Beginning Reading/Writing Exams
Individual Reading Inventory Assessments
Artifact 5:
Action Research: Classroom Participation
Factors affecting student participation in classroom discussion and why it matters
Action Research Paper Power Point Presentation
The artifacts above are the paper and slide show I used to present my action research on the topic of classroom participation for RE 5040: Teacher as a Researcher under the direction of Dr. David Koppenhaver.
Context: My
research artifacts are the result of intensive action research on classroom
Participation and how it affects student learning. I picked a topic of my choice
to research within my own classroom. Through this class I learned the importance
of classroom research. My study was to find out if students participated more
often in a whole class or small group discussion and if it affected their
understanding of the topic. I also looked at participation by race, gender,
interest and ability levels. My findings were interesting and left me with
further questions which I would like to explore in the future through action
research.
Alignment to NBPTS Standards
A. Instructional Expertise:
The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.
The research I collected, analyzed, and critiqued for this project may be applied to all students in a P-12 setting. The paper shows my analysis of professional articles that focus on classroom participation and methods for getting students more actively involved. I evaluated the articles and research information to implement best practices for effectively involving my students in whole and small group discussion.
B. Knowledge of Learners
The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.
This research increased my understanding of the nature of my students as learners. Their diverse styles and abilities affected the frequency and accuracy of their participation. As part of the research I documented participation of all students in a variety of settings such as whole class or small groups. I also incorporated partner discussions and activities into the research and adjusted instruction based on the outcomes.
C. Research
The candidate uses research to examine and improve instructional effectiveness and student achievement.
Through evaluation of the action research, I was able to detect which students participated primarily in whole class or small group settings and which ones never participated at all. This information helped me adjust the delivery of my instruction and the manner in which students responded to encourage better participation in classroom discussions.
E. Professional Development and Leadership
The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession.
This research was the beginning of understanding the importance of professional inquiry and action research of the classroom teacher. Not only did I use research articles of other teachers to support and enhance my own study, but I was able to present my findings with other educators with my school and in the larger professional community. This research was implemented with the cooperation of my students' parents who supported my efforts to enhance my educational knowledge.