Prior to observations. Prior to commencing the action research, a survey questionnaire (appendix 1) was emailed to the five participating instructors. Participants were instructed to complete the ten-question survey within a one-month timeframe. While awaiting the results from the survey, that time was an opportunity to confer with the instructors regarding student readiness and special needs factors that arise when considering higher-order thinking instruction. This allowed me to configure my rubric to ensure that the assessment promotes strategies that encompasses the needs of all students and allots for increasing critical thinking in everyone as the standard for the best strategies. Classroom one observations: kindergarten. The classroom
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More time was allotted for this activity as it was not merely a beginning-of-class warm-up. The teacher divided students into groups of five, and before reading a story to them, the students were asked what the story was about based on pictures alone. Next, the teacher performs guided readings with the students and pauses periodically to ask students contextual questions and how to read a word based on the letter sound and phonetics of the word. Finally, the instructor applied the story to the students’ lives, such as pets, wild animals, and zoo trips, and then asks comprehensive questions about the context of the story, setting, and how it applies to their personal lives. Classroom two observations: kindergarten. Classroom two began with language arts activities and focused mainly on utilizing group reading. Students sat in a circle around the teacher as the teacher showed picture stories on a projector. The teacher modeled how students should use the term “Stretch Power,” such as remembering “EEEEEEE” for eating, as well as the term “Picture Power” to determine new words. Reading sessions using “stretch and picture power” were applied, and students could choose to read alone, in pairs, in groups, or with the …show more content…
Classroom three began with a story and discussion. First, students gathered into a circle for a story about making mistakes. Open-ended questions were asked to students about their personal experiences with failure before and after the story. The teacher then divided students into groups for journal writing about the book they previously read and discussed. The next activity observed was a project-based learning activity that required the students to exemplify creativity. The students were required to create a story of their own, so the students were instructed on how to create a mind map. Using the school-assigned IPad, the students were to draw the pictures that comprise the story and record their voice as they express the meaning of the pictures. The students completed this activity in groups as there were only eight IPads available at a time. The final activity I observed was a reading workshop in the form of a book-club. Students were instructed to brainstorm topics that they would be interested in learning via peer to peer classroom discussion as the teachers writes the topics on the board. Next, the teacher instructs the students to choose a book and determine what they think the book is about from the cover to teach students how to make inferences and implications by referring to the pictures. The teacher then brings out a box of books and tells students to choose a book of interest and the students read
More time was allotted for this activity as it was not merely a beginning-of-class warm-up. The teacher divided students into groups of five, and before reading a story to them, the students were asked what the story was about based on pictures alone. Next, the teacher performs guided readings with the students and pauses periodically to ask students contextual questions and how to read a word based on the letter sound and phonetics of the word. Finally, the instructor applied the story to the students’ lives, such as pets, wild animals, and zoo trips, and then asks comprehensive questions about the context of the story, setting, and how it applies to their personal lives. Classroom two observations: kindergarten. Classroom two began with language arts activities and focused mainly on utilizing group reading. Students sat in a circle around the teacher as the teacher showed picture stories on a projector. The teacher modeled how students should use the term “Stretch Power,” such as remembering “EEEEEEE” for eating, as well as the term “Picture Power” to determine new words. Reading sessions using “stretch and picture power” were applied, and students could choose to read alone, in pairs, in groups, or with the …show more content…
Classroom three began with a story and discussion. First, students gathered into a circle for a story about making mistakes. Open-ended questions were asked to students about their personal experiences with failure before and after the story. The teacher then divided students into groups for journal writing about the book they previously read and discussed. The next activity observed was a project-based learning activity that required the students to exemplify creativity. The students were required to create a story of their own, so the students were instructed on how to create a mind map. Using the school-assigned IPad, the students were to draw the pictures that comprise the story and record their voice as they express the meaning of the pictures. The students completed this activity in groups as there were only eight IPads available at a time. The final activity I observed was a reading workshop in the form of a book-club. Students were instructed to brainstorm topics that they would be interested in learning via peer to peer classroom discussion as the teachers writes the topics on the board. Next, the teacher instructs the students to choose a book and determine what they think the book is about from the cover to teach students how to make inferences and implications by referring to the pictures. The teacher then brings out a box of books and tells students to choose a book of interest and the students read