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https://docs.google.com/document

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Topic: Language Learning Strategies & Engagement

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Topic: Language Learning Strategies & Engagement

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What are effective strategies for engaging middle school students in distance learning?

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Topic: Culturally Resp Strategies & Stu Achievement

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Topic: Culturally Resp Strategies & Stu Achievement

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What CR strategies contribute to student achievement for diverse student populations?

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What are the most effective RJ practices among PPS schools?

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Topic: Lang Learning Strategies & Positive Relationships

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Topic: Lang Learning Strategies & Positive Relationships

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What are effective strategies to build positive relationships with students?

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Topic: Teacher Identity & Teacher Preparation

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Topic: Teacher Identity & Teacher Preparation

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As an international student, how can I acquire the knowledge and skills to be an effective teachers in the US?

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How does an OWL-based curriculum impact student learning?

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Topic: Language Learning & Stu Well-Being

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Topic: Language Learning & Stu Well-Being

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What language instruction strategies contribute to students' social-emotional health and wellness?

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How does a non-Standard English approach to a traditional ELA classroom affect student engagement?

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How does an arts-integrated curriculum impact learning for math and science students?

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Topic: Teacher Cultural Identity & Stu Achievement

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Topic: Teacher Cultural Identity & Stu Achievement

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How do BIPOC teachers influence academic achievement of their BIPOC students?

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Topic: Culturally Resp Strategies & Comm'y Building

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Topic: Culturally Resp Strategies & Comm'y Building

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What culturally responsive strategies are effective for building community in the classroom?

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What aspects of language instruction  contribute to language learners' participation in high complexity tasks?

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How do teacher- (or student-) created videos support the acquisition of new material?

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Topic: Culturally Resp Curr & Stu Choice

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Topic: Culturally Resp Curr & Stu Choice

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How can student choice in curriculum development impact learning?

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How can I maximize instructional (learning) time for working students?

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What EdTech (reflective of UDL frameworks) might I use to effectively facilitate engagement  from students having a myriad of neurological dispositions?

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How can I maximize instructional (learning) time for working students?

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https://docs.google.com/document/d/1ryoSP8qyLutD9RC773NZIRXfIUDH1NRJ3osv3br8iII/edit?usp=sharing

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One of the articles I read for the Article Analysis was about Restorative Justice, and I got really interested in learning more about it. I’ve heard the concept around PPS for years, and I’ve participated in small-scale RJ circles, but besides that I don’t know a whole lot. It seems like something PPS talks about implementing but still hasn’t fully gone ahead with. And, from what I know about it it seems like for RJ to be most effective, it needs to be implemented at a larger scale. So, I'm curious about that and would like to read more about what RJ looks like on a large-scale measure and what the positive outcomes are. I’m also curious to know about any potential negative outcomes if not implemented on a large-scale. I really would like to see our school systems moving away from punitive measures and focusing more on community-based alternatives that take equity and social justice into account and actively work towards dismantling the school-to-prison pipeline. Behavior-based punishments are often linked hand-in-hand with racial biases, and I think that a better accountability system needs to be adopted and upheld to counteract the negative racial profiling that has sop historically happned to BIPOC within our educational systems. RJ seems to me to be this system, so why has it not been more wholly embraced? As a teacher candidate, I think coming into a better awareness of what RJ is and how it is effectively implemented would be an asset for any staff, school or district serious about its application.

Critical Question: How does the school I work at utilize RJ and what does it look like as opposed to another school system/piece of literature that widely utilizes it? What are similarities/differences?

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Once I decided to research further about RJ, I reached out to a number of colleagues to ask what their experience was with it. Most of them replied similarly, to the effect that they knew a little bit about it but not much, and they wished they knew more. They also mentioned that they thought they ought to know more, given that the district has some sort of proposal of its implementation. It seemed to be an almost AHA moment for a number of them, like, “Oh yeah, Restorative Justice. Yeah, what’s that about and when are we going to learn more?” One teacher directed me towards a colleague who will be taking on the Climate Specialist role this year and apparently will be implementing RJ. I reached out to her and she actually acknowledged that she didn’t know much, but was able to direct me towards a particular article that she found poignant a number of years back, by Fronius. I looked him up and then also found a number of other books, articles and reviews, some about RJ within the educational system and some about RJ within the prison system, which I believe it was created around. I’m interested in pursuing research within both realms, and comparing and contrasting the research and findings!

Here’s a list of literature I’m planning to start out the research by reading. I also plan on interviewing people I come across who have more experience. I’d like to find schools in Portland or in Oregon that have successfully implemented it and see if I can find willing participants who can pick their brain. I’d love to hear perspectives on personal experiences and also on their observations of its effectiveness across the school.

ALSO, in my breakout room last class period, Sam was able to give me a reference of a colleague who used to work in a school that implemented RJ, so I plan on getting in touch with her. Thanks for the lead, Sam!

Restorative Justice in US Schools: A Research Reviewhttps://www.wested.org/wp-content/uploads/2016/11/1456766824resourcerestorativejusticeresearchreview-3.pdf

The Significance of Critical Theory for Restorative Justice in Education

https://www-tandfonline-com.proxy.lib.pdx.edu/doi/full/10.1080/10714411003799165

Restorative Justice in education: What we know so farhttps://www-jstor-org.proxy.lib.pdx.edu/stable/pdf/41982325.pdf

Restorative Justice: How It Workshttps://ebookcentral.proquest.com/lib/multco/detail.action?docID=334141

https://multcolib.bibliocommons.com/item/show/92528152

Restorative Justice in Urban Schoolshttps://www-taylorfrancis-com.proxy.lib.pdx.edu/books/9781315692821

Restorative Justice in Urban Schools: Disrupting the School-to-Prison Pipelinehttps://search.library.pdx.edu/primo-explore/fulldisplay?docid=CP51292771910001451&context=L&vid=PSU&lang=en_US&search_scope=all&adaptor=Local%20Search%20Engine&tab=default_tab&query=any,contains,restorative%20justice%20in%20education&offset=0

Restorative Justice in Practice: Evaluating What Works for Victims and Offendershttps://ebookcentral-proquest-com.proxy.lib.pdx.edu/lib/psu/detail.action?docID=683989&pq-origsite=primo

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I will be conducting interviews and also reading many forms of literature, so a lot of the data will be qualitative, I’m assuming. I really just want to hear people’s experiences and what they have noticed, personally and also school- or district-wide, about the pros and potential cons. So far in my readings I’ve gotten a much better idea of the definition, which I always think is a great first step.

Additionally, I’m interested in laying this data next to the data about RJ in prisons and seeing if there are any correlations between the two systems. Is RJ in schools any different than RJ in prisons?

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The feedback I received from Melissa and Keegan was useful in developing a research question. They noted that while my question holds importance to today's students, the scope to execute the research was far too broad. Since I was questioning the ability to incorporate student led activities into the classroom while abiding by the Common Core Standards, it would be of better value to me if I chose only a handful of standards. I am not sold on this research statement, which has made it more difficult to narrow the scope because I do not envision its direction. A part of me wants to evaluate the impact of starting the classroom with a social-emotional exercise, and how that helps the distance learning experience. As we go into student teaching, the idea of distance learning is new to every teacher in the district. I think we are entering a strange era of education with lots of uncharted territory, but that allows for innovative research ideology. Talking with Keegan and Melissa, I was able to gain insight on how to structure a research question, and how many avenues I can explore in this project. It was helpful to bounce ideas off each other and talk about the pros and cons of qualitative and quantitative research for each idea.

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Topic: Lang Learning Strategies & Remote Teaching

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Topic: Lang Learning Strategies & Remote Teaching

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CQ: What are some best practices in online language classes for incorporating the principles of UDL into lesson design?

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See link for the full IPP.

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Much research shows that students do best when teachers are using a curriculum that takes into consideration the interests of the particular students of their classroom. Considering how heterogeneous our student populations will be, it will be hard to base our thoughts on what students will engage with on assumptions or on what students are generally interested in. In order to obtain that information, we can investigate our students’ interests and make adjustments to our curriculum that will suit them best.

This here is a “manual” written by David Wiley called Getting Students Interested. In this manual we learn about strategies that are expanded and organized according to a view of learning and teaching that respects and preserves the student’s agency. According to Wiley, this “work recognizes that while you can bully a student into doing what you want by threatening her (with grades, for example), you cannot force her to be positively motivated – she has to motivate herself. Getting Students Interested consists of methods for helping students foster curiosity and see the natural relevance in what they are learning.” Getting Students Interested

This article is a classroom-based study of the relations between student perceptions of high school science teachers' various practices that either support or thwart autonomy students' motivation and engagement on a daily basis over the course of an instructional unit. Practices that supported autonomy were hypothesized to predict motivation and engagement outcomes, while autonomy thwarting practices predicted controlled motivation and disaffection outcomes. Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom.

This is a short article on edutopia.org that lays out in simple terms the importance of making learning interesting and contextual to real-world experiences for students. The idea is that adapting lessons to students’ interests and experiences can help them visualize concepts. The article also provides tools for collecting data on the topic, which will be beneficial to me and to many of us in our classrooms.

Learner Interest Matters: Strategies for Empowering Student Choice

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Since Andrew and I work together, we will be working on the same research question: Are flexible start times more equitable for high school students? We have several students who struggled during pre-covid school because of family or work responsibilities. There are a few students who are the sole income providers for there house hold, many who contribute to their families income, and others who are needed at home for child care - their child of a sibling. These outside responsibilities take priority over education because of their immediate needs. What would a hybrid model of in-class and online learning look like? Would graduation rates increase in marginalized communities if students had more opportunities to complete work?

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Andrew focused his articles on later start dates. The articles below focus on online learning in high school.

"Open education promotes an absolute openness in the dissemination of education, eliminating barriers including, but not limited to, cost and access to free and relevant resources."

Supporting access to open education resources and massive open online courses for high school students of New Zealand - https://journals-sagepub-com.proxy.lib.pdx.edu/doi/full/10.1177/2042753017692724

"A study examined rural, low-income students' experiences with online advanced placement (AP) courses. "

Online Advanced Placement Courses Experiences of Rural and Low-Income High School Students. WCALO Special Studies -  https://eric.ed.gov/?id=ED478377

"While the primary reason online courses are offered in school districts is to expand offerings to courses that would otherwise be unavailable, the second most commonly cited reason for offering online learning is to meet individual student needs..."

Using Online Learning for At-Risk Students and Credit Recovery. Promising Practices in Online Learning - https://eric.ed.gov/?id=ED509625

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Most of our data will be from the students own experiences. This qualitative data will be beneficial to our research but it would be ideal if we could add quantitative data. I like Kate's feedback to Andrew's padlet. She pointed out that we could survey the students and poll quantitative data that way. I would also like to ask our administrators if we could study students transcripts and compare student achievement before covid and during covid. Our entire year will be online and this could give us a really interesting sample to investigate.

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Part 3: Methodology and Data Compilation

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Part 3: Methodology and Data Compilation

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For this inquiry project, I think that there could be a couple of different approaches. First, I think that it would be necessary to collect qualitative data on what students think is interesting. I could use surveys, questionnaires, interviews, and possibly observations to figure out what themes, topics, and instructional strategies are most effective at engaging students and at keeping them engaged. The qualitative data could consist of their hobbies, what they spend most of their time on outside of school, how they think they learn, what types of activities they enjoy in school, and what things teachers have done in the past that they enjoyed or thought worked for them. From this data, we can hope to learn what strategies, themes, activities, and content to use in the classroom.

To take this research further, we can take some of the strategies and content that we recognize as engaging and put them to the test. I believe that this would require different classrooms in order to test different lesson themes and/or instructional strategies to see which ones were most effective in producing engaging content. The data collected would consist of qualitative observations based on perceived engagement in the classroom. This could be based on how different students were engaged from one classroom to another and on how the same students were engaged from one strategy or theme to another.

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The feedback I received from my groups during class was positive. They were wonder if I was going to focus only on English Language Learners, I said no. I want my research to focus more on all nationalities. I want to learn and understand the student's voices. I will be collecting data from different schools.

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How does romantic relationships affect adolescents' personal growth and academic performances?

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Ever since I was a little kid, I spent a lot of time thinking about the idea of love and relationships. I wonder what would it be like if my school teachers or other adults talked about these things with me. How would they have affect my experiences, my school life, and my personal emotional growth.
Besides academic performances, sports and other school activities, teenagers often get caught in the topics of love but they are rarely discussed from an educator to the students. For this inquiry project, I want to explore how romantic relationships affect students? In what ways? What do students wonder about relationships? Do romantic bonds between students bring any positive reinforcement or negative impact?

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1. Adolescent Romantic Relationships

2. The Social Construction of Romantic Relationships in Adolescence: Examining the Role of Peer Networks, Gender, and Race

3. Long‐Term Predictions From Early Adolescent Attachment State of Mind to Romantic Relationship Behaviors

I was very surprised to have found many articles and researches on adolescent romantic relationships. It's nice to know that there have been other scholars that also wondered about these things and did research about them.
These articles not only dive deep into the observations of adolescent relationships, but also take races, gender identities, parents and peers into account. Some research shows the growing evidence that adolescent romantic relationships are significant for individual adjustment and development, and notes promising directions for further research. Rather than being trivial or fleeting, adolescent romantic relationships are an integral part of the social scaffolding on which young‐adult romantic relationships rest.

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Andrew, this is a really interesting subject. I would be curious to see what students have to say about this. Maybe you could formulate a type of survey in which students gave quantitative feedback as well as qualitative, and extended the conversation by suggesting alternatives. You could also create a focus group of students who do have unusual circumstances like the ones you mentioned in part 1, and have them discuss alternatives and dream up new fixes.

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What kinds of topics are interesting to students? How can we take topics that are unrelated to students’ interests and make them interesting or relevant? How can we help students know or discover what they find interesting?

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For this inquiry project, I want to focus on what it is that truly makes students interested in learning, what topics engage them, and how we can engage and make them interested in topics they may not have thought could be interesting. Along with that, I’d like to explore how we as teachers can help students know or discover what things interest or engage them. Additionally, I’d like to consider the similarities and differences between different groups of students when it comes to the themes and strategies that cause them to engage in learning and therefore have success in their educational journeys. The idea for this inquiry comes from the knowledge of the importance of creating a curriculum that is responsive to students’ backgrounds, interests, and cultures. Learning comes from engagement and being responsive to students’ interests and backgrounds is one of the most important aspects of creating engagement.

I believe that good teaching is centered around students and what they need in order to get them motivated to learn. This is a value I believe in and I think in order to establish that kind of classroom, we have to understand students and what it is that gets them engaged in learning. As teachers, we don’t naturally know what will get any particular group of students engaged since our students are heterogeneous and we get to meet new students every year. Further, students’ interests are continuously evolving as the years go by and what we think our students care about could be vastly different every year. Because of this, I think that it’s important for teachers to inquire about these things within their own classroom frequently.

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This is the part of the inquiry project I'm struggling with the most since the majority of the research is around later start times and not around operating a school schedule that allows for almost any type of schedule.
I could use qualitative data in the form of anecdotal evidence from students who don't fit the typical 8-3 work schedule, or from interviews with a wide range of students who might or might not benefit from different attendance times.
Quantitative data might be more difficult to come by because there doesn't seem to be many schools or learning institutions that are 'open all hours' so to speak.
I would like to explore whether my hunch that high schools should be open for whenever students need it is indeed justified. Are we coddling students by letting them pick the times that suit them best, or are we developing a more equitable learning environment?

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The following articles talk about the relationship between adolescent education and the hours they have to be in school:

Later start time for teens improves grades, mood, and safety

A recent study by the University of Minnesota looked at eight high schools across the U.S. that chose later start times, from 8:00 a.m. to 8:55 a.m. The study found significant decreases in absences and tardiness as well as greater academic benefits for schools with the latest start times.

https://journals.sagepub.com/doi/full/10.1177/0031721716681770

Later school start times for supporting the education, health and well-being of high school students: a systematic review
https://doi.org/10.4073/csr.2017.15

Avoiding dropout: A case study of an evening school alternative program
"After being identified as a school in need of improvement, one struggling inner city high school implemented an evening school alternative program to reduce their suspension, failure, and dropout rates. In its first year, the program graduated 100% of the student participants, all of whom were in danger of dropping out, or being kicked out of high school."
https://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00320684&AN=135950104&h=nZLVPJMjXTxpFRcRsi5og%2fcyR5MYM92RPpK2qd6NRvmBHx%2f4TEEhD27TKyIgJ7CedCGQILykHF4qVLFlMUfVnw%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d00320684%26AN%3d135950104

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Part three: Methodology - Data Compilation

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Part three: Methodology - Data Compilation

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For the purposes of the inquiry project - I believe utilizing both  quantitative and qualitative data collections would grant me a realistic summary of how successful this methodology actually is. Qualitative data collection the teacher/researcher can conduct interviews with current world language teachers in the field that are implementing this methodology in their classroom. Observable effectiveness can be evaluated by student participation, assessment, progress and reflection with regard to their speaking, listening and reading abilities overall . Quantitative data collection would be especially beneficial for gathering a broader range of speaking and listening assessments and comparing that data with traditional textbook based learning or teacher guided lessons. The goal would be to prove which teaching methodology approach is better in general and which is the least effective. And to prove to myself that the OWL methodology is something I should revisit sometime soon or whether I should take a hard pass on this idea and find a more impactful teaching approach instead.

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90%+ Target Language, Authentic Texts, No Isolated Grammar? How?

Another World: Ashland Middle School Students Explore the Spanish Language

Making Spanish Essential: Motion and Emotion Bring Language Alive
Case Studies in Language

Curriculum Design : Concepts and Approaches in Action Around the World

I found a wealth of knowledge on a particular language teaching methodology I have been curious about for some time now. This teaching methodology is referred to as OWL (Organic World Language), which centers around six fundamental goals:
- To build relationships and community.
- To foster intrinsic motivation and student ownership.
- To take risks and break down the filter (make mistakes!).
- To create an immersive environment, 100% in the target language.
- To be fearless in an immersive environment.
- To be able to infer and circumlocute, negotiate meaning.

This methodology has piqued my interest as a world language teacher for some time now and I am interested in experimenting with this teaching approach in my own future practice. As teachers, I think it is good practice to reimagine and constantly improve upon our teaching styles and curriculum to develop a classroom learning community that is dynamic, relevant and infused in real life scenarios that help stimulate learner interests. As I read through these articles I became even more curious and interested in incorporating this methodology and curriculum into my own future teaching practice.

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Taking into consideration that I am a language instructor I thought it natural to include language curriculum design into my inquiry project proposal. I believe it’s important to include real-life contexts into dynamic classrooms where students value what they are being taught as it can apply directly to their lives. Language students learn best when classroom content is relevant, engaging and challenging. Classroom teachers decide what lessons to teach, how they’ll present those lessons, what they will test for and so on, which is essentially creating a curriculum. There are many variables that determine learning outcomes such as teacher-student rapport, classroom layout, accessibility of learning tools, textbooks, teaching material etc. and teaching methodology. As language teachers, how do we decide what is the most beneficial curriculum for our students? Generally, a one size fits all approach in regard to education does not work. There are a lot of learning styles and students come from diverse backgrounds. Therefore, as language teachers, how do we best decide the most appropriate and meaningful lesson designs that are equitable, engaging and promote student success?

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Our school day runs from 9:15 to 4:15. My own children start at 8 and end at 3. There are adults in the building before that and after, but schools generally follow a strict schedule and that schedule usually starts earlyish in the morning and ends earlyish in the afternoon.
That's a problem.
There are multiple students in each of my classes who work more than 20 hours/week - often late at night and often early in the afternoon. There are other students who need to be home for younger siblings - early in the morning and early in the afternoon. These students struggle to become effective learners in the rigid structure of traditional school schedules.
And that's a problem too.
Distance learning has become a solution to some of these issues, allowing students to do their work on their own time. But I would like to use my inquiry project to dig deeper by asking how can we develop more equitable schools simply by allowing the students to attend at a time that makes the most sense for them.

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Part 2: Methodology Statistic
For this project, I will be doing research and find analyzes that are quantitative by using critical and social development opportunities to youth. Although, students engage with other classmates who are different such as in their abilities, ethic, cultural, and

language background. I want to implement and learn more about ways on how students ensure and develop in those categories.

Also, to find instructional methods that facilitate optimal learning in response to the academic needs of individual students and the classroom group based in those categories. Student's demographics and different social-emotional and academic.

Thomas W. Farmer, Jill V. Hamm, Molly Dawes, Katherine Barko-Alva &amp; Jennifer

Riedl Cross (2019) Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management, Educational

Psychologist

Part 3: Literature Review

Classroom Emotional Climate, Student Engagement, and Academic Achievement

Maria R. Reyes, Marc A. Brackett, Susan E. Rivers, Mark White, and Peter Salovey

I will analyze and review and fields that discussion between the students and teacher dynamics. Also, I will like to collected reviews from their perspectives

in different components

that explains how students are taking actions. The actions that keep the student's eyes and ears open when using differentiated instruction. Just curiosity to understand and to understand what it concludes to help students approach in their goal of achievement.

Part 1: Context of the study

Learning and Coming from different perspectives. I am learning to understand more about student's voices. I am curious and understand student's feelings and know how much could affect students learning. As an educator, we are capable to distinguished and to manage what it takes for students to learn. I wonder if the students are missing language?. Are there is data or type that analyzes a qualitative by using self-reports from the teacher based on students having a missing language? I wanted to understand and able to find whether teachers use moral language as they describe and interpret in their classroom. I think that different platforms are negatives effects based on students. I wonder if students will change their attitudes if they experience more positive influence around them. I want to see the opportunity of student growth in different concepts such as mentally, emotionally, and physically.

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For this inquiry project, I would like to focus on the impact of multimedia work on student learning in the classroom either virtual or not. Ideally this would mean that, working with my cooperating teacher, I will create a series of mini lessons to coincide with the current lesson being taught in class. This could include grammar review, vocabulary introduction, role playing activities, real world examples, and so on. Eventually, I would like to show the opportunity for teachers to create a series of review-able content that students can use to go over new material being learned in class. I would also like to see the potential of having the students create their own videos to teach new students material that they are reviewing. I think the potential for utilizing this sort of creative outlet in the classroom is extraordinary. Especially with students being so fluent in the language of modern technology and specifically media.

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Part 3: Methodology and Data Compilation

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Part 3: Methodology and Data Compilation

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To fully gain an understanding of the effectiveness of this sort of teaching method, I would like to use a survey to gauge student reaction to the learning material as well as a formative assessment of the students, after reviewing material that I have created, and potentially after finishing material that the students have made themselves. The opportunity to see the growth in students learning over time will be especially effective in the research. Hopefully by having these materials available to students for review, they will be more able to access new forms of learning that will engage them and help them interact in an inviting environment. So, using a survey, I will see how students felt about learning through this informational video, and then through a formative assessment following the video I will be able to gauge exactly how much the students learned from the material.

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The following articles are based around research done in classrooms where students were enabled to create their own digital media. Most are showcasing the ability of this content creation to really enhance students' learning. I hope to find insight and inspiration into how effective certain types of media were, and hopefully create a list of ways that I can achieve maximum success with the multimedia videos. The goal of this project is to create a library of videos for students to be able to review and interact with. With these articles as a basis for quality research on the subject, my goal is to create quality learning materials as well.

Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom by Karl Ochsner

https://search.proquest.com/docview/304667975?pq-origsite=gscholar&fromopenview=true

Digital Moviemaking—The Harmonization of Technology, Pedagogy and Content by Mark Hofer and Kathleen Owings

https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1038&context=articles

How Digital Filmmaking Develops Higher-Order Thinking Skills By Nikos Theodosakis

https://www.vste.org/documents/vj_1602_all.pdf#page=21

A New Multicultural Pedagogical Approach: Participatory Filmmaking in the Classroom by Hiroko Hara

http://rp-kumakendai.pu-kumamoto.ac.jp/dspace/bitstream/123456789/1929/1/1605_hara_41_27.pdf

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The complete google doc

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I will begin this research by analyzing the following articles involving EdTech tools, how they are used, and what their intended functions are. I will also analyze different attributes of UDL framework, culturally sustaining and culturally responsive pedagogy, and how these theoretical frameworks are facets of every classroom environment to the extent that students may need additional scaffolding and support via EdTech opportunities. The following articles in this field of study offer insights into data sets that have been conducted as well as insights from other classrooms that have incorporated these learning tools.

There are many articles involving this subject matter, among such:

Hoyt, Sarah et al. CREATING A LEARNING COMMUNITY AND BUILDING ENGAGEMENT IN ONLINE ENGINEERING COURSES USING ACTIVE LEARNING INSTRUCTIONAL PRACTICES AND EDTECH TOOLS retrieved at: https://onlineinnovationsjournal.com/streams/editor-s-choice-articles/60c00fa41bb89e87.html March 27th, 2020

Donahoe, Brianna et al. Using Edtech to Enhance Learning retrieved at: http://libjournals.mtsu.edu/index.php/ijwc/article/view/1599 Oct 28th, 2019

Neelormy, Roy. Creating Meaningful EdTech Lessons through Digital Storytelling. Retrieved at: https://techandcurr2019.pressbooks.com/chapter/creating-meaningful-edtech-lessons-through-digital-storytelling/ July 2019

Walsh, Kelly. 8+ Science-Backed Learning Techniques Effective EdTech Products Should Strive to Incorporate. Retrieved at: https://www.emergingedtech.com/2018/07/science-backed-learning-techniques-effective-edtech-should-incorporate/ July 30, 2018.

Bray, Barbara et al. A Step-by-Step Guide to Personalized Learning. Retrieved at: https://eric.ed.gov/?id=EJ1015153 May 2013

Gerard, N. Et al. IMPACT OF DIGITAL CONTENT BASED UDL COMPLIANT LESSON PLAN ON STUDENTS LEARNING AND ENGAGEMENT. Retrieved at: http://lib.uib.kz/edulearn19/files/papers/1259.pdf July 2019

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One of the exciting aspects of this research project is that there are many different approaches to collecting data sets and creating a method for interpreting data. With each EdTech platform I analyze, there will be a quantitative data set that can be measured by a key assessment of the content that is delivered (for example, at the end of an EdPuzzle, we will have a brief quiz which will enable me to track the efficacy of the material delivered). By creating a survey for the students that accompanies each EdTech tool, I will build qualitative data sets that enable students to give feedback about what worked and what didn’t work, and candidly suss out if the platform had any effect on their engagement with the material. Finally, by creating a comprehensive rubric for myself  that includes those aforementioned data sets, I accompany them with a self-survey that measures the ease of use from a lesson plan standpoint. I believe that my rubric will triangulate three very important measures of value for the EdTech tools that I research. Over time, I can add more EdTech platforms to my rubric and will be able to determine, in my content area, which platforms are the best suited for the intended content and lesson plans.

My biggest purpose for collecting this data is to understand how EdTech platforms can be patched into lesson plans to increase options for students and facilitate more student-centered and UDL formatted learning environments. I hope to save myself some time in the future by understanding the fundamental benefits of each EdTech tool as paired with certain types of content and perhaps developing more understanding of how these tools compliment certain learning dispositions that may be present in my classroom community.

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Since March, around the beginning of the stay-at-home Covid-19 order, I began a personal journey into my own learning style: specifically, addressing a diagnosis that I waited until my adult life to acquire: ADHD. It is not uncommon for ADHD to remain undiagnosed in adults, especially in women, and there are statistical correlations between women who own/operate businesses or who work high stakes jobs in fields such as law, technology, and medicine. Many studies of this neurological disposition link other traits such as impulsiveness, perfectionism, OCD, and risk-taking. The more I delved into these identifying traits, the more I began to feel personally seen. I started to wonder about my childhood and adolescent learning experiences and how they could have been different had ADHD been viewed less as a “disability” or “disorder” and more as a foundation for scaffolding materials and content. I recall other students who were diagnosed with this trait, and there was a stigmatization during that era that surely made me personally shy away from any association, despite the clearly visible signifiers in myself, my mother, and my brother. I was an extremely “type A” student, prone to perfectionism, highly driven by my grades. The subjects that were of little interest to me, such as math and science, were extremely painful to participate in. Long school days were a gauntlet of self will, and I yearned for the classes that I adored: language arts, music, and history.

As I reflect on this, now with the vantage point of adulthood, I am thinking about ways that certain subjects that weren’t interesting to me could have been presented differently so as to perform more dynamic points of entry into the content. In concert with some of my experience with EdTech tools, and the current paradigm of Covid19 remote schooling, this has all led me to a line of research about modality of teaching and how to employ EdTech platforms in ways that are reflective of UDL frameworks, and subsequently how these things will facilitate engagement and authentic interest from students who may approach learning from a myriad of neurological dispositions.

I still have many questions about the intervention methods to be applied. I understand that due to FERPA regulations and student privacy, I may not be able to expressly analyze IEPs or documented neuroatypical patterns in students. I may need to approach this subject with extreme sensitivity and will possibly have to paint a classroom analysis of learning styles with broad strokes (meaning, I may need to create scaffolding for different learning styles that are available to all without forming direct connections to student learning behaviors or characteristics). I still believe, however, that analyzing specific EdTech tools in the context of remote learning for their efficacy in creating UDL framework can be a very concrete study with measures that can be readily seen in key assessments, assignments, engagement, and surveys. My own relationship with these tools may be a subject for personal reflection, and I am unsure if I am able to speak openly with students about my own learning style and preferences. I do, however, hope to create a safe space for students to discuss what works for them and what doesn’t, without judgement or consequences, and rather with dynamic scaffolding and support. These are very core to my beliefs about good teaching, and in light of the current moment in which teachers are required to think “outside the box” with their remote teaching practices, I intend to work tirelessly to do so in ways that create engagement and build personal relationships with my students.

My position as a teacher candidate influences this moment because, at present, I am immersed in a lot of theoretical foundations such as UDL framework, trauma-informed pedagogy, culturally responsive pedagogy, and critical race theory. My relationship with these principles for teaching is very fresh, as is my research on EdTech devices. I must also acknowledge my personal proficiency at online platforms as a result of many years of running a successful retail store and online business. I have a lot of proficiency in how design impacts understanding and engagement. All of these things, in concert, are fusing me with an interest in the application of platforms and a desire to analyze their efficacy in my content area. For my field research study, I would like to build a rubric that allows me to rate each EdTech apparatus for engagement, key assessment efficacy, ease of use (for student and teacher alike), accessibility, and lastly, survey it’s appeal among students.

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Please see the link for complete IPP document.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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For this project, I think I would like to use multiple types of data, but mostly quantitative and qualitative through observation and  interview. By using qualitative data, the teacher/researcher can perform interviews with other teachers in similar area content and also collaborate in lesson planning to observe first hand the priorities of other educators.  Further observation would be of student’s assessment and  progress, their participation, speaking and conversational skills, as well as the use of “I can do” statements. Quantitative data would be a research of the scores and skills of students that were exposed to a traditional novice language curriculum.  The goal would be to challenge the notion that beginning language students "can't do much" and show how much language learners can accomplish by studying from a rigorous curriculum that encourages critical thinking and their language skills.

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The language curriculum: A social contextual perspective

The Proficiency Cohort: Shifting Teacher Beliefs through a Collaborative Curriculum Design Process

I was able to gather some information from these research articles which detail the need for teachers to rethink practices and curriculum development by re-imagining the classroom as the learning community that it is with the potential for target language embedded practices of real life situations that challenge learners. This encourages a communicative approach that could redesign curricula. In addition, this literature was helpful as it highlights my point on how a teacher's beliefs in students' abilities is equally important in order to successfully implement a more rigorous approach

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I would like to focus on how important it is for teachers to provide high rigor to novice language learners in order for students to learn language in a meaningful way. Language learners need to receive rigorous content, however, when discussing rigorous curriculum in a novice to intermediate world language I have often heard the expression “they can’t do that” or “that would be too difficult for them,” therefore lowering expectations for the class, modifying content and as a result not challenging students. My proposal is to show that language teachers can plan language instruction focusing on language development and differentiation, through meaning and rigor, therefore providing equitable opportunities for language learners to participate in high complexity tasks.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Please feel free to leave me any feedback. I appreciate it.

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How Native Chinese Teach Kids Culturally and Responsively in the US

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When doing this research project, I think you could use both qualitative and quantitative data collection methods. For quantitative research, you could compare students' grades from prior years in a specific English section, then compare the grades to the current class of the English section using redefined lesson plans. To compare the two grades, you would need access to the old lesson plans and assessment strategies, and match them to Common Core standards. It would be inaccurate information to compare a speech project to an essay project, because the objectives and standards are different. The lessons from the past to present that would be compared have to contain the same Common Core standards addressed, but the material would be different. Incorporating qualitative research, the researcher can interview teachers with more tenure at the school who have been redefining lesson plans to meet the culturally relevant needs in the classroom. In this interview, you could ask teachers: did you notice a shift in engagement when you began teaching to the students interests? What did you change in your teaching that showed the greatest improvement in your students? Do you change your material yearly as your students change? How do you conduct lesson planning now? Do you anticipate moments in your lesson planning where ‘courageous conversations’ may arise?

The purpose for collecting the data in this way is to look holistically at the benefit of designing lesson plans to the students interests. Looking at the concrete data of grades and lesson plans from the past to present gives the researcher an artifact to form conclusions from. It does not have a bias other than what the researcher brings to the table. You could then compare the evidence from grades of students to the reflections in interviews with teachers. Hearing the process of incorporating CSP and designing lesson plans with relevant materials that interest the students will impact all educators differently. It would be interesting to hear the challenges and successes of this educational shift, and to see if what the teachers share is reflected in the students grades and their success.

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This study is a quantitative research project looking at two groups of 69 students. The hypotheses in this study included: “self-selected groups are constructed based on friendships and (prior) work relations, self-selected groups are more homogeneous in cultural backgrounds than randomized groups, In the random condition, the development of social learning networks over time is not related to the similarity of cultural backgrounds,  in the self-selected condition, the development of social learning networks over time is related to the similarity of cultural backgrounds, the development of social learning networks over time is related to the group allocation for random and self-selected condition, in the random condition, students maintain more learning relations outside their group, and in the self-selected condition, there is a higher (perceived) team performance at the end of the module.”

The researchers used the group of students who got to choose their own groups for a group project as the variable, and the others who were broken into randomized groups as the control. From there, they monitored the groups progression through the project and evaluated their skills working together, their success in the project, and response to the instruction style. In the group where the students could choose their group, they also evaluated the resonsing for the group they chose to work with and noted the races in the groups. The groups were monitored for 14 weeks.

The study concluded that in the class of randomized groups, the instructional design of the course greatly impacted the students ability to work together. In the self-selected group, the importance of cultural background similarity was a key factor when the students created groups. In both conditions, the group's performances were high, which is great. In both the self-selected and randomized groups, they felt positively about their experience in this experiment and were able to complete the group project. The randomized control group had more obstacles to cross when completing the project amongst each other, but ultimately the experience was positive. As a future teacher, this taught me that when generating groups for projects, I need to consider the cultural differences in my students, and design groups that are balanced. Students should be in groups with students of different cultural backgrounds, but also have similar cultural backgrounds in the group to provide familiarity and comfortability.

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When students can self-select their group members, a common assumption is that students prefer to select friends from similar cultural backgrounds. However, when teachers randomize students in groups from different cultural backgrounds, students are "forced" to work together. The prime goal of this study is to understand the impact of two group selection methods on how students from diverse cultural backgrounds build learning and work relations, using an innovative quantitative method of Social Network Analysis in a pre-post test manner. In a quasi-experimental study of 2 × 69 students, in one condition the students were randomly allocated to groups by staff and in the other, students were allowed to self-select their group members. The results indicate that students in the self-selected condition primarily selected their friends from a similar cultural background. The learning networks after 14 weeks were primarily predicted by the group allocation and initial friendships. However, students in the random condition developed equally strong internal group relations but more "knowledge spillovers" outside their group, indicating that the random condition led to positive effects beyond the group.

References

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To Let Students Self-Select or Not: That Is the Question for Teachers of Culturally Diverse Groups - Bart Rienties, Peter Alcott, Divya Jindal-Snape, 2014

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When students can self-select their group members, a common assumption is that students prefer to select friends from similar cultural backgrounds. However, when teachers randomize students in groups from different cultural backgrounds, students are "forced" to work together.

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Considering my position in the classroom as a white female, one of my goals is to reach the needs of my students that differ from my natural instinct. Anything from the way I arrange group projects, classroom structure, the material taught, and the way I deliver instruction- there is no “one size fits all” approach. I am wondering what I can do as an educator to modify my instincts of teaching to meet the needs of my students. As a new teacher, I come into the classroom with a blank slate. A way for me to grow and learn as an educator is to pilot ways of instruction, classroom management, and expectations for my students. While I may have my own approach to teaching, I want to listen to my students through verbal and nonverbal communication and figure out techniques that work. The question I am posing is how can I adjust my teaching style to meet the needs of the diverse student population while following Common Core standards and school expectations? In a literature room, I think the field has fallen into a routine of what is expected and accepted. This research question is open ended, and can be applied over and over to different teachers in different schools across the world, but ultimately the study of literature will not be leaving the curriculum anytime soon. We can always redefine what an English classroom looks like, how it operates, and what kinds of activities are acceptable. This research question specifically addresses the diversity of the student body and using their cultural preferences in the classroom to enhance their learning experience. This research question recognizes that the dominant white narrative has been exhausted and no longer can be solely taught as it does not represent the students we teach today.

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For this project, I would like to use multiple types of data, most notably observation & interview.  The observation would be an assessment of student engagement (Camera on, raising hand, contributing to conversation in chatbox & aloud, turning in work, responding to check-ins, etc.).  This observation would come at  definitive intervals represented by  different techniques for building positive relationships with students.  Some of these intervals might consist of:  Positive phone calls home, 1-1 check-ins, celebrations of student achievement, classroom community building activities and games.  Other techniques might include creating content relevant to student interest, choosing representational materials, responding with quick and descriptive feedback, reliability and clarity.

In looking at this data, I hope to cross-reference student engagement and work output with the intervals of positive relationship building. I also hope to use student surveys to inform my research by seeking to understand what makes students feel most supported and close with their teachers.

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Part 2: Literature Review Culturally Responsive Teaching, Relationships & Engagement

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Part 2: Literature Review Culturally Responsive Teaching, Relationships & Engagement

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How Student-Teacher Relationships Impact Student Engagement and Learning

Why Strong Teacher Relationships Lead to Student Engagement and a Better School Environment

Zaretta Hammond outlines 'Culturally Responsive Teaching and the Brain'

The consensus of this literature is that yes, in fact, having a positive, authentic and meaningful relationship with students is the #1 way to facilitate a CRT classroom and to encourage student engagement. Zaretta Hammond, author of 'Culturally Responsive Teaching and the Brain', suggests that teachers engage in cycles of inquiry with themselves to check to see if the interactions they are having with students are actually through a lens of humanity and compassion.
This literature is helpful because it affirms my initial query and gives some examples of possible modes for bridging these connections.  What I feel inspired to figure out is what types of connections /interactions/ positive-relationship building work for my students, and then try to understand why.

Below:
#1 CRT Move: 1. Build authentic relationships. They are the on-ramp to engagement

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Part 1: Correlation between strong, positive relationships and student engagement

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Part 1: Correlation between strong, positive relationships and student engagement

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For my inquiry cycle, I would like to focus on student engagement and its correlation with positive relationships. This past spring I was keeping data on students concerning their attendance and engagement in the ‘classroom’, and I found it to be quite low.  The students with whom I had already established strong relationships would come to class and turn in their work, they were engaged.  The students with whom I was not as close ended up being less engaged! I spoke with my colleagues and they echoed similar experiences. With this in mind, I would like to do a deep dive into the correlation between positive relationships and communication, and student engagement.

I believe that one of the most essential modalities of CRT is relationships.  Students must feel safe and encouraged in order to connect with the content and contribute in a meaningful way.  I feel that ‘good teaching’ comes down to relationships in the end, because without them, students tend to shy away.

This will be my 3rd year as a middle school teacher and I am still trying to remember what it was like to be 13, and to connect with my students as individuals in this very challenging time in their lives.  I would focus on relationships because to middle-schoolers, connections are everything!  I have seen drastic changes in student work after simple positive and constructive interactions.  Additionally, positive connections with families and making ‘good news’ calls can do wonders for student self-esteem and subsequent engagement in school.  I am excited to continue in this middle school, especially at such a deeply vulnerable time as we are in during Online School for the pandemic.  Students need positive relationships more than ever, because if we don’t connect with them in an authentic way, we are at the risk of losing them behind the screen.
This information matters to me as a teacher and to education as a whole, because the more we know about the deep need to establish good relationships with students and families, the more that will be put on the forefront.  Content is essential, standards are important, but before all of that one must bridge a connection in order to have a truly culturally responsive classroom, and ultimately successful and happy students.

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For this project, I would like to gather data by recruiting participants from schools and/or  community organizations, conducting interviews, and collecting information from Add Health, a nationally representative study of adolescents in grades 7 through 12 in the United States. Last not the least, using the internet to obtain information and reviews from students across the country. Most teenagers have access to the internet, and are frequent internet surfers. I believe distributing assessments and interviews online will be beneficial for this project.
I think the reason why I want to do this project is because adolescent relationships are influential in students' school lives. It could be very troublesome to be stuck in relationship problems, especially for adolescents, sometimes that's all they think about. Understanding how romantic relationships take parts in students' lives to me is a critical key to solve those problems, furthermore, to protect their physical and mental wellbeing and to better serve my students and the community.

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What Have I Learned from Professors That Contributed to My Teaching Strategies of Classroom Management