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I wonder if read alouds with my students will increase student reading comprehension.

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I wonder if Blooket will increase student achievement and engagement.

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I wonder if having 10 minutes of social time before class will increase student participation.

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I wonder if student achievement is affected when students are asked to show their learning through virtual assignments or writing on paper or a white board.

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I wonder if a book club or novel study would increase my EL students' listening comprehension and reading comprehension skills.

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The Impact of Student Choice on Student Achievement

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The Impact of Student Choice on Student Achievement

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My initial Padlet contained, "I wonder if student achievement is more likely when they are given choices on how to show their learning." My partners and I decided to choose this topic because as educators, we are constantly looking for ways to increase engagement and achievement. The notes below are my major takeaways from conducting the research during this semester.

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I wonder how my virtual comments on my students' Google Classroom assignments is supporting them in comparison to my feedback that is hand written comments.

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I wonder if Imagine Math and Literacy (intervention online program recommended by my district) can support my students with increasing their knowledge in foundational skills.

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I wonder if websites like Nitrotype, will better my students' typing skills and/or speed.

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Student choice promotes engagement and motivation, allows students to make connections with what they are learning, and increases their achievement.

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1. Build relationships with students to find their current interests.
2. Determine students' current levels of understandings and preferences before selecting learning options.
3. Ensure that the learning options are inclusive and appropriate to the students' needs.
4. Listen to feedback from students and make observations and changes to the choice board that is implemented, if needed.

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Differentiating Instruction with Student Choice

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Differentiating Instruction with Student Choice

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Student choice can motivate students with learning difficulties because it allows them to choose activities they feel more confident in and are interested in.

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During week 2 of this course, we engaged in taking a multiple intelligence survey. My top two scores were social/interpersonal and self. I was surprised because these intelligences are complete opposites, but the descriptions from the results definitely matched my personal experiences. This process me realize that students take on several types of intelligences, not just one. The note below are the key points I learned for each intelligence, so that I may better understand my future learners.

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- Language: Students may enjoy activities related to words. They may also like to tell stories and love reading books.
- Spatial: Students may enjoy learning visually. They may like drawing and visuals to support their learning.
- Logic: Students may enjoy thinking of how things are related. They may like to complete puzzles and questions that push their critical thinking.
- Body Movement: Students may enjoy takings things apart then fixing them. They may be great at sports.
- Musical: Students may enjoy listening to music and poems.
- Social: Students may enjoy working with other people and learning from others.
- Self: Students may enjoy reflecting on their learning experiences. They may like journal writing or breathing exercises.
- Nature: Students may enjoy learning and being outside. They may be great at noticing tiny details.

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This course has allowed me to complete something I had never experienced before. I've always pictured a researcher as someone who is wearing a white coat in a lab. Earlier in this program, I learned that teachers put on the "hat" of a researcher every single day! The action research case study made me reflect on the importance of this process. It is essential for all educators to engage in the process of comparing/examining data, implementing interventions, and making necessary changes to those interventions in order to better support the diverse needs of their students. Working together with my group, we were able to see the positive impact student choice had on a class' achievement. I feel confident in conducting my own action research with some "wonders" from my original Padlet.

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- Culture: Students come from different cultural backgrounds. Educators should be aware of them and be careful with forming any stereotypes.
- Gender: Research shows that there are very small cognitive differences between male and female students (Omrod, 2014).  Educators should never assume a student's achievement based on their gender.
- Socioeconomic Status: Students from lower SES families may lack foundational skills or support at home. Educators should make sure to provide extra support and services to these students in order to support their overall achievement.

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- Become aware of any personal cultural or gender biases.
- Intentionally learn about your students' cultural backgrounds.
- Use your students' strengths and build upon what they know.
- Eliminate any stereotypes that may be present in the classroom.
- Make sure your classroom library is full of culturally diverse books.
- Include the perspectives of multiple cultures in your instruction.
- Locate and provide resources for students who have low SES backgrounds.