On Task Percentages

Student	Independent Work	Teacher Directed Lesson
Target Student 1	84.4%	80%
Peer 1	88.8%	96.6%

 

Student	Independent Work	Teacher Directed Lesson
Target Student 2	85%	50%
Peer 2	94%	94.4%

 

Student	Independent Work	Teacher Directed Lesson
Target Student 3	75.5%
Peer 3	75.5%

 

Student	Independent Work	Teacher Directed Lesson
Target Student 4	83.1%	67.8%
Peer 4	97.4%	100%

 

Student	Independent Work	Teacher Directed Lesson
Target Student 5	21.4%	62.5%
Peer 5	100%	93.7%

 

Target Student 4 will have percentages for the teacher directed lesson, that observation
has not been completed yet.

On task percentages were calculated by taking the number of on task intervals, dividing
them by the number of on task and off task intervals, then multiplying them by 100.

Interview Summaries

I interviewed 4, 4^th grade students. There were 2 girls and 2 boys. All of these students have attention issues.
Their parents gave them permission to be interviewed.

 

1. What helps you focus in class?
   

   2 students said doing an activity that they thought was fun
   

   1 student said medicine helps. "Without the medicine it's very hard for me."
   

   2 students said that the teacher saying their name helps them focus
   

   1 student said that looking at the teacher instead of others places
   

   All students said that working someplace quiet or alone helps them
   

   
    

2. What do you do to get yourself back on track?
   

   Students said one or more of these things: ignore them, ask to move to another table, tell the teacher
   the problem, ask the person to stop, try to listen to the teacher instead of what I'm thinking
   

 

1. How do you learn best?
   

   No two students had the same answer. Answers included:
   

   -when the teacher works one-on-one with me
   

   -by myself cause I get more done
   

   -a group because when you need help they can help you
   

   -when I'm with a group they goof around and then I goof around

Catch Up Time

Alas, I've fallen behind in following my timeline for my project. So I'm finally getting some things accomplished. I've created my permission slip for interviewing students, typed up the strategies I'm using to help my ADD students, and I've started to calcuate their percentages of off-task behavior. I still have alot to do, especially before winter break. BUT one step at a time....

Strategies the Teacher is Using

Strategies for Direct Instruction

 

-redirecting by calling their name or calling on that student

-having them do the work or problem for the class

-redirecting with nonverbal reminders such as a tap on the

shoulder or pointing to their assignment

-incentives for focusing (tickets as part of a class reward system)

-frequent opportunities to turn and talk with their

neighbor about the content

 

 

Strategies for Independent Work Time

 

-frequent breaks (for some students not all)

-segmented assignments

-checking in with them frequently

-verbal reminders

-moving them to an area with less distractions

-using privacy folders during work time

Aha Moment!

I had an epiphany this morning when I looked at my schedule and saw that we had a guidance lesson. I realized that I could make some observations of students and collect data while the counselor was doing a lesson! I want data on how my students pay attention while I'm teaching and for others. So...I can also do this when there's a library lesson. Yay! This also allowed me to collect data two times this week, which is a huge accomplishment.

Collection continues

I am continuing to collect my data. I have tallied off task behavior of students while they've been doing independent work. My principal will be coming to help tally behaviors while I'm teaching.


In my internship, I've spent a great deal of time working on putting together enrichment clusters. Clusters are classes that students get to choose based on their interests. Students lead the classes and the teacher acts as a facilator.

Week 2

This week I continued to collect data on the frequency of off task behavior during independent work time. It was fascinating to me to observe 2 children so closely for a solid 10 minutes. Usually during the day I don't give my undivided attention to one student for that long. It was interesting to me to see that during the assignment part of the work time the child was very on task. But when they were finished and got to self select an item from my "What to do when I'm Done" chart his off task behavior dramatically increased.

I'm upping my goal for myself next week, in that I would like to get 2 observations and tally charts completed instead of just one per week. Hopefully this goal will help me continue to stick to my timeline.

The Research Begins

I did my first piece of data collection today. 1. I'm so proud of myself for getting it started and squeezed into my hectic Friday and 2. It required more focus than I orginally thought. and 3. I discovered that I am a better multi-tasker than I thought. :) I had to manage students questions such as "Can I use the restroom?" while making observations on 2 students every 2 seconds.

It confirmed for me my need for more eyes in my classroom to help me collect data. I can make observations during independent work time but I'll need someone else to observe while I'm teaching. (I don't know why I didn't think of that before).

I also realized that my ADD student today was really pretty focused for the whole 15 minutes and wondered how different he is without his medication. Are there already new wonderings?

Creating the Plan

This week I had to create my plan for action research. I loved laying out specifically what I am going to accomplish. It helped me make sure that I was really answering my inquiry questions. Creating a timeline also made the project seem more reasonable and gave me the feeling that I could definitely accomplish this. This plan will guide my research and help keep me focused.

Action Research Plan

OBJECTIVES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	PERSON RESPONSIBLE	TIMELINE	HOW WILL IT BE MONITORED?	Revisions to SIP/PIP based on monitoring and assessments
I will assess the on task and off task behaviors of ADD students compared to their peers.	Tally off task behaviors of students with ADD and those without ADD	-a tally chart for each student being observed found in the book The Tough Kid Toolbox by William R. Johnson pg. 213	Tara Fitzgerald   Denise May	Start by mid September 2011: Tally one student with ADD and one without each week for 6 weeks.   By the end of Sept. 2011: Have the principal make observations of on and off task behaviors.	I will calculate the percentage of off task behavior for each student observed and record the data.
I will assess what strategies I am using to help ADD learners focus.	-gather notes from the teacher about strategies they are using with their ADD students -have someone observe the teacher and take field notes about strategies the teacher is using	-teacher notes   -field notes form	Tara Fitzgerald   Denise May	September and October 2011	I will compile a list of all strategies currently being used and include in my presentation.
I will get input from teachers on my campus about effective strategies for working with ADD students.	-create a survey for teachers/staff to complete about the strategies they've found to be effective with ADD students	-survey monkey	Tara Fitzgerald	Give the survey by the end of October	I will compile survey answers into one document.
I will get students' perspectives.	-get permission from parents to interview their child   -interview past and present students with ADD	-create interview questions such as What helps you focus?	Tara Fitzgerald	Have surveyed 4-6 students by the middle of Nov.	I will write up my interview notes.
I will read relevant research on ADD.	Read parts of books and journal articles about strategies for working with ADD students.	Access to professional journals   -specific books to come	Tara Fitzgerald	By the end of December I will have read at least 4 sources on my topic.	The references will be included in my written report on my research.
I will implement new strategies as a result of my findings.	-pick several new strategies to begin using in the classroom.	-none	Tara Fitzgerald	I will implement the strategies starting Spring Semester and use them for the next 2 months.	I will monitor this by documenting the strategies I am using.
I will assess the on task and off task behavior of ADD students compared to their peers.	Tally off task behaviors of students with ADD and those without ADD after having implemented new strategies.	-a tally chart for each student being observed found in the book The Tough Kid Toolbox by William R. Jenson pg. 213	Tara Fitzgerald   Denise May	Complete tally charts on each student throughout March and April 2012.	I will calculate the percentage of off task behavior for each student observed and compare that percentage with the beginning percentage. This will allow me to evaluate the effectiveness of the new strategies.

Reflections

This week as I took a look at all the areas action research is commonly done in, I realized that finding a topic was easier than I thought. I also realized that there are so many areas for inquiry that can benefit me and my colleagues. Questions that popped in my head were things like: how can I support transfer teachers?,  How can we exit children from tutoring?, What are parents perceptions on homework? student perceptions?, and how can we build on what other grade levels are teaching in writing? I feel like I've barely started my project and I'm already excited to continue the inquiry process with some of these other questions.

Also, after meeting with my principal to decide my project, I feel ready to tackle the question of how am I meeting the needs of my ADD/ADHD students? and What strategies are effective for keeping their attention? Stay posted for updates!

Why use blogs?

Blogs open alot of doors for educational leaders. They can provide a way to not only communicate with staff and parents but interact with them. For example, a principal might post on a blog an idea for a school event like a curriculum night. The blog would enable parents and community members to give their input on the planning of the event in a quick efficient way. Furthermore blogs help build communities and form relationships which is a huge goal for schools.

Action Research...huh?

When I first heard the words action research all that came to mind was finding information in the library and having to read a lot of information. However, I've been pleasantly surprised to discover that action research is not like that at all. Action research is better termed inquiry. It's a process of posing a question or wondering that's relevant to my life and my educational problems/challenges. Then I take my problem collect data, analyze it, and find relevant information about the problem. Through my findings I decide what changes or adjustments I can make and I implement them. After a period of time I share how it went with colleagues, parents, and/or my fellow grad students. Part of this process is what I already do as a teacher such as analyzing student data and sharing ideas with my co-workers. It's a process that makes research relevant because it will help solve real life problems and impact my students for the better.