Reflection and Data Collection Week 7

This week I collaborated with my colleagues and peers through the weekly twitter feeds.  I received information on other tools to use in my classroom and I explained how Promethean boards and certain tools could be used in my colleagues’ classrooms. One of my colleagues said it was amazing how the online module helped their students stay engaged, rather than discussing as a class. I tried a couple of the ones I received. I found that using the interactive whiteboard as a screen to view something, keeps students engaged. This helps with reading as a whole class. Students are able to see the correct page number and follow along together. If they lose the page number, they can glance at the Promethean board and view the area the class is reading at. I also tried some new math game sites on the Promethean board. My students and I can play these games in teams and as a whole class. When my students go to the computer lab, they are able to play the same games individually.

Data Collection – Week 3, responses from survey (http://surveymonkey.com.) 

Do you use your Promethean Board in the classroom? If no, why not?

1.     Almost everyday. It has been extremely helpful during math this year. I also use it a great deal during WTL to get different lessons from Promethium Planet.

2.     No Promethean board in my Gym.

3.     Yes, everyday.

4.     Yes.

5.     No in a gym setting

6.     No, I do not have one in my room.

7.     Yes, but I am not in my classroom very often.

8.     I do. For signing-in in the morning, using the document camera for Read-Alouds, completing worksheets together as a class, teaching and reviewing math concepts.

What types of technology do you use to keep your students engaged?

(8 responses)

1.     I use the Promethium Board and computers. Students are able to go online to several reading and math sights. We also go to the computer lab once a week. I also use the doc camera which is very helpful for visual students.

2.     No computers in the gym.

3.     Promethean interactive lessons computers in the classroom to do word processing projects keynote presentations google apps educational websites to do at school and home digital cameras to use in projects.

4.     I make flipcharts and download flipcharts from promethean planet and Discovery Education videos. Go Math! videos, flipcharts, and math models. Document camera.

5.     As little as possible, we want these students moving . Not sitting behind a screen or on a ipad.

6.     Websites, movie clips, interactive quizzes, and powerpoint presentations. I also use document cameras when I have access to one.

7.     We only have computers and the Promethean Board.

8.     Promethean board, document camera, music.

When you are using your promethean board, what percentage of the time are your students engaged?

5 responded 75-100% on task

Why are students off task when the Promethean Board is being used?

1.    They all get to participate in one way or another so it really keeps their attention.

2.    When there is technical errors with the board or computer, too small of images on the screen (GoMath), and distracted by the fact that the board is in the back of the room right by the door.

3.    Not enough opportunities to participate and be actively engaged since only one or two people have the pen.

4.    If there are technical problems.

5.    Too excited about activity and they loose focus of the lesson at hand, or when the lesson is not interactive enough and they are just sitting and looking at a the screen.

From this data collection this week, I had eight respond to my survey. Most of the teachers use their Promethean board in the classroom. I didn’t get any responses on classroom management skills being used with technology. I was surprised to hear this. A lot of the responses I received were from rhythm claps, counting down, turning the lights off, positive behavior rewards and table points. The response of why students are of task has to do with the program not working correctly. When I have my students sign in on the Promethean Board in the morning, sometimes it will automatically shut off. This tends to start off tasks behaviors. Some of my students have figured out how to turn the flip chart back on. This week I tried playing an instructional song without giving direction before hand. My students were off task and needed a brain break. I turned the song on and watched my students’ response. 20 out of 23 students stood up and started to follow instructions from the song. Three students needed to be redirected. I didn’t sing the song out loud, like I usually do. 21 students out of 23 followed the instruction. Two students had to come and stand by me while I did the movements to the song. I found this management tool very effective. I let the song give the instructions to my students without explaining the instructions.

During our Math lesson on the Promethean board I had 10 students off task and 13 paying attention. When I asked the 10 students why they weren’t listening in an exit slip, they replied bored, too difficult, hard to see the board and wanted to play with the Promethean board. I have found when I have my students use the Promethean board during a lesson, they all want a chance to write on the board. It is difficult to have one board in the room. It would be nice to have Ipads for each student and be able to access the sites that I show them on the Promethean board.

Data Collection Week 6

This week our twitter session was very informative. I collaborated with some peers and helped define deadline dates and certain locations for resources. The school week with my students was very short. Our district had Parent Teacher Conferences two days and my students were at school for only half days. We had two full days during the week and no school on Friday. I was able to collect some data on the first two days and the conference days, not very well. My students were full of energy and excited to go home. My students were in my classroom from 9:00 - 12:30 without any breaks. They didn't get their pull out or have recess. Data these days, were not of the norm. Analyzing the data from the past few weeks, I have started to notice that my students are engaged when they are up out of their seats and moving. All of the brain break songs for this week, were songs with instructions in them. Tooty Ta, gives rhythm, beats and instructions for the students to follow along with. I played the Casper Line Dance and the Cupid Shuffle. The Casper Line Dance all students were engaged and completed the instructions. With the Cupid Shuffle, I had six students off task and not following directions. I had a conversation with these six students after an exit ticket. The conclusion was, the song was too repetitive and it got boring for the students. With the Casper Line Dance, the students didn't know what was coming next, so they were all engaged and waiting for the next instruction. It also had them clap to a beat, count and learn new dance moves. During lunch this week, my students were in the classroom. I had the lights on and let them eat with their friends. This didn't work. I found free animated books online. I played the book on my interactive whiteboard and turned the classroom lights off. Immediately my students were engaged in the book, the noise level had dropped and all of my students were in a seat eating. The animated book, played as a movie. The characters moved on the screen and a narrator told the story. The stories were aligned with Social Emotional Learning. I wasn't sure if my students' were going to like the books, but they all did. When the story was over, every single one of my students asked to play another one. The stories are quite short. They only last for ten minutes. The students liked these stories so much, that when one finished a student got out of their seat and clicked on a new story.  I have found my students are responding and engaged when they are up and moving and watching an online story. I read a story to my students and found half of my students were not engaged. When I played the same story online, through wegivebooks.org every student was engaged and listening to the book. The survey I sent to my colleagues has a few responses, I'm hoping with a full week and conferences complete the survey will receive more responses. At this time, I don't think I have enough data to analyze from my survey. I will continue to explore new songs with instructions and fine different ways to keep my students engaged using our interactive whiteboard.

Week 5 - Reflection

This week was an interesting week to collect data. At first our power went out from a windstorm for 30 minutes. The activity I had planned on completing with the interactive whiteboard was changed to using a whiteboard and individual whiteboards at student’s seats. Engagement was at fifty percent, with the lights flickering on and off.  Then due to it raining sideways, we had students indoors for recess. The afternoon was full of energetic students. For management I turned on music, but that didn’t work to get the students attention. Instead I put on my teacher hat and made a decision to do sprints outside. After coming inside, my students finally started to calm down and get to work.

            What I have noticed from this week is during brain breaks, playing songs for students has worked well. I received a long list of other songs from a SEACCR peer. I’m very grateful to receive this list. I will try these songs in the next couple of weeks.

I played the cupid shuffle and all of my students were moving in the classroom. When my students sat down to start work after the song, they were engaged. While my student’s worked, I played music.  The exit slips explained twenty-one students were not distracted from the music, but two of them were. I had a discussion with the two students that put distracted on their slips. The reasoning was, it was too noisy; they were not able to work with music. They would start singing the song and lose their focus on what they were supposed to do. I asked the students if I were to play classical music (music without words) would it be better. Their response was “yes, I can do that.” I have found that if I knew the song that was being played, I was distracted. While walking around I really had to listen to the students question. I would find myself singing the song in my brain. I think the change to classical music will work for everyone. I cannot write or read when there is music playing in the background.

            The end of the quarter is this Friday. Grades are due on Monday and we have a Professional Development Day on Friday. The survey I created for colleagues has not been completed. I expect the survey to be completed by next week.

            This week I have rearranged a lot of my students’ desks. I made sure every student was able to see the interactive whiteboard. Before, I had students move to the back table.  I realized after this week our back table would not work every time during an interactive whiteboard.

            From another exit slip my students informed me that they enjoy the interactive whiteboard lessons better when they are whole group interactions. I have noticed my students are engaged during whole group interactions as well. I’m interested to see what next week’s data collection will show.

            

Week 4 - Rationale, Methodology and Experience

This week was very confusing and extremely difficult. The webinar on Tuesday helped explain the process and outline of the proposal. It would be nice to have the webinars explain the requirements for the next couple of weeks.  It’s stressful and overwhelming when we’re only given a few days to complete the assignment.  When I read the information and requirements for week 4, I was a little confused on how to set up a research question. I read through the resources that were given, but I was guessing when creating my rational for the proposal. It wasn’t until after the webinar on Tuesday that I finally figured out how to design my proposal. The twitter session helped a lot on Thursday too. I noticed a lot of my colleagues were a bit confused. I’m glad we have the twitter sessions. I finished writing my proposals and sent it to two colleagues to review in LiveText. Finding how to send the review took more time. I sent the proposal for the review and turned in my assignment.  I appreciated the comments I received from my peers. It has helped me look at my research proposal through different points of view. I enjoyed reading the proposals I was reviewing. It’s amazing to see many different topics being studied in one class.  I wrote two proposals this week. The first proposal was about five management skills that use technology. The second proposal was how do interactive whiteboards keep students engaged. The methodology collections I have decided to do is create a survey for my colleagues to take, observation of my students, try the skills I learned from the literature and have my students complete an exit ticket. I will keep the data in a google drive document and excel sheet. 

Rationale

This study needs to be done because it is important to know and have effective management skills that use technology in the classroom.  The purpose of this study is to discover different types of technology management skills that work in a classroom for students who are not engaged in learning.  The participants in this study will be my first grade students at Bayshore Elementary. At this stage in the research, I would like to identify five effective management skills that use technology to keep students engaged in the classroom. I have found when music is played from the Promethean board for the students moving brain break, it has helped keep students engaged. With the Go Math curriculum, clicking on the speaker icon lets a narrator explain the essential questions that are aligned with the common core state standards through the Promethean board. The different voice and image on the board helps the students’ stay engaged.  Discovering these different skills will give me the opportunity to share with my colleagues and keep students engaged. How do the first grade students in my class respond to the five management skills that use technology? Does it work and keep them engaged or do these skills disrupt from their learning?

Methodology (data collection)

I am going to collect data for three weeks. I will send a survey to my colleagues. And have them explain their management skills that work in their classroom and what types of technology do they use in the classroom to keep students engaged. I am going to experiment with the skills that I have learned from the literature and from my colleagues. I’m going to keep the daily log on a google drive spreadsheet. The log will explain if the skills worked, what time it worked and why? I am also going to keep a log of my students’ reactions. I will have my students complete an exit ticket. They will explain to me if they liked the technology management skill and why or why not. This will help me understand what management skill my students respond to the best. I will present the data I collect from this research experiment through a bar graph. The bar graph will show the top five technology management skills, what time of day the specific skill worked the best and if it was more effective with male or female students.

Rationale

The purpose of this study is to discover how effectively interactive whiteboards engage students in the classroom. This study needs to be done because it is important to know if interactive whiteboards are engaging students or distracting them when they are learning. The participants in this study will be my first grade students at Bayshore Elementary. At this stage in the research, I would like to identify how interactive whiteboards are engaging my students and how it could be disengaging from their learning. I have found when using the interactive whiteboard in my classroom, students are ready to learn. When I write the objective for the lesson or information on a regular whiteboard, I have students off task. Most of my students are engaged, but a fourth of my classroom is off task. With the interactive whiteboard, it is a new tool for my students to use. All of my students want a chance to use the interactive whiteboard. When my interactive whiteboard doesn’t work or shuts down during a lesson, I find that my students become off task and disengage from learning. Discovering how to keep my students engaged with the interactive whiteboards, will give me the opportunity to share with my colleagues and help keep all students engaged. How do interactive whiteboards keep students engaged in learning?

Methodology (data collection)

I am going to collect data for three weeks. I will send a survey to my colleagues and have them explain if they use the interactive whiteboard in their classroom. I will have them tell me how many times a day, are their students on task. If they’re off task what are the teachers doing at that time? I will also have them explain in the survey if they feel comfortable using the interactive whiteboard, and if not why do they feel this way? I am going to experiment with the programs and classroom set up that I have learned from the literature and from my colleagues. Is the set up of my classroom engaging to my students when the interactive whiteboard is being used? Can all of the students see the interactive whiteboard? I’m going to keep the daily log on a google drive spreadsheet. The log will explain if the students were on task during the interactive whiteboard lesson. If students were off task, what were the reasons and problems during the lesson? I will observe my students during the interactive whiteboard lessons. I will keep track of how many students were on task and engaged during the lesson.  I will have my students complete an exit ticket. They will explain to me if they liked the interactive whiteboard lesson and why or why not. This will help me understand what kinds of lessons keep my students engaged.  I will present the data I collect from this research experiment through an excel sheet. The excel sheet will list all the different activities that were completed on the interactive whiteboard. Were the students engaged during the lesson and if they were disengaged, what were they doing? This data will help me understand how interactive whiteboards keep students engaged?