EDU 501 Module 2 by Shawn Edwards https://padlet.com/edwardsshawn/Module_2 Action Research Project Research en-us 2016-07-20 01:14:23 UTC 2016-07-24 20:27:19 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Simplehouse.png Action Research Question: edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116660278 What instructional strategies are most effective in teaching how to read and analyze primary and secondary source documents?]]> 2016-07-20 01:23:48 UTC https://padlet.com/edwardsshawn/Module_2/wish/116660278 Problem edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116660680 Sophomores and Juniors in my Advanced Placement History courses have difficulty analyzing primary and secondary source documents. Since these are AP courses, students are expected to be able to read and comprehend at a college level. Unfortunately many of my students, though advanced, struggle to analyze the document in regards to historical context. Additionally, the AP exam has changed and now focuses heavily on the ability to read these types of documents.]]> 2016-07-20 01:30:12 UTC https://padlet.com/edwardsshawn/Module_2/wish/116660680 Research and writing from multiple source documents in history:  Effects of strategy instruction with low to average high school writers. edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116661542
Summary:
This research examined the effects of historical reasoning strategy instruction.  Students learned pre-writing strategies for composing argumentative essays related to a historical event as well as techniques to analyze historical documents.  The study demonstrated the need for various techniques to help students obtain these skills.  For instance, the study noted the need to teach students specific skills when reading a primary source documents such as: A). identifying key evidence of the author, B). Identifying factual errors, C). Identifying missing ideas in the document, D). Identifying key ideas that are repeated throughout the document, E). Identifying inconsistencies in the document.  All of these aspects are key in helping students anaylze and use historical documents.

De La Paz, S. & Felton, M.K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35, 174-192. Retrieved from http://www.education.umd.edu/Academics/Faculty/Bios/facData/CHSE/sdelapaz/DeLaPaz_Felton.pdf
 ]]> 2016-07-20 01:41:54 UTC https://padlet.com/edwardsshawn/Module_2/wish/116661542 A Review of the Current Research on Comprehension Instruction edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116664558
Summary:
As the title suggests, this article describes the research on a variety of instructional techniques reviewed by the National Reading Panel (NPR).  One important finding was that practice alone is not enough to help student reading comprehension.  Instead a more strategic approach is needed that utilizes several techniques such as small-group, skill instruction, teacher modeling, and coaching.  The review also noted that student motivation is a key attribute to student success.  This may mean students need choices or hands-on activities that may spark their interest.

Butler, S., Urrutia, K., Buenger, A., & Hunt, M., (Ed.). (2010). A Review of the Current Research on Comprehension Instruction. National Reading Technological Assistance Center. Retrieved from http://www2.ed.gov/programs/readingfirst/support/compfinal.pdf

]]> 2016-07-20 02:16:47 UTC https://padlet.com/edwardsshawn/Module_2/wish/116664558 Five Strategies for Using Primary Source Documents in the Social Studies Classroom edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116666211
Summary:
This article describes the need to teach students to read primary source documents. The author notes that students today live in an age in which they can access almost any document and as such, must learn to read and analyze critically. Amongst the strategies advocated by the author is the use both primary and seconday source documents together to help provide historical context. Also, he explains that it can be helpful to use to primary source documents in a way that would require the students to develop a dialogue between the two authors. In this way, students must not just comprehend the ideas expressed in each document, but synthesize this understanding to developing a conversation. Lastly, he includes the need to allow students access to people from all backgrounds. Not just the big people of history, but those that have been marginalized, especially those that may related to the students.

Sangillo, J. (2015). Five Strategies for Using Primary Source Documents in the Social Studies Classroom. Discovery Eduction. Retrieved from http://www.discoveryeducation.com/feeds/www/media/pdf/Primary%20SourceDocuments.pdf

]]> 2016-07-20 02:35:27 UTC https://padlet.com/edwardsshawn/Module_2/wish/116666211 Creating Uncommon Depth with the Common Connections in English Language Arts and Social Studies edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116667568
Summary:
This is a brief article that examines various methods of literacy instruction in the Language Arts and Social Studies classrooms. 
One important strategy suggested is the use of close reading.  Unfortunately the article does not provide a more implicit view of close reading, but just mere suggestions.  Interesting though, it provides an interesting take that they same skills used to read an article can also be used to analyze visual images.  Another suggestion provided is the use of learning stations.  A variety of techniques can be used to help provide historical context and historical anecdotes that can assist students in the analysis of historical documents.

Bakke, E., & Bickel, C. (Spring 2015). Creating Uncommon Depth with the Common Connectiions in English Language Arts and Social Studies.  Educational Viewpoints, 24-26. Retrieved from http://njpsa.org/documents/pdf/BakkeBickel.pdf

]]> 2016-07-20 02:55:08 UTC https://padlet.com/edwardsshawn/Module_2/wish/116667568 Four Reads: Learning to Read Primary Documents edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116668687
Summary:
This article provides a method for students to read and analyze documents like a historian. One important idea expressed by the author is that we must train our students to read primary documents, otherwise they will read them like a textbook. Once we can establish students to read to process the main idea, but also determine the documents historical context and the ability to ask skeptical questions of the document. The main point to draw from this method, is that teachers must get students comfortable to read a primary source documents more than once in order to look for different components. The more practice students have, the more likely they will be able to quicken the process.

Faithful, B. (2016). Four Reads: Learning to Read Primary Documents. Retrieved from http://teachinghistory.org/teaching-materials/teaching-guides/25690]]> 2016-07-20 03:13:02 UTC https://padlet.com/edwardsshawn/Module_2/wish/116668687 Deciphering Primary Source Documents edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116669531
Summary:
This article is responding to a question on how to help students that have difficulty reading complex primary source documents. One suggestion is to ensure students are provided with an accessible text to their reading level, but also is not overly long. Shorter documents can keep their attention and focus. The author notes that students need to have success in reading primary documents early on otherwise they may lose confidence in their ability. Another suggesting is to scaffold the process. First, make sure students have knowledge on the historical context. Additionally, model reading and analyzing a primary source document yourself in order to help students observe the process. Lastly, provide more explicit strategies to help students learn how to annotate documents to help them process the main ideas expressed in the documents.

Martin, D. (2016). Deciphering Primary Source Documents. Retrieved from http://teachinghistory.org/teaching-materials/ask-a-master-teacher/24270]]> 2016-07-20 03:26:17 UTC https://padlet.com/edwardsshawn/Module_2/wish/116669531 Effective Instruction for Middle School Students with Reading Difficulties edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116671690
Summary:
This is a sourcebook developed to be a tool for teachers to become effective instructors.  It includes different assessment strategies, ideas on how to use assessment data to inform instruction and focused strategies on how to provide reading instruction to our students.  Though this resource is focused on middle school students, I believe that many of the ideas can be utilized at the high school level. 

Denton, C., Bryan, D., Wexler, J., Reed, D., & Vaughan, S. (2007). Effective Instruction for Middle School Students with Reading Difficulties. University of Texas System/Texas Education Agency.   Retrieved from http://resources.buildingrti.utexas.org/PDF/RTS.pdf]]> 2016-07-20 04:04:35 UTC https://padlet.com/edwardsshawn/Module_2/wish/116671690 Annotating and Paraphrasing Sources edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116673598
Summary:
This source describes the importance of teaching students to anotate documents. The author suggests that it is important to model annotating so students can observe how the teacher goes about the process. Modeling should occur on multiple occassions and for a variety of documents, especially when they vary in complexity. The author also describes the need to for students to practice in small groups and individually, but feedback must occur in order for the students to understand if they are completing the process correctly.

(2016). Annotating and Paraphrasing Sources. Facing History and Ourselves.  Retrieved from https://www.facinghistory.org/resource-library/teaching-strategies/annotating-and-paraphrasing-sources]]> 2016-07-20 04:30:21 UTC https://padlet.com/edwardsshawn/Module_2/wish/116673598 Introducing the Historian's Toolkit: Three Professors and a Primary Source edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116676488
This video underscores the key elements of a primary source document that was illustrated by many of the sources posted on the padlet. This video also demonstrates how historians approach a document and use historical context to apply possible meaning or intent of the author.]]> 2016-07-20 05:01:40 UTC https://padlet.com/edwardsshawn/Module_2/wish/116676488 Guided Reading Strategies for Reading Comprehension edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116677778
Summary:
This is an action research focused on identifying effective reading strategies that will improve reading comprehension.  The author investigated the use of a variety of strategies that would be considered as one of the following: pre-reading, during-reading, and post-reading.  The author found that pre-reading and during-reading strategies are the most effective.  She also included that student attitude toward the reading also played a part in their comprehension.

Richardson, N. (2010). "Guided Reading Strategies for Reading." Education Masters Paper 19.  Retrieved from   http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1019&context=education_ETD_masters]]> 2016-07-20 05:28:52 UTC https://padlet.com/edwardsshawn/Module_2/wish/116677778 Ethical Considerations edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116695938 * informed consent
* student confidentiality]]> 2016-07-20 13:49:42 UTC https://padlet.com/edwardsshawn/Module_2/wish/116695938 Potential Bias edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116696011 * Student Motivation and Ability - All students learn differently so some instructional methods may not work for all students.
* Difficulty of the text - If a document is difficult for students to follow, this may lead to poor performance on assessments. This also goes for a text that is too easy. This demonstrates the importance of choosing a text that is appropriate for students to comprehend.]]> 2016-07-20 13:50:44 UTC https://padlet.com/edwardsshawn/Module_2/wish/116696011 Reading Comprehension Strategies for Struggling, Adolescent Readers edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116696373
Summary:
An action research on what reading strategies are most effective in helping with student reading comprehension. The study focuses on the use of direct and explicit reading instruction and also the use of technology to improve student reading fluency and comprehension. The study does focus on struggling readers at the sixth grade level, but it does include relevant information for my classroom. For instance, the study found that explicit instruction is necessary for student success, especially the use of modelling or "think-aloud" for students. Additionally, students must be motivated and interested in the topic. If students cannot relate to the material, then they may not perform as well.

Celania, K. (2011). Reading Comprehension Strategies for Struggling, Adolescent Readers.  Retrieved from http://www.wiu.edu/coehs/ncate/standard_1_exhibits/documents/4.E.4.b.2_CI%20600%20Capstone%20-%20target.pdf
]]> 2016-07-20 13:56:31 UTC https://padlet.com/edwardsshawn/Module_2/wish/116696373 Reading Comprehension edwardsshawn https://padlet.com/edwardsshawn/Module_2/wish/116697968
Summary:
This article includes descriptions of research-based instructional methods that help improve student reading comprehension skills. The research is based on what "good readers" do as they read. One important note is that the article describes an order of instruction that has proven to be effective. This includes the need to begin with explicit instruction on the skill being taught. This must be followed by teacher modelling the skill and they students working together to make sense of the reading. Finally, the instruction must be practiced with the teacher's assistance until the student can complete the task independently.

Raphael, T. (2010). Reading Comprehension. Retrieved from http://www.doe.in.gov/sites/default/files/curriculum/research-base-comprehension.pdf]]> 2016-07-20 14:25:17 UTC https://padlet.com/edwardsshawn/Module_2/wish/116697968