My research question is: How can elementary educators implement and execute a formal, in-class GATE program so students can grow beyond grade-level in ELA? I recently finished a simple three question survey in which my whole class, GATE students and GATE parents participated. Overall, the research shows that a large majority of GATE students and their parents believe that school has been “too easy” at some point in their schooling. Also, findings show that high percentages of students of all levels of achievement would like to be “more challenged” while at school.
Another part of my data included the use of Reading Inventory data which was designed by Houghton Mifflin Harcourt. The assessment measures vocabulary and comprehension proficiency with texts students will encounter both in and out of school. A score of 1011 Lexile is considered above fifth-grade level. The assessment is taken a few times a year, I used the Reading Inventory data from the beginning of fourth grade through the end of Trimester 1 in fifth grade. Interesting findings show that even GATE students can plateau and the bar continuously needs to be raised. This information has helped my research paper but even more importantly as a teacher. I will use this Reading Inventory data to help guide my instruction as I move forward throughout the year, my students deserve this and I believe it will greatly help them improve.
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Share your musings about one of these questions (or more) from the context of your classroom, your teaching practice and your student's learning experience. Consider the following in your writing:
I found this session's content extremely interesting and innovative. Starting with "flipped classrooms" , I can absolutely see the benefits of having students do their "lecture" at home in preparation for the next class. A few pitfalls might be lack of internet at home and choosing a curriculum that has the flipped model resources already in place. I am curious if large curriculum companies have already started using the flipping strategies? I will have to look into that. Also, I wonder how teachers handle it when students do not do their lecture homework when they come to class the next day? On the other hand, there are so many positives including student engagement and the potential for project and I will be using a variety of data as I move along in my research project. Before getting into that, I would like to solidify the definitions of quantitative and qualitative data in my own mind. According to Schmoop.com "quantitative research is information about quantities: that is, information that can be measured and written down with numbers while qualitative data is information about qualities: information that can't actually be measured. Some examples of qualitative data are the softness of your skins or the grace in which you run."
In my research project, which involves the implementation of in-class GATE programs, I will be using a combination of qualitative and quantitative. I feel it is best to include both research types, however research will learn towards quantitative (including survey questions and past/present school reading assessments) because if feel that this type of data provides clear evidence of a successful or unsuccessful GATE implementation. Qualitative research will include student and teacher discussion. How can technology help with meeting students’ individual learning needs?
In my opinion, one of the most impactful educational advances over the past ten years is adaptive learning technology. For too long, schools have been practicing the one size fits all model where content is taught to the largest group with little opportunity to reach low and high achievers. One website that I have found particularly useful is Freckle.com. Freckle.com is described as “a platform where students automatically work on the Math, ELA, Social Studies and Science lessons that are perfect for them. That way, they are always engaged and challenged, never facing material that is too difficult or easy for them.” I have seen tremendous growth is my students with the use of Freckle.com, this technology has helped me meet me meet individual learning needs. I often adjust students grade levels based on their academic levels, for instance a low achieving fifth-grader might be adjusted to a third-grade reading level. A high achieving fifth grader might be adjusted to a seventh-grade math level. This technique gives students the opportunity to learn and grow at own unique academic level. |
AuthorJoel Kriner of the Touro Innovative Learning Masters Program. Archives
June 2020
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