Action Research Cycle Week 6-Module 3

Originally published-February 15, 2013

This week's focus was the use of WBTs CoreFour-Mirrors. Students were given a quick review of Mirror directions, including student and teacher roles during Mirror activities. This week, students used the mirror technique to remember the causes and impacts of the Great Depression. Prep work and planning of the lesson to pre-determine gestures proved very benificial as no time was wasted teaching students gestures. Students were taught one gesture before adding a second, and practiced these using CoreFours Teach/Ok before adding a third and fourth Great Depression Cause. The same routine followed on subsequent days for depression impacts. Students enjoyed gesturing and repeating information more so than with traditional lecturing. By allowing paired students to practice in small groups, students were 'forced' to participate when the Switch technique was used. This proved benificial because all learners had an opportunity to participate and activate the brain. The use of Teach/Ok allowed for a quick teacher assessment of student abilities to repeat the gestures for mastery of the concept. More rehearsal is necessary to master and remember the concepts. Perhaps an assignment could be made to practice gestures at home. Or, a video recording could be placed on the teacher created blog or Edmodo for students to use and practice with at home. Time is a factor to record and upload videos, but it is a possibility. Other teacher observations were made, including the following: Students wanted to repeat 'teacher words' while being taught gestures. Several students in each of the four history classes also wanted to continue gesturing even when Mirrors was not being used. This 'did Not' keep the dear teacher happy. After watching a WBT YouTube video by Kate Bowski, the action research cycle will be adjusted. WBT Mirrors will now include two types: Mirrors and Mirrors and Words. When Mirrors is used, students will ONLY mirror gestures. They will not speak. When Mirrors and Words is used, students will both gesture and repeat with words. A teacher gesture will also be used to indicate Mirrors and Mirrors and Words is complete. Will the use of Mirrors and Mirrors and Words improve student focus, participation, and proper use of gesturing during the learning process?

Action Research Cycle Week 5-Module 3

Originally published-February 10, 2013

Action Research Question “Does the consistent use of Whole Brain Teaching's CoreFour and Five Classroom Rules produce increased enthusiasm and improved learning outcomes for all students?” Week One-Data Collection; Assessment Week Two-Implementation of Consistent Use of Five Classroom Rules--Many students continued to break rules, especially Rules 2 and 3. Week Three-Review Rules Two and Three by purposefully breaking Rules 2 and 3.--Fewer students broke rules. Week Four-Using Behavior Assessment for Seating Chart; Implementing Scoreboard--Minute at end of class was difficult to remember Week Five-Scoreboard Reward Changed to Beginning of Class--Students enthusiastic about Minute to socialize and easily remembered Last week, students spent two days in the computer lab working on iPad projects, and Friday was a a teacher work day. That being said, using the Scoreboard in a different environment was a little challenging. This weeks strategy was to allow students to use their 'minute' earned from the Scoreboard at the beginning of class in stead of at the end. Results were demonstrated immediately. Even though this was a short week, the data collection method of teacher observations showed all students appreciative and enthusiastic of 60 seconds at the beginning of class to socialize with their peers. Even before the timer was set, students jumped from their seats to start their talk time. The timer allowed students to quickly see how many seconds remained. If students got back into their seats within 10 seconds after the minute, they earned a new point on the scoreboard for the new class. If not, the teacher earned a point. The researcher assessed that the one minute 'talk time' at the beginning of class solved the problem of not having adequate time at the end of class for the minute. Time in the computer lab earned a second minute if students won the Scoreboard game in the lab. The action research cycle was adjusted to focus on the Whole Brain Teaching CoreFour Mirror technique. Will the use of 'Mirrors' increase enthusiasm and improved learning outcomes for all students?