A very important question that I continue to consider are my end-user needs. After reviewing several websites it became obvious that a clearly defined objective is essential when designing a site. Users must easily understand why the content would benefit them. Learning about the SITE model, Baggio and Clark have made me rethink my final project. At first I wanted to provide a quick-reference resource guide for teachers who want to challenge their advanced learners during regular class instruction. I believe now that my vision was too small. Questions have been raised regarding how to find my end-users. I now think that expanding my media/marketing opportunities will help me gain exposure for my resource guide. I plan to make a blog, use Twitter and potentially link the resource to Teachers Pay Teachers. I also decided to call my resource Kriner's ALIVE! (ALIVE stands for Advanced Learners InVigorate Education). Lots of work to still do but I feel like the prototype philosophy has given me a blue print for success.
Fortunately, I was able to gather the necessary data for my second round of research. This is the same data that I used in action research round one. For consistency sake, I will use the survey and Reading Inventory research methods and compare them to the round one data.
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I have learned so much during my time as a Masters student at TU. I find my inspiration from challenging students to reach their highest potential. My action research is focused around implementing an in-class G.A.T.E. program. I am happy with my focus because it has broadened my vision as an educator and allowed me to become more in touch with my student's needs and strengths. Being exposed to design practices such as the SITE Model has shed some light on how to best reach all of my students and how I can develop myself as a learner. The SITE Model describes how learning is not only directly linked to the exposure of content, it focuses on informational, social cultural and technical as well as information to make for the best opportunity for the learner. I have implemented several practices into my class based on my action research including adjusting our selection of library books to read. I noticed that my reading assessment scores were flat lining, especially with my advanced learners. When I checked in with my students, I found that most were reading novel selections well below their own lexile levels. Now each student knows their reading lexile level and should only choose a library book at or above their level. In the past few months, I have students challenge their reading choices instead of reading the same old thing. I think the practice of reading appropriate level books may be something that can be overlooked, I am in communication with colleagues about possibly adjusting how our school organizes the school library. I am thinking organizing novels by lexile level may be a better system? Another consideration that I have come up with through the action research process is related to parent involvement. I am very intrigued with how to best encourage parents to be involved in their child's education independent of the school. My thought is that this "at-home" parental education system would be especially beneficial on weekends or over school breaks.
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May 2020
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