EDLD 5366 Week 5 - Final Reflection

     As I reflect on the topics learned in this class, I have to say that the CRAP principles applied to all of our assignments was a new and enlightening focus that I had never thought about previously.  When I think about how the new information affected my perceptions, I have to admit I had really not thought about it.  However, I am subconsciously directing my students with assignments that incorporate contrast (colors on flyers and charts), repetition and alignment (using bullets and numbering) and proximity (creating logos and letterheads).  Due to the concentration of the focal points addressed by the CRAP principles, I had a heightened direction to creating projects that highlighted these concepts.  In addition, as I look at documents, advertisements and even the visual assignments I present to my students, I am more cognizant of the way in which I present them.  Will they be more attentive because I have presented the material with contrast or repetition?  Will they notice important facts because they see alignment and proximity?  This is the knowledge my classmates and I used on our website project and I will definitely take back with me to my classroom.

     The website team worked with the concept of creating the project with a focus to concentrate on context rather than content, as we felt this was the primary mission of the assignment.  Utilizing the CRAP principles on our individual pages as well as consistency throughout the website was an important spotlight of our total endeavor.  Pulling together all of the concepts and ideas was a feat, especially as we tried to find time in our busy schedules to meet in Google documents and by email.  However, we were all committed to be an integral part of the group, and I feel that our final website project is proof that our collaboration was meaningful and successful.

     In terms of lifelong learning skills, I now have a heightened sense of the CRAP principles and how they affect what I read, view, and see every day.  As I view documents, advertisements, and even school assignments I will be aware of the principles and how they are displayed.  As in previous classes, I learn through every class that collaboration is available and possible regardless of where you are – you just have to commit to it.  The challenges I face ahead and using the ideas, concepts and principles that I have learned in not only this class, but in my other classes, is being able to develop meaningful, challenging and relevant assignments for my students that engage and include them in their own learning process. I will continue to research and learn whatever I can to help my students achieve to their highest potential.
 
    Websites in the classroom are a way in which students can engage in obtaining important information, class discussion, and creative projects.  Currently I am planning to start using a classroom blog, to connect further with my students and engage them in forming opinions and reflecting on various current events and topics.  “A reflection is mostly for helping the learner become aware of his or her own learning experience and communicate that to the teacher.” (Aguilar, 2009)  The thought is for me to post a question weekly for them to respond to, not just with “agree or disagree”, but they must expand on their thoughts and opinions.  This idea came one of the readings as it states, “Teachers monitor these discussions and push them to become more substantive.” (Yoshida, 1997) I would encourage my students to give only yes or no answers, but instead urged them to continue their thoughts through substantive discussion of the topic.  In another one of our readings, “The most powerful learning often happens when students self-monitor, or reflect.” (Gerstein, 2011) It has been a fun and enlightening experience for all of us, and I intend on finding ways to expand the blog idea within my classes. 

References

Aguilar, E. (2009, June 09). How to foster student feedback. Retrieved from              http://http://www.edutopia.org/fostering-student-feedback.

Gerstein, J. (2011, August 16). Where is reflection in the learning process? Retrieved from http://http://usergeneratededucation.wordpress.com/2011/08/16/where-is-reflection-in-the-learning-process/.

Yoshida, C. (1997, July 1). Creating a culture of student reflection: Self-assessment yields positive results. Retrieved from http://www.edutopia.org/creating-culture-student-reflection.

EDLD 5366 - Manuscript Reflection - Week 1

Click to see Henry VIII's Psalter


This manuscript, created for King Henry VIII, was colorfully illustrated. All four principles of design are represented in this particular sample. Contrast can be found in the use of color in the illustrations. Light colors offset by darker colors bring the viewers attention to specific parts of the pictures. Another example of this design element is the use of colorful, decorative capital letters at the beginning of each verse contrasts with the smaller, black characters of the remainder. These are repeated throughout the manuscript. Repetition is found in the use of rotating ornamental graphics placed at the end of the verses. These are used to fill in the empty space at the end of the verse to insure the lines all end on the right-hand margin. Examples of the final element, proximity, are the illustrations that are placed beside specific verses to bring attention to the message. This manuscript was bound in red velvet with silver-guilt corner pieces and clasp demonstrating the importance of this document.

EDLD 5326 - Update on my action research project

Action Research Project Title:  Student Readiness vs. Student Success

Blog URL: http://coachhurst.blogspot.com/

Number of AR Project Documented Hours: About 50

AR Project Summary (at least 250 words):

My action research project is looking at the high school freshmen who were promoted from the eighth grade even though they failed one or more STAAR tests.  These students would not have been promoted under the SSI (Student Success Initiative) with the old form of state testing (TAKS).  Out of nearly 700 freshmen who were on campus this status applies to 74 (non-modified) students, and they are the focus of my research.

Under the old TAKS system these students would not have been promoted to high school without a unanimous vote form all of their teachers and counselors.  With the new state system of assessment STAAR not having such a protocol, I wanted to follow these students and see if they could be successful in high school despite not achieving on the test. 

After pulling all testing data and determining which students would be part of the research, all grade data was compiled for the full freshmen year of these students.  And all core subject teachers were then given a survey to help determine if the students were, in their opinion, actually academically ready and just didn’t have appropriate study habits or if they in fact had large gaps that needed to be addressed.

Currently all data is being processed to determine how successful these 74 students were, and unfortunately this step is taking a little longer than was expected as the system needed to pull grades was updated over the summer and I lost all of that time to work.  The next step will then be to pull the freshmen year STAAR test scores for these kids and see if there was an increase in performance or if there are still struggles.

I feel that the project is moving along nicely for the most part, and am in hopes that we will get some great insight into how good an indicator of student performance these high stakes standardized tests are. 

Details, Details, Details

This week as brought out the old adage of the devil is in the details….when setting up an Action Research Project if you ignore the small details your whole project can suffer down the road.  While drafting my plan one thing that really stood out to me was the need to be very careful to check for biases.  This is something that I believe we can get easily interfere with our research if we are not careful.  I believe everyone has their own way of thinking, and likes to do things the way they feel is best, and data can be used to support that.  We must be sure our data within projects such as these does not become skewed to support what we want, but to support the true results.  With an Action Research Project there are an abundant opportunities to focus on details, have more checks and balances, and more validity of data gathered.  I will definitely put this new knowledge to good use.

Week 3 - Action Research Plan

As part of the week 3 assignment, we were to generate our action research plan. My action research topic addresses the academic readiness of students who failed the 8th grade STAAR tests (Math or Reading) for advancement into the 9th grade.

Tool 7.1 - Action Planning Template
Goal:   To determine if current freshmen who would not have been promoted grade levels under the SSI - Student Success Initiative (students who failed 8th grade Math or Reading TAKS tests) were academically ready for their promotion despite failing either the Math or Reading STAAR tests.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Pull & Analyze 8th grade STAAR results of all current year Freshmen at Shepton High School	Chad Hurst	March 2013	SAS data program, Excel Spreadsheet of Collected Data	Determine which Students only achieved Level I rankings
Create list of students who will be the subject of the study	Chad Hurst	March 2013	Excel Spreadsheet	N/A
Survey the teachers of these students, searching for their opinions on students ability, readiness, effort, and attitude	Chad Hurst	May 2013	Survey	Spreadsheet of answers/results for each answer set
Collect all grades earned throughout the full school year for each student on the list	Chad Hurst	June 2013	PISD Pinnacle Gradebook, Excel	Create sortable spreadsheet of data
Analyze all data to determine the success of these students through the year	Chad Hurst	July – August 2013	All Created Spreadsheets	Look at STAAR results as compared to teacher opinions and class success
Pull these students 2013 STAAR results	Chad Hurst	August – September 2013	SAS data program, Excel Spreadsheet of Collected Data	Determine which Students only achieved Level I rankings
Compare the students data and see how they fared from one year to the next on the STAAR tests	Chad Hurst	September 2013	Excel Spreadsheets	Report Findings

 

Week 2 - Reflections

This week was an eye opening week to the importance and uses of Action Research.  Hearing how a few others have used action research to improve their situations and then seeing all of the examples in Chapter Two of the Dana test (The Passions That Drive Your Journey), I have realized that action research is all around us.  There are a wide range of issues that can be covered and with the right research you can really improve your school.  From staffing concerns and development, to student performance and discipline, and even community culture and social issues; action research can provide clarity in all sorts of issues.

In looking at all of the different ideas that my Lamar classmates have chosen for their Action Research projects, it just furthers my realization that Action Research is limited simply by your imagination.  Basically if you can think of a problem or concern and are willing to put in the time and work, then you can research and find your best solution.

Patience and diligence is are key to Action Research AND are also a very important tool for a successful Administrator. 

The Principal's BLOG

For a principal a blog can be a very effective tool create and keep a school community.  By putting out school happenings, agendas, schedules, or ideas the principal can alert everyone to what is going on with the school, and can accept feedback on the success of an event.  A blog is a good way for a principal to be more reachable and more in touch with the students and their families, while still being professional and fulfilling their duty to their school.  A way for the community to stay connected and be connected.

The blog is a valuable tool of the 21st century principal.