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After completing my final research project I presented my powerpoint to my grade level team of first grade teachers. The grade level team at my elementary school consist of 4 first grade teachers. While presenting my data the teachers, the results were very shocking especially because 2/4 of the teachers were distance learning teachers the years prior. after presenting the data the teachers stated they have noticed a lack of reading decodable words from distance learners in there class. we decided it would be interesting to conduct data one the grade level as a whole rather then 1 class to really see the results and how distance learning has effected students. we also began to discuss that students who participated in distance learning did not have access to all the materials, books, and worksheets in person learners did, potentially being a cause to lower scores seen on the assessment.

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Research 694 powerpoint ( summary of researchh)  

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https://docs.google.com/presentation/d/16lXMFM5ZtBJRgjiEypt4PqRN9EoS9zhViXolzJvMTac/edit#slide=id.p

I shared my work with the second grade team and the reading specialist. The other two teachers want to try the share with their students in hopes that it will help students stay on task knowing that they will have a chance to share. Also, one of the teachers does worksheets, but she feels like they aren't meaningful enough, so she is going to look into finding organizers or prompts that will support student learning and the task at hand. Another teacher has her students read independently after lunch. Instead, she is going to do a read aloud and incorporate this into the daily reading workshop block. Overall, the teachers were happy to see how reading workshop can help students be productive during the hour reading block.

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I shared my final research project with the fourth-grade team at my elementary school, since that is the grade level I implemented my research in. There are 3 fourth-grade teachers at my elementary school and they all were very happy that I shared my research summary with them. My co-teacher said that even though my student teaching is complete and I am no longer implementing these transition cues with her class, she is going to try to continue to do so. She noticed that since it is the end of the school year and the students often get antsy with a lot of testing going on, the students tend to struggle with transitions without those transition cues I implemented. The other two fourth-grade teachers on the team are excited to refer back to my research summary to try out these transition cues with their classes when necessary.

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I shared my work with the second grade team as well as the reading specialist at my school. The second grade level team consists of four teachers who were all interested in my research because they have found similar students in their classrooms who are below grade level in reading and are unmotivated. My cooperating teacher would like to continue my reading group with the students in my group as we found it successful. Overall, the teachers at my school were happy to learn about a new strategy that could be implemented within their classrooms as they have all found some students to not enjoy reading and are below grade level.

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I was able to present this to my cooperating teacher and other staff members. I have worked with this class the entire year, not just for my student teacher because I am doing the residency model. My research has been a continuous conversation throughout the school year. My cooperating teacher and I are always trying to find the best way to group our students to ensure they are going the support they need academic, socially, and emotionally. Student grouping will continue to be at the four-front of my mind because each student is different and each day is different. There are multiple variables you need to look at when grouping students. I hope this data can help inform others just like it helped me!

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After finishing my research presentation I was able to share this with my grade level team in 5th grade. The results seemed to match up with how most of the teachers feel and their thoughts towards creating more engaging lessons and increasing overall engagement across various subjects. All of the teachers like to incorporate as much collaborative learning as they can as they also believe that it helps to engage the students more and in turn increase their quality of work. The results were not a surprise to any of us and instead reinforced the idea that we should continue to implement collaborative learning in to different lessons.

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The Benefits of Group Work During Reading

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After completing my research project, I shared it with the fourth grade level team at my elementary school. There are 4 fourth grade teachers at my elementary school and they were all very interested in the strategies that I discussed in my research. The fourth graders at my elementary school are driven by rewards so they were interested to see that the system focused on that was the most successful in keeping students organized but not in solidifying their understanding of the content. My cooperating teacher suggested that the grade-level team collaborate to possibly come up with ways to motivate the individual class but focus the reward on something that the whole grade level could receive so they would be held accountable for their learning. Overall the teachers were very interested to learn about my research and discussed implementing some of the strategies in their own classrooms in the future.

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I shared the finding of my research project with my mentor teacher, another Biology teacher, and the science department head. We discussed how the student's prior vocabulary knowledge was more limited this year compared to past years, probably due to COVID. They liked how I tried to increase vocabulary retention and science content knowledge through the Frayer Model, and we discussed how structure analysis would be a great skill for students to develop since so many scientific words are routed in Latin translations. They agreed with me that the students who received the intervention plan increased their comfortability with the vocabulary words, but that the understanding of science content did not increase.

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I shared my research with the fifth grade team as well as the school literacy specialist. Overall, teachers were happy to hear the success of research. Although I am no longer fully apart of the classroom, the class still uses these strategies during discussion. The classroom teacher as also tried a different method—a hands down talk to continue supporting the needs of her students.

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I shared this research with my grade level team (5th Grade). The teachers were very receptive to the results of the research and the strategy/approach of the intervention. Other teachers have been noticing a trend in student inability to interpret figurative language. We recognized that most students interpreted this kind of language literally. They appreciated the unique approach of the mini lesson. One teacher even commented on the fact that science is only taught once every other week in her classroom so this is a nice way to teach literacy and integrate more science.

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I shared my research with my cooperating teacher and the three other 5th grade teachers at my school. They also noticed that students comprehension skills were lacking this year and were interested in the strategy that I decided to use. They liked how I used the graphic organizer that outlined the different parts of the inference. We discussed how this is a skill that will take more time to become proficient in and the students will need to continue working on it throughout the rest of the year. One teacher suggested some strategies for more practice on inferencing that the rest of the team could use.