https://padlet.com/toddsgirldana/42nfgd7a5njx Research abstracts from Popular, Practitioner and Peer-reviewed Sources en-us 2017-11-27 01:30:59 UTC 2025-10-22 21:05:26 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Diskette.png toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/211239247 Research shows that collaboration can be effective in student's learning. While students who work collaboratively may be successful some discussions lead to think that the students will be off task resulting in a waste of educational time (Hoffman, Mercer 2016). The study was conducted in math and science class in 7th grade.  Where the students were working on a project practicing discussion skills in small groups. These small group discussions serve as exploratory phases to prepare for whole-class discussions. Teachers know that managing group discussions is difficult, however subtle interventions can help encourage productive kids in the group to develop a dialogue helping them gain most of their collective thinking (2016). Some think that teacher engagement with content increases dependence on the teacher and removes the students initiative to be independent (2016). Conversely, when teachers don't provide enough information, students were not able to discuss the tasks meaningfully. The study was done on 10 math and 2 science classes over 18 hours and the study was researched by observation.

FIndings:
In this study the research group suggests that teachers model effective ways to talk and solve problems collectively after agreeing on "ground rules" for discussions with students (2016). Also, leaving a group "stuck" on a problem could be a waste of time and if the students are left to their own thoughts, students may need to being posed with a teacher's thoughts to begin their thought process again.

Resource:
R. Hofmann, & N. Mercer (2016) Teacher interventions in small group work in secondary mathematics and science lessons. Language and education, 30 (5), 400-416.
http://www.tandfonline.com/doi/full/10.1080/09500782.2015.1125363?scroll=top&needAccess=true&]]> 2017-11-29 03:04:36 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/211239247 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/211245019 At Foundations College Prep in Chicago's Roseland neighborhood students work in small groups in what they call "flex time." Students work some face to face with other students, one to one, with teachers practicing reading aloud and finding text evidence, writing sentences and solving math equations. The school concentrates on core subjects with the focus on small group instruction and differentiation. Students began the year in the 3rd and 10th percentile in math and reading on their state testing.

The goal for the teachers is for each student to get at least three small groups in math and reading. Some students who are farther behind may get four small groups a week. Students were grouped into small class sizes of 25 to 32 students. They adjusted their group size to accommodate more instruction to around 12 students in order to make most of their "flex
time." Teachers were striving to make most of their lesson time (group time) and technology. While students were being pulled into small groups for one on one or small group teacher time, other students were working on a variety of Tier II skills and progress monitoring skills on their computers  through online lessons.

Findings:
As the staff monitors the data collected through progress monitoring the teachers were adjusting small groups and watching students move toward their goal of growth for each student about two years in Reading. In math, students were given teacher-created assessments every 3 to 4 weeks and were watched to see their growth to 67 percent in math. Students showed a growth of a years worth by winter testing. In the future they are planning to implement and adjust flex classroom procedures for every class while helping teachers to improve their techniques in small groups. The teachers are also exposing some weak areas in early grade-level curriculum that need to be reviewed in order to show growth in later grades.

Reference:
Accelerate Institute. (2015). Focus on: small- group instruction, Accelerate Institute.
http://www.accelerateinstitute.org/files/9714/3811/3404/Foundations_Prep.pdf ]]> 2017-11-29 03:49:42 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/211245019 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212098786
This study of TPACK (Technological Pedagogical Content Knowledge framework) was done by observation and interview of 140 sixth grade students. Research was done in the classroom of one to one computers to students across 6 weeks. The students were working on projects on the Renaissance period including projects in language arts, reading and the final project was a culmination of all in a "fair" type event held for the parents. Science teachers participated and became researching instruments from the Renaissance period having students create Renaissance instruments and in social studies students wrote biographies of explorers and inventors. Students in math created a Renaissance business. The classroom teacher was interviewed 10 times between classes and after school reflecting on her lessons and clarifying reasons for the actions and implementation of technology made in the classroom. Observations were made to see the infusion of technology and interviews were done with the instructional coaches to help build knowledge of direction. Student final products were observed and the"fair" was attended to see the outcomes of the lessons.

Findings:
Knowledge of content, pedagogy (teaching methods, classroom management, lesson planning and implementation/ assessment) were all observed in the classroom. The teacher addressed many of these areas in stating objectives and through student inquiry so they were not addressed exclusively. The activities and student work demonstrated evidence in content knowledge. The teacher addressed many activities through the writing process, creating interviews, questioning and creating interviews for others as the students assumed roles for other characters and researched the time period.
Upon conclusion of the unit the teacher had the students create a poem using key ideas and words from sources they used throughout their research. Students were given options of creating a paper collage of found words for their poems or using an online source called Garage Band. The teacher had never used it before, but allowed the students to work through it and figure it out. Many of the students figured it out and helped others figure the site out giving students the opportunity for collaborative work.


Reference:
Marshall, S. & Wetzel, K. 2011-12 TPACK goes to sixth grade: lessons from a middle school teacher in a high-Technology- access classroom. Journal of digital learning in teacher education, 28(2), 73-81]]> 2017-11-30 22:11:06 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212098786 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212133738 The study of two instructional approaches to sixth grade students to solve math problems in math, technology education and special ed classrooms. 17 students with disabilities and 76 students without disabilities were taught using enhanced anchored instruction (EAI) or text-based instruction (TBI). Students were given a pretest and a post test on the hovercraft problem solving skills after 6, 13 and 22 weeks to assess knowledge and retention.


Findings: Showed that EAI and TBI students benefited from instruction in their math class but EAI students were able to maintain their learning in technology education classroom weeks later.

Resource:
Bottge, B. A., Heinrichs, M., Mehta, Z. D., Rueda, E., Hung, Y., &Danneker, J. (2004). Teaching mathematical problem solving to middle school students in math, technology education, and special education classrooms. RMLE Online: ResearchIn Middle Level Education, 27(1), 1-17.
https://ezproxy.una.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip&db=eric&AN=EJ807392&site=eds-live&scope=site   

]]> 2017-12-01 02:37:50 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212133738 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212137364
This study is about the effects on computer games on increasing speed, attention and consistency of mathematics. In 2012-2013 all first year male students in Urmia City schools completed a pretest and post- test in a quasi-experimental group design. Two classes were control group and two classes were experimental group who played a game for ten 45 minute sessions. The control group were in traditional math classes and were both post tested. After the post test intervention took place twice a week for 5 weeks and after another three weeks the kids were tested again for learning consistency. 

Findings:
Based on study use of computer games increases speed and attention of math skills because games are enjoyable, interesting, exciting, simulating. Computer games can be effective in increasing the level of motivation and stimulation by exciting students cognitively.

Resource:
Mahmoudi, H., Koushafar, M., Saribagloo, J. A., & Pashavi, G. (2015). The effect of computer games on speed, attention and consistency of learning mathematics among students. Procedia - Social And Behavioral Sciences, 176(International Educational Technology Conference, IETC 2014, 3-5 September 2014, Chicago, IL, USA), 419-424. doi:10.1016/j.sbspro.2015.01.491
http://www.sciencedirect.com.ezproxy.una.edu/science/article/pii/S1877042815005285?via%3Dihub]]> 2017-12-01 03:10:35 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212137364 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212694014 This study looks at the idea of using technology in the classroom. The use of technology is not an addition to the classroom today it is a must (Wylie 2017). Students today are more engaged with the use of technology and they don't just want technology they need it (2017). Study showed from the Department of Education of PBS kids educational gaming app students aged 3 to 7 years old who used the app everyday for two weeks improved their vocabulary as much as 31%. These type studies help to show the potential that mobile learning devices can provide students. Students with learning differences benefit greatly as the programs or apps can be individualized for the student (2017). Ipads, Kindle's, and even cell phones are being embraced by some technology thinking educators so that teaching can be differentiated and engaging (2017).

**Popular sources may not involve a study and may not include findings.

Reference:
Wylie, J. (2017). Mobile learning centers for the 21st century classrooms. Scholastic Teachers. http://www.scholastic.com/browse/article.jsp?id=3754742 

]]> 2017-12-04 02:41:05 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212694014 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212695029 In this article, 29 seventh- grade students, 17 boys and 12 girls at Carswell Middle School. The teacher collected a variety of data including interviews, videos, student questionnaire and researcher log entries. The teachers were supported by the school administration to conduct active classroom environments and attempt to engage this idea in her co-workers as well. The teacher used a series of open ended questions about active learning as an instructional approach lead the interviews. The lessons that were taught were video recorded for study purposes. The students were asked at the end of the first semester to complete a questionnaire consisting of open ended question about their preferences in active learning strategies.

Findings:
The data was categorized into three sections: challenges, supports and student responses. As the two teachers did their research they found other team teachers who didn't support their findings of active learning to be helpful because the students leave her class overstimulated causing the students to be more "rowdy" than usual throughout the day. Another colleague challenge was trying to convince her team to incorporate an active learning project each quarter. The teachers rejected her proposal and decided to give their students a packet of questions to answer over the coarse of about 3 days individually. The teacher found other challenges in her research where she would have planned to do some anchor chart activities with the class as they come in and the requirements of her co-workers between classes withheld her from her classroom responsibilities when it came to prepping for the next class. She discovered that some students were not doing any thinking when it came to the small group activities as she was seeing some students off task causing her to neglect her formative assessment data.  Student responses were positive toward actively learning, the students loved the idea of getting out of their seats and working together on projects, they hated doing worksheets.

Resource:
Edwards. S. (2017). Like a chameleon: A beginning teacher's journey to implement active learning. RMLE online research in middle level education, 40 (4), 1-11.
http://www.tandfonline.com/doi/full/10.1080/19404476.2017.1293599?scroll=top&needAccess=true ]]> 2017-12-04 02:50:10 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212695029 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212700731 Active learning environments have evolved into spaces filled with 21st century technology. This study discusses a private high school in Florida who has ideas from major universities that creates hands-on interactive learning environments. Classrooms based on Technology-Enhanced Active Learning (TEAL) designed around technology with an instructor station in the center of the room surrounded by whiteboards and video projectors. These new classrooms are developed away from the typical student desk type classrooms, but with wheeled desks so students have the ability to move around and work actively. IPad/laptop carts for individual or group work and areas designated for brainstorming and collaborating.

**Popular sources may not involve a study and may not include findings.

Things to note:
The state of the art classrooms are aiding teachers to change the way they teach into a more active learning process enabling students to take ownership of their learning. Students begin their class with a short assignment or introductory lesson and break into small groups to work collaboratively on skills. Students then create presentations and reflect on their learning. Teachers also have the opportunity for continuing professional development for their own guidance in their facilitator role.

Reference:
McCrea, B. (2012). The classroom evolved: creating an active learning environment. The Journal
https://thejournal.com/articles/2012/01/25/the-classroom-evolved-creating-an-active-learning-environment.aspx]]> 2017-12-04 03:45:27 UTC https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/212700731 toddsgirldana https://padlet.com/toddsgirldana/42nfgd7a5njx/wish/213683395 This study looks at the effectiveness of active learning. The crucial developmental ages of 10yo to 15yo in middle schools tend to be a great time to allow students to work collaboratively because they are "peer oriented years". Students in this age group are usually active and energetic so the physical movements in the classroom is important. The active learning environment allows students to become more engaged in this age group. Some examples of Intellectually Active learning opportunities are concept maps, Inquiry activities, problem-solving activities, presentations or papers that require research and multimedia presentations. Socially active opportunities consist of whole group, small group discussions and small group projects. Physically active opportunities for the classroom include lab experiments, hands on projects, games, building models and manipulatives. This study was on nine middle school grade teachers, class sizes around 25 to 30 students, who have active learning approaches in their classrooms. Data included classroom observations, interviews with teachers and samples of lesson plans. The teachers use a variety of strategies to reach the students including videos, drawing pictures, manipulatives, computer software, games, demonstrations and worksheets.

**Popular sources may not involve a study and may not include findings.

Things to note:

Young adolescents learn through a variety of ways (Edwards, 2015). Adolescents need to be engaged in learning intellectually, actively, socially and physically (2015). By incorporating different types of activities into the classroom teachers can meet different needs of students while teaching the important content and teaching them how to view the world around them, including to think critically. By using different types of teaching in the classroom it makes the lessons more engaging, exciting and students feel like learning is fun.

References:
Edwards, S. (2015). Active learning in the middle grades. Middle School Journal
https://files.eric.ed.gov/fulltext/EJ1059827.pdf

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