Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

Engaging the 21 st Century Learner Amy Brewer Cabarrus County Schools Concord Middle School

What is the Governor’s Teacher Network? A talented group of 450 outstanding teachers were selected from 1400 applicants for Teachers identify instructional needs, create innovative digital instructional resources and design professional development to support key Race to the Top initiatives in Home Base. Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.

What is the Governor’s Teacher Network? Pathway 1 Teachers: Professional Development I dentify problems of practice around instructional needs and conduct action research projects in their schools. I nvestigate and analyze the effectiveness of strategies and practices on student learning. Create professional development sessions and materials to be posted in Schoolnet and the Professional Development S ystem in Home Base.

What is Action Research? Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is Action Research? Main Goals Include: Positively impact student outcomes Identify and promote effective instructional practices Create opportunities for teachers to become reflective practitioners Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is Action Research? A systematic research process to: ● Identify an area of focus (critical, challenging issue) ● Develop an action research plan ● Implement action research plan in classroom/school ● Collect, analyze, and interpret data ● Share findings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is the Governor’s Teacher Network? Pathway 2 Teachers : Instructional Resources –Create instructional sequences for Home Base aligned to the NC Standard Course of Study (unit plans, lesson plans, assessment components). –Produce resources available to all NC teachers through Schoolnet in Home Base.

Instructional Sequences: What are they? Carefully, intentionally designed units of study, lessons, and balanced assessment components Instruction and assessment directly aligned to the NC Standard Course of Study Resources and practices incorporating technology, student interests and differentiated strategies Available to teachers in Schoolnet

Background: Concord Middle School Approximately 70% of students at Concord Middle School are on free/reduced lunch. EOG Proficiency Reading: 38% Math: 30% 30% of the students in 8 th grade are failing 2 or more classes.

Scope of Work The goal of my research was to find ways to motivate students who are generally not successful in school. Findings in my study show that these tools can increase academic achievement, student interest, and assignment completion. Teachers in grades K-12 can use the tools that were utilized during this study to increase student motivation, academic achievement and student interest in their subject.

Problems of Practice Design an activity for your participants to generate or brainstorm lists of problems of practice within their school setting Remember issues and instructional challenges discussed from your own experiences during summer training Avoid “sit and get” - your participants should be up, engaged and talking.

21 st Century Students

What Does Peer-Reviewed Research say about my focus area? Share quotes or significant information from your research article summaries

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement I used a variety of 21 st century technology resources in an attempt to improve students' assignment completion, student interest, and student achievement

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study The purpose of this study is to describe the effects of the use of various 21 st century technology sources in a middle school science class on student interest, assignment completion and student achievement.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants 8 th Grade Science Students 90 students – 54 Boys – 36 Girls – 27 Students in the Academically & Intellectually Gifted – 10 Students in the Exceptional Children's Program

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables Technology Integration- The use of technology on a daily basis as a tool to increase student motivation. Activities include, but are not limited to virtual simulations, interactive videos, BrainPOP, GoNoodle, Plickers, Remind 101, Poll Everywhere, Kahoot, etc. Assignment Completion- The number of assignments turned in which are % complete.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Questions To what extent, if any, does the daily use of technology to enhance instruction affect student achievement, student assignment completion and student interest in science?

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention I integrated technology in my classroom daily for a 9 week period. This integrations includes the use of remind 101 to notify and remind students of homework assignments, upcoming tests and projects. Students will also be completing more assignments through virtual modalities including Kahoot, plickers, discussion boards, Poll Everywhere, and completing weekly formative assessments online through Discovery Education and Schoology.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Remind Safe way to send text messages to students and parents. Daily reminders scheduled to remind students of homework/tests.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Classroom Dojo Classroom Management Tool linked to positive behavior.

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected Data Collected: Number of Missing Assignments

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected Data Collected: Pre-Post Test Averages

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected Data Collected: Student Survey

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected Data Collected: Student Survey

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings The use of technology sources, such as Remind101 helped to increase assignment completion in science. According to student survey data, the use of Classroom Dojo, Kahoot, Plickers, and GoNoodle increased student interest in science.

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings According to pre assessment/ post assessment data, student achievement significantly increased from pre test to post test. It should be noted that the post test was given two months after instruction was completed.

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations

Big Takeaways Turn and Talk

References Crow, S. (2011). Exploring the Experiences of Upper Elementary School Children Who Are Intrinsically Motivated to Seek Information. School Library Research, 14. Desy, E., Peterson, S., & Brockman, V. (2011). Gender Differences in Science- Related Attitudes and Interest Among Middle and High School Students. Science Educator, 20(2), Guthrie, J., & Klauda, S. (2012). Making Textbook Reading Meaningful. Educational Leadership, 69(6), Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, Retrieved August 12, Mora, R. (2011). "School is So Boring": High-Stakes Testing and Boredom at an Urban Middle School. PennGSE Perspectives on Urban Education, 9(1). er_Jan2015.jpghttp://activelivingresearch.org/sites/default/files/ALRInfographic_ActiveKidsLearnBett er_Jan2015.jpg

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Contact Information Thank you for your participation. Contact Information: Amy Brewer Concord Middle School, Cabarrus County Website: