EDLD5301 Section ET8036 Week 5 Course Highlights

As I complete this course, I am a bit surprised by the personal growth I have felt. Perhaps it’s the fact that I spend most of my time with 8th graders and sometimes feel more like one of them than like an adult or that raising a strong willed child as a single parent had taken its toll on me; but, when I started this course I really didn’t have much confidence in anything anymore except my ability as a teacher. I had struggled through my first course feeling inadequate because I was taking far more time to complete my assignments than I felt I should and was questioning my sanity for wanting to continue the program.

This course has been quite the opposite. I see my confidence returning, even in the way I respond to my 20 year old when she, in typical 20 year old “I know everything and you are an idiot” fashion, reminds me that she is smarter than me. I also have noticed that my administrators, who have always held my teaching ability in high regard, seem to respond to me in a slightly different way. Almost with a new level of respect. It, of course, could just be my imagination or my own confidence level allowing me to see things in a new light; but, nevertheless, I’m enjoying the change.  

Sherri's Action Research Plan

EDLD 5301 Section 8306 Week 2 Assignment Reflection

This week I learned that it is not only okay; but, it is actually encouraged to do action research studies on topics that interest the researcher. That means me!

It is also ok to take an idea that has been successfully done at another school and use it as an action research project at your own school. I was very happy to hear that every action research doesn’t have to be a new idea that I have come up with. It takes a bit of the pressure off. My plan is, however, my own.

I am very excited about my action research study. I will be comparing end of chapter test results from last year to test results from this year. The difference will be that students this year will have feedback for every question given on daily assessments. The goal is to show that by providing immediate feedback, even if that feedback is delivered electronically, students will do better on the end of chapter tests.

In this scenario, students will take a ten minute online quiz at the beginning of each period that mirrors the most significant questions from the prior day’s assignment. The assessment will be set so that, after each question, the student will be told if his answer was correct. They will not be given the correct answer but will, whether his answer was correct of incorrect, be given a short explanation of the correct answer.  For the results to be meaningful, the students must read the feedback. Therefore, students will be strongly encouraged to read the explanation before going on to the next question. Students will benefit from immediate feedback and reinforcement of learner objectives.

I can’t wait to get started!