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Action Research to Promote Self Directed Learning Presented by: Molly F. McClure

Action Research to Promote Self Directed Learning Presented by: Molly F. McClure.

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Action Research to Promote Self Directed Learning Presented by: Molly F. McClure

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  1. Action Research to Promote Self Directed LearningPresented by:Molly F. McClure

  2. I will demonstrate to you today the significance of:empowering teachers to make decisions in their classrooms as teacher researcherscommitting to time and available materials to promote independent reading in the classroom and at homeusing technology in the classroom as a writing tool

  3. Action Research to Promote Self Directed LearningCommitment to Independent Reading for At Risk Students through Reflective Reading E –Portfolios and Home School Communication

  4. Some say that it is no coincidence that the question mark is an inverted plow, breaking up the hard soil of old beliefs and preparing for new growth. Saul Alinsky 

  5. “Saul Alinsky’s notion of question marks as inverted plows brings us back to the metaphor of our classrooms as garden communities. Equipped with our questions and our research designs as tools of our trade, we are faced with the task of harvesting the rich crop of data that surrounds us in our classrooms.”

  6. “The harvest is most fulfilling when we connect it to practices that are already a part of our teaching lives. Many teachers rely on their observations and reflections to help them make sense of their students’ learning and to make their teaching plans. As teacher-researchers, we just record these observations and reflections in a more systematic way, building on existing skills.”(Hubbard & Power, 1999, p.82)

  7. “Taking notes is one of the main tools in teacher-researchers’ repertoire. Teachers have long relied on what Simon Ottenburg (1990) calls headnotes—our memory for details and history in our classrooms. But some of this must make its way into recorded writing, even very brief jottings. It’s looking back on those written notes and elaborating on them that can provide a bridge between what you are experiencing in the classroom and how you translate the experience into larger meaning.”(Hubbard & Power, 1999, p.83)

  8. “Children learn to read by reading, and they aren’t doing enough reading. A U.S. Department of Education longitudinal study of almost 25,000 eighth graders found that students watched television an average of 21.2 hours a week but spent a mere 1.9 hours a week outside school reading and that included homework. When literate fifth graders were monitored to determine how they spent their free time, 90 percent devoted less that 1 percent of their time to reading. In contrast, they spend 33 percent of their time watching television.” (Trelease, 1995).The Art of Teaching Reading Lucy Calkins

  9. “We can improve the reading achievement of students from lower socioeconomic backgrounds who may not have access to lots of reading materials “by improving their access to print” (Krashen 1998, 85). We need to provide these students—and all students—with lots of materials they can read and want to read.”“In elementary school, the rate of progress for children from high and low socioeconomic backgrounds “is virtually identical”; it is during non-school time that low-SES children fall behind (Snow et al. 1998, 31 citing a research study by Alexander and Entwisle 1996) Conversations, Regie Routman

  10. “Taking books home each night is especially important for readers who struggle to make it through a chapter book. To help these readers make continual progress through a text we ensure that they read the same book at home and at school instead of switching between several texts.”(Routman, 2001 P. 37)

  11. “ With these collections learners can start to see themselves as readers and writers and can select samples that best show who they are as readers and writers. These evaluators place this evidence of who they are in portfolios or in some other safe place. This is their proof to themselves and others of what they have tried”.(Hansen 2001,p.16)

  12. “In the core academics, technology and creativity have been most closely coupled in the software packages designed to help students with their written composition work. Programs like Inspiration and Kidspiration act as graphic organizers for young students as they learn about the concepts of main idea, supporting details and elaboration.”(Levison and Grohe Art and Technology in the Curriculum, Converge Magazine, June-July, 2002 p.45)

  13. “A classroom of writers reads. They read their own writing while they write, they read one another’s writing, and they read the writing of writers beyond their classroom. The writing of professionals extends our students’ writing. Reading is the thing to do in a community of writers.” (Hansen, 2001,p.47)

  14. Works Cited • Calkins, L. (2001). The art of teaching reading. New York:Addison-Wesley • Hansen, J. (2001). When writers read. Portsmouth, NH: Heinemann • Hubbard, R. & Power, B. (1999). Living the questions. Portland, Maine: Stenhouse • Levinson & Grohe (2002, June-July). Art and Technology in the Curriculum. Converrge Magazine, 45. • Routman, Regie. (2000). Conversations . Portsmouth, NH: Heinemann

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