Introduction I teach a diverse population of students. Most of my students are English learners (EL), have low achievement on standardized tests, and/or are failing to meet the requirements of the Common Core State Standards in mathematics. While working at my school, I have noticed that very few students are willing to answer questions aloud to the class. Moreover, when a student does answer a question, whether they are right or wrong, most student will immediately agree with them. This sort of conformity is common and allows many students to act as if they are learning or understanding, when they truly have not. To combat these issues in my classroom, I want to conduct an action research project that studies the effects of using classroom
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They also have found that there is no credible research that concludes that they use of technology is not necessarily more beneficial than non-multimedia teaching strategies. The authors also found little to no evidence that the use of technology, and the extra motivation/interest it may bring to students, improves the learning outcomes of students.
The implications of Clark and Feldon’s paper suggest that my action research needs to focus on the instructional methods and pedagogy that CRSs can provide and not the difference between using them and not using them. My study will need to focus on how the difference in instructional methods and lesson design affects student learning outcomes. The effect that CRSs may have on student motivation and interest in the class will not be contributing factors to their learning outcomes. It will be imperative that I design my instruction with CRSs in a meaningful and purposeful …show more content…
It was the instructional design that helped improve the learning outcomes in EL students. This study shows that my instructional design around the use of a CRS will be the focus of the methodology of my action research.
In a study conducted by Majerich, Varnum, Gilles, Stull, and Ducette (2011), the use of CRSs to conduct formative assessments can help improve the learning outcomes of students on tests. Many teachers use CRSs to facilitate formative assessments of their students understanding throughout a lesson. A CRS can be a fast way for teachers to gather data about their students knowledge of a subject. This study showed that a class that uses a CRS to conduct weekly formative assessments, followed by a class discussion of the results, achieves better results on cumulative tests.
This study suggests that in my own research I might consider using a CRS to give formative assessments. The discussion of the results that follows will give my students the opportunity to think critically about their answers and the reasons why an answer is correct or not. This metacognitive task may open students up to more learning and understanding about themselves and their thought processes around the mathematics they are
They also have found that there is no credible research that concludes that they use of technology is not necessarily more beneficial than non-multimedia teaching strategies. The authors also found little to no evidence that the use of technology, and the extra motivation/interest it may bring to students, improves the learning outcomes of students.
The implications of Clark and Feldon’s paper suggest that my action research needs to focus on the instructional methods and pedagogy that CRSs can provide and not the difference between using them and not using them. My study will need to focus on how the difference in instructional methods and lesson design affects student learning outcomes. The effect that CRSs may have on student motivation and interest in the class will not be contributing factors to their learning outcomes. It will be imperative that I design my instruction with CRSs in a meaningful and purposeful …show more content…
It was the instructional design that helped improve the learning outcomes in EL students. This study shows that my instructional design around the use of a CRS will be the focus of the methodology of my action research.
In a study conducted by Majerich, Varnum, Gilles, Stull, and Ducette (2011), the use of CRSs to conduct formative assessments can help improve the learning outcomes of students on tests. Many teachers use CRSs to facilitate formative assessments of their students understanding throughout a lesson. A CRS can be a fast way for teachers to gather data about their students knowledge of a subject. This study showed that a class that uses a CRS to conduct weekly formative assessments, followed by a class discussion of the results, achieves better results on cumulative tests.
This study suggests that in my own research I might consider using a CRS to give formative assessments. The discussion of the results that follows will give my students the opportunity to think critically about their answers and the reasons why an answer is correct or not. This metacognitive task may open students up to more learning and understanding about themselves and their thought processes around the mathematics they are