MOCK ACTION RESEARCH PROPOSAL PRESENTATION CHRISTIANIE DOR-LAMPTON EDU671: FUNDAMENTALS OF EDUCATIONAL RESEARCH WEEK 5 - DISCUSSION 1 INSTRUCTOR: NEWTON MILLER INSTRUCTOR: NEWTON MILLER JANUARY 19, 2017
MOCK ACTION RESEARCH PROPOSAL PRESENTATION
CHRISTIANIE DOR-LAMPTONEDU671: FUNDAMENTALS OF EDUCATIONAL RESEARCH
WEEK 5 - DISCUSSION 1INSTRUCTOR: NEWTON MILLERINSTRUCTOR: NEWTON MILLER
JANUARY 19, 2017
AREA OF FOCUS• The area focus is to illustrate how developing culturally responsive
instruction and developmentally appropriate materials to teach diverse learners will increase academic achievement gains in core content subjects.
• I believe the children set the pace of the learning environment therefore, instruction and materials should be adapted. The main objective of using this intervention is help my students to be autonomous in their learning. Studies indicate rapid changes in today’s school demographics requires teaching pedagogy to meet “the emotional, social, and educational needs of the children” (Nichols, Rupley, Webb-Johnson, & Tlusty, 2000, p. 40). • An inclusive learning environment thrives by considering the students interest,
background, and prior knowledge. Educators can form a “bridge between students’ home and school lives” to help create lifelong learners (Coffey, (2008), para. 1). Culturally relevant teachings suggest teachers must first understand their own cultural background in order to effectively help students. Understanding own cultural will help create a rich learning community.
EXPLANATION OF PROBLEM
• Our school is located in an urban area serving families and children from low socio-economic background. The learners in the classroom come from variant cultural backgrounds, learning abilities, languages, and beliefs. The problem is constructing a culturally receptive learning environment where the learners cultural references every aspect of learning.
RELATED LITERATURE• Literarure from Ashford Library• Resources from webpages
DEFINE VARIABLES• Mixed age group of children between four and five year olds• Research is conducted on four children which include two boys and
two girls• Each of the children vary in aspects as cultural backgrounds, race,
age, gender, developmental levels, and language. • Consent for parents
RESEARCH QUESTIONS
• How can reach my students based on their interest, developmental levels, and age?• What methods can be implemented to create developmentally
appropriate environment and prepare the students for kindergarten?• What are effective methods to use in creating a culturally responsive
classroom?
DESCRIPTION OF INTERVENTION OR INNOVATION• My intervention methods is to create a learning environment where students can thrive.
Learning materials will be differentiated to fit the learning needs and preferences of each student. Basically, the intervention will focus on scaffolding instruction for all four of the participants. The observations will be detailed, objective, and address all aspects of development by focusing on the “whole child” in areas such as learning environment, interactions, instruction, and materials. I would use Emergent Curriculum Planning method as well as scaffolding by planning learning experiences “based on the skills and interests of individual children, as well as the group as a whole” (McFarland (2008), p. 32).
INTERVENTION PLAN• This intervention technique will require teachers to work collaboratively to learn scaffolding techniques. First students will be
observed to see what strategies is needed to meet their learning needs. Teachers will go through workshops to learn effective scaffolding methods to help the diverse learners. There will be five steps implemented in order for this intervention design to work successfully.
• Step one: Teachers have to work collaboratively to find out scaffolding strategies to meet all the leaners needs through videos, scholarly articles, and materials (This would be a one week period).
• Step two: Teachers will go through a developmental workshop to learn effective scaffolding strategies. These strategies implemented are to be culturally relevant and developmentally appropriate materials for diverse learners (This would last for two weeks).
• Step three: Teachers would go through a mock training to experience using scaffolding in a virtual classroom. This would help teachers receive first-hand experience on ways to use scaffolding strategies (This would be a one week experience until teachers are comfortable with the methods).
• Step four: Observations would be made in the classroom to help find scaffolding strategies for each individual. Lessons would be created to implement in the classroom (Observations and lessons will continue four week period).
• Step 5: Teachers will meet with parents to be included in the process. Parents will go through workshop as well as mocked “scaffolding” class to gain understanding of the strategy (This last for 3 days).
• Step six: Teachers would provide feedback to parents and administrators on how the strategies are working based teacher on feedback, assessments, children’s work.
• Step seven: Strategies will be analyze to determine any changes or room for improvement.• Step eight: After the initial analysis, six weeks will go by before another review is implemented. Continue creating room for
changes based on student’s achievement.
DATA COLLECTION•Qualitative &Quantitative data source
•Surveys •Questionnaires•Observations•Assessments
Research QuestionsData Collection
ToolWhy this tool? Justify its use in your study. How does it match
with what you are attempting to find and to measure?
Timeframe
How and when data will be collected.
1. What methods can be implemented to create
developmentally appropriate
environment and prepare the students
for kindergarten?
Parent surveys/questionnaires in regards to ways their child
learn best
First, I want to use surveys/ questionnaires to gain insight on how the children learn best by
receiving information from their first teachers. Second, through daily
observations I will be able to figure out how individualized learning to fit
each learners needs and wants. Third, the anecdotal records will
help the teacher assessment to view how children progress.
The data will be collected in the
beginning of the year as a comprehensive
analysis to compare to end of the year.
2. How can reach my students based on their interest, developmental
levels, and age
Observations/ workshops (for parents/ teachers) (Using
Emergent Curriculum Planning/ scaffolding)
The observations will be detailed, objective, and address all aspects of
development by focusing on the “whole child” in areas such as learning
environment, interactions, instruction, and materials. I would use Emergent Curriculum
Planning method by planning learning experiences “based on the skills and
interests of individual children, as well as the group as a whole” (McFarland (2008),
p. 32). The portfolios would illustrate child’s progress through their work
samples, observations, assessments, pictures, etc. The running records can be used to depict everything happening such as behaviors or interactions by recording
my observations on the spot.
This will continue throughout the year to ensure student
progress. Involving parents in the process creates a solid
partnership. All results will be reviewed to see if there is room for improvement or
change.
3. What are effective methods to use in
creating a culturally responsive classroom?
Observations/Journals
These tools will help me unfold effective learning and
instruction strategies to reach the diverse learners. The
journals are used daily by the children to record drawings,
what they are learning, interest, etc. Daily observations would provide insight ways children
are developing and what teacher should do to implement
effective strategies to reach learners based on interest, needs, and development.
At the beginning and throughout the year.
Children are continually growing
and their interest will change therefore data has to be collected on a continuous manner.
RESOURCES• Coffey, H. (2008). Culturally Relevant Teaching. Retrieved
December 20, 2016, from http://www.learnnc.org/lp/pages/4474• McFarland, L. (2008). Anecdotal Records: Valuable Tools for
Assessing Young Children’s Development. Dimensions of Early Childhood, 36 (1), 31-36.• Nichols, W. D., Rupley, W. H., Webb-Johnson, G., & Tlusty, G.
(2000). Teachers Role in Providing Culturally Responsive Literacy Instruction. Reading Horizons, 41(1), 1-18.