specific learning goals in literacy
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This powerpoint outlines an action research project concerning students setting literacy goals for themselves.TRANSCRIPT
Specific Learning Goals in Specific Learning Goals in LiteracyLiteracy
Grades K-2Grades K-2
Specific Learning Goals in Specific Learning Goals in LiteracyLiteracy
Grades K-2Grades K-2Classroom Inquiry Project Classroom Inquiry Project
ECU 531ECU 531Spring 2010Spring 2010
Meghan Miller and Kathy Ramich
Area of Focus• Providing students with sense of
accomplishments and self-confidence by setting own learning goals.
Target QuestionHow can we assist students in
setting individual academic goals in literacy and identify and provide the learning tools for students self-assessment?
Clarifying Vision• The Proverb, “Give a man to fish
and you feed him for a day. Teach a man to fish and you feed him for a lifetime”.
Action Plan• Have student develop a goal• Weekly student/teacher meetings
to discuss student progress• Guided reflections• Final Student self-assessment
Data Collection Began with Goal Organizers
Ms. High’s Goal: To stop during reading and record connections and
predictions and then journal about them.
Data Collection Ms. High
Student sample from first week of intervention.
Development of Rubric
Student sample using rubric:
Ms Medium’s Goal: To increasefluency when reading aloud.
Data Collection Ms. Medium
Ms. Medium’s Toolbox-A “good fit” book.-No interruptions.-Remembering her “word attack
skills”.-Tracking with her finger.
Mr. Low’s Goal: To read from a wider
variety of genres.
Data Collection Mr. Low
Mr. Low Ms. Medium Ms. High
Before Had read from 2 genres.
Passage Rate:4:16
Short, infrequent connections while reading
After Expanded to a total of 8 genres.
Passage Rate:3:20
Thoughtful written responses relating to the book.
Data Analysis• Based on the data, all three
students had a noticeable improvement in their reading skills during the month of data collections.
What’s Next?
Seven strategies Suggested by Chappuis are:• 1. Provide a clear and understanding vision of the
learning target• 2. Use examples of strong and weak work.• 3. Offer regular descriptive feedback.• 4. Teach students to self-assess.• 5. Design lessons to focus on one aspect.• 6. Teach students focused revisions.• 7. Engage students in self-reflection and let them
document and share their learning.
AND REPEAT!
References• Alderman, K.M. (1990). Motivation for at-risk students. Educational Leadership,
48(1), 27-30.• Chappuis, J. (2005). Helping students understand assessment. Educational
Leadership, 63, no 3, 39 – 43. Retrieved on March 3, 2009.• Field, S., Martin, J., Miller, R., Ward., & Wehmeyer, M. (1998). A practical guide
for teaching self-determination. Reston, VA: Council for Exceptional Children
• Hom, H.L., Jr., and Murphy, M.D. (1983). Low achiever's performance: The positive impact of a self-directed goal. Personality and Social Psychology Bulletin, 11, 275-285.
• Stiggins, R., Chappuis, J. (2005). Using student –involved classroom assessment to close achievement gaps. Theory Into Practice, Winter. Retrieved on March 3, 2009.
• Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 159-172.
Rubric1- Broke a tooth on it.
2- Piece of Candy.
3- Candy Bar.
4- Candy Store.
Explanation of the candidate’s academic inquiry.
Vague outline of academic inquiry.
Sketchy explanation of academic inquiry.
Complete explanation of academic inquiry.
Informative and thoughtful explanation of academic inquiry.
/5
Results of the candidate’s academic inquiry.
Didn’t have any examples.
Didn’t have ample examples.
Data evidence of student growth over time.
Specific data evidence of student growth over time relating to academic inquiry process (research was relevant to student results.
/5
Impact on K-12 student learning.
It was all about you and not the students.
Unclear explanation of impact on student learning.
Explains impact on student learning.
Shows and explains impact on student learning (in the classroom).
/5
Engaging and timely presentation.
The presentation was way too long and not informative.
The presentation was informative.
The presentation was compelling and informative.
The presentation was in the moment, compelling and informative.
/5
Total /20