Samples of student work as Reflective Blog

Action Research Plan

As the time for me to begin my action research approaches, I find that I have already made some changes to my foundational "wonderings" for my action research assignment. Instead of soley focusing on Margaret Kilgo strategies to improve reading comprehension, I've become more grounded in an interest to explore the effects of a rigorous inquiry-based instruction for my on-level and Pre-AP students. My changes are reflected in the following action research plan below.

1.    Examining the work: Setting the Foundation-

The needs for this action research plan align with my responsibility as an educator to help students master critical thinking in their reading comprehension skills by using inquiry-based learning and a rigorous instruction style that focuses on a simpler, clearer, deeper analysis of text.

2.    Analyzing data –

Quantitative Data- I have analyzed scores from current common assessments (benchmark) and progress on the reading and writing exercises assigned last six weeks for the last week, and have located a gap in inquiry-based reading, as well as rigorous writing habits that I will focus on during instruction for this study.

3.    Developing deeper understanding –

I have read an article on inquiry-based learning by the Penn State University education department, and have collected samples of presentations and writings from the previous six weeks that I have analyzed for their level of rigor and inquiry.

4.    Engaging in Self-Reflection –

As in the past, I will evaluate my progress by posting my findings and reflections on my blog. I will update it as needed to describe the activities, progress, concerns, and changes that occur as this research continues.

5.    Exploring Programmatic Patterns –

How does inquiry-based learning enhance reading comprehension and critical thinking?

What strategies that involve rigor and research are most beneficial to challenging students to think critically?

How can critical thinking be effectively measured in a variety of ways?

6.    Determining direction – Working collaboratively to address action research questions, monitoring progress, and assessing achievement

I will be working with my department head as well as collaborating with my high school librarian and lateral colleagues to analyze and assess inquiry-based instructional needs, possible risks, and eventual results.

7.    Taking action for school improvement – See SIP/PIP on below

8.    Sustaining improvement –

Findings and advancements that are made during the course of this assignment will be posted on my blog at http://ewilkins-teachertechtalk.blogspot.com/ to be shared with other teachers and ET students, as well as shared at department co-planning meetings with my department head and lateral colleagues.

SIP/PIP Plan of Action

Outcomes	Activities	Resources/Reseaerch Tools Needed	Responsibility to Address Activities	Timeline	Benchmarks/Assessment	Revisions to SIP/PIP based on monitoring and assessments
Improved reading comprehension	Tiered class discussion and text interaction involving dialectical journals and annotation	Laying the Foundation/Kilgo Levels of reading DMAC Data objectives(s) set to highlight during instruction	Ensure mastery of reading comprehension through quality coverage and differentiation Report to Dept. head	Oct. 10th, 2012 January 15th, 2011	Six Weeks Common Assessment	n/a
Intensified rigor in instruction	Consistent application and synthesis of new concepts in literature using Voice Lessons workbook and collaborative learning	Voice Lessons AP strategies and Laying the Foundation lesson plan on Levels of reading	Ensure mastery of content through monitoring of content application and collaboration with peer teachers Report to peer teacher(s)	Oct. 10th, 2012 January 15th, 2011	Writing assignments measured by rubrics	n/a
Critical thinking as a result of inquiry based learning	Research-based learning that sparks higher-level writing and discussion	Research software (library computer technology) search MISD scope and sequence	Ensure mastery of levels of questioning and research in reading and translating findings to writing Report to Dept. head	Oct. 10th, 2012 January 15th, 2011	Six Weeks Common Assessment	n/a

Action Research Topic

Before landing on a topic, I was worried about whether I would choose "the perfect" research topic that would bring about lasting results in my classroom. Like Dr. Kirk Lewis mentioned in his interview, it's important that action research revolve around practicality; otherwise, one opens up room for elaborate studies that are not as beneficial in application as they are in theory.

I carried this thought with me for a few days, and mulled over several ideas. Discipline issues, technology implementation, lesson planning, etc., were all some areas I gave thought to while considering this research topic. Finally, I considered my discipline, and what I felt was something that was acting as the biggest hinderance in keeping my students from moving to the next level of thinking in literacy. I couldn't shake one concept: reading comprehension.

After attending a Margaret Kilgo training recently, I became very critical of my current approach to reading comprehension. The strategies, the "tips and tricks," and the memorization techniques all began to look more like distractions than development tools. I have since become curious about what I can do with my Pre-AP and on-level students to spark a higher level of compehension that extends beyond plot summary.

In my action research, I plan to study the effects of implementing new strategies in my instruction and assessment methods, such as minimizing "distracting" techniques for reading, and doing away with multiple choice as a go-to method for assessing comprehension. Though it will take a preliminary trial and error period and much self-evaluation, I am excited about the positive results that will ensue from this study.