1
MASTER OF ARTS IN
EDUCATIONAL TECHNOLOGY
Exit Portfolio
By Deborah Criss
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Table of Contents
Table of Contents________________________________________________ 2
Letter to Reviewer_______________________________________________ 3
Resume________________________________________________________ 4
Internet Safety Voice Thread (EDIL 619)_____________________________ 6
Link and Location_________________________________________ 6
Introductory Description____________________________________6
Internet Safety Handout____________________________________ 6
Reflective Statement_______________________________________ 7
Dewey Decimal System Web Quest (EDUC 621)_______________________ 7
Link and Location_________________________________________ 7
Introductory Description____________________________________7
Reflective Statement_______________________________________7
Action Research Project (EDUC 611)__________________________ ______9
Introductory Description____________________________________ 9
Paper___________________________________________________ 9
Reflective Statement_______________________________________19
Interactive Instruction Lesson (EDEL 616)____________________________ 20
Introductory Description____________________________________ 20
Project Location___________________________________________ 20
Reflective Statement_______________________________________ 20
Technology Integration Project (Created through EDUC 621)_____________21
Kid Blog Introduction______________________________________ 21
Kid Blog Lesson Plan for Grades 3-4__________________________ 21
Kid Blog Reflection________________________________________ 24
Core Course Questions____________________________________________24
EDUC 611_______________________________________________ 24
EDUC 621_______________________________________________ 26
EDUC 628_______________________________________________ 27
EDUC 680_______________________________________________ 28
Personal Evaluation of Portfolio____________________________________ 32
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Letter to Reviewer
Deborah Criss
2012 Houston St.
Ashland, KY 41102
April 11, 2014
Christopher Miller
Professor of Education and Chair
Department of Foundational and Graduate Studies in Education
Morehead State University
503 Ginger Hall
Morehead, KY 40351
Dear Dr. Miller and Review Committee:
My name is Deborah Criss. I am a Morehead State Alumnus and am grateful for the opportunity to again come
to Morehead to complete my Rank 1. The graduate classes I have completed were very relevant to today’s
educational technology needs. My projects were beneficial to my current job assignment, and I feel they have
adequately prepared me for a future in Technology.
Three technology based assignments were included in my portfolio. These assignments include a professional
development for parents, a lesson on the Dewey Decimal System that I have used in my current role as K-5
librarian, and an interactive Power Point that I have used in my periodic position as high school credit recovery
teacher. The lesson plan I included was also produced through requirements for a class assignment. It is an
ongoing blog that students continue to add posts and responses to throughout the year. My final piece is my
action research plan. I included this assignment because it pushed me to extend outside my comfort zone in
planning and teaching, and evaluate myself on a higher scale.
Below you will find the contents of my exit portfolio. It is my pleasure to present it to you. I hope you will find it
acceptable for the requirements of graduation from the program. Thank you for your time reviewing it.
Sincerely,
Deborah Criss
Library Media Specialist
Ponderosa Elementary School
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Resume
2012 Houston St.
Ashland, Ky 41102
Phone 606-922-5964
E-mail Debbie_135@yahoo.com
Deborah Criss
Objective
Applying for graduation from Morehead State University with an
Education Technology Master of Arts in Education and Rank 1
completion.
Education
1999 – 2004
Morehead State University
BS: Geology
 Minor in Environmental Science
 Minor in Coaching
2005 – 2007
Western Kentucky University
MS: Library Media Education
2012 – Present
Morehead State University
MA: Educational Technology (In Progress)
Professional
experience
Morehead, KY
Bowling Green, KY
Morehead, KY
2006 – Present
Ponderosa Elementary School Catlettsburg, KY
Librarian
Duties performed include: teaching library skills, genres, and technology
skills. Chairing book fairs. Also budgeted, ordered, cataloged, repaired, and
shelved books. Teaching drama as part of Arts and Humanities curriculum.
Creating and presenting professional development opportunities to district
staff. Serving yearly on school committees and the Arts and Humanities
professional learning community.
2011 – Present
School Technology Coordinator
Duties performed include: maintaining the school website, attending
monthly meetings, technology integration assistance, and informing staff of
technology updates.
2013 – Present
Student Technology Leadership Program Sponsor
Duties performed include: teaching technology skills, creating lesson plans,
school radio broadcast supervision and maintenance, chaperoning Regional
competition, and working with students once a week after school.
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2013 – Present
Site Base Council Member
Duties performed include attending monthly meetings, approving school
budgets, being a voice to parent and teacher concerns on the council.
2004 – 2006
Ramey-Estep High School
Rush, KY
Part Time Librarian
Duties performed include: Ordering, cataloging, repairing, and shelving books.
Took pictures at school events.
2004 – Present (periodically)
Credit Recovery Teacher
Duties performed include: Preparing lesson plans and assigning grades.
References
Matt Spade Principal Ponderosa Elementary School
16701 Ponderosa Dr. Catlettsburg, KY 41129
Work: 606-928-2330
Ann Brewster Principal Ramey-Estep HS
2901 Pigeon Roost Rd. Rush, KY
Work: 606-928-5801
Barbara Ballash Librarian Ramey-Estep HS
406 Bellefonte Princess Rd, Russell, KY
Work: 606-928-5801 Home: 606-329-0360
Awards received
Morehead State University: Regional Honors Scholarship, Dean’s
Scholarship, Dean’s List
Western Kentucky University: Sarah Gilbert Garris Scholarship
Morehead State University: Outstanding Graduate Student (M.A.) in
Educational Technology Program
Philosophy of
Teaching
I believe young people are our future. They need responsible,
passionate, good role models to educate and lead them. A teacher
should be knowledgeable of the subject matter, possess skills to teach it
in many different ways, and have a passion for student learning and
comprehension. The teacher should be willing to motivate, and
challenge students while understanding that not all students are on the
same level or learn in the same way. As a librarian, I teach a lot of
research skills. Several ways I am used to presenting activities and
information include using worksheets, computers, iPads, PowerPoint,
Online programs and hands on experience. My goals are to encouraging
reading, a love of lifelong learning, and provide technology experience
to students and colleagues.
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Internet Safety Voice Thread Link
https://voicethread.com/share/4383320/
This link is also available on the website titled: Internet Safety Voice Thread.
Internet Safety Introductory Description
This presentation was created as a project related to my current job assignment as a
librarian, professional development presenter, and leader in my school.
Internet Safety is a new pressing concern for our children today. There are many benefits
to growing up online. However, there are risks associated with online behavior as well. Parents
need to know how they can protect their children from online risks. Teachers have professional
development to keep them up to date with the latest trends in education. Schools need to provide
“parent development” to keep parents up to date with the latest trends and information as well.
Presentations like this one can be offered through schools to parents to give them useful
resources and information to make well-informed parental decisions regarding the Internet.
Voice Thread is a free online tool that can be used to create video presentations. With
Voice Thread you can create and share conversations around documents, pictures, diagrams, and
videos. You can talk, type, and draw right on the screen. I used Power Point slides, pictures,
and recorded my script all using this program and the Internet.
Internet Safety Handout
Learn More about Online Safety
PBS Video: FRONTLINE: Growing Up Online
http://www.pbs.org/wgbh/pages/frontline/kidsonline/etc/synopsis.html
www.getnetwise.org
www.internetsafety101.org
O'Keeffe, Gwen Schurgin. The Impact of Social Media on Children, Adolescents, and Families.
American Academy of Pediatrics. (2011): Web. 23 June 2013.
http://pediatrics.aappublications.org/content/127/4/800.full
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Internet Safety Reflection
What I like most about this presentation and Voice Thread in particular, is that it can be posted
online for people to watch at their leisure. Maybe someone could not make the meeting, or wanted to
watch the presentation again with their children at home.
Cyber bullying has become a big problem with the increasing popularity of social media and
students being online. Education and prevention of Cyber bullying is something that I have become
rather passionate about. As a School Technology Coordinator (STC) at my school, I am responsible for
seeing to it that Internet Safety is taught to all the grades. As a librarian, who sees all the grades every
week, I specifically can teach those lessons. This past year, I made sure Cyber bullying was addressed
and students knew what it was, how to prevent it, but also actions to take when it does occur.
Voice Thread is the next program I plan to give professional development training on this
summer to the teachers in my district. This presentation will be presented as an example of possible
products the program can produce.
This assignment reflects the following standards:
Professional Leadership and Vision
Engages in Professional Development
Collaboration with colleagues and parents.
Implementation of Technology
Productivity and Professional Practice
Social, Ethical, Legal, and Human Issues
Dewey Decimal System Web Quest Link
http://zunal.com/webquest.php?w=185654
This link is also available on the website titled: Dewey Decimal System Web Quest.
Web Quest Introductory Discussion
Every year I teach a range of lessons on the Dewey Decimal System to all grades (K-5) at
Ponderosa Elementary School. In EDUC 621 we were given the task of creating lessons using
available technology programs. I decided I wanted to do a Web Quest because I had not done
one in years. The last time I created a Web Quest, I got bogged down in HTML code and it was
not worth the headache to create. In class, we were told there were many online programs that
created the HTML code for us, we just had to plug in content and publish it. Through online
research, I came across the (mostly) free program of Zunal. I say mostly free, because you can
only create one project with each email registered, beyond that you must pay a fee. Zunal was
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very easy to register and use. Clip art, links, documents, videos, and pictures can all be uploaded
to the site. I even gave a professional development presentation to my district on it last summer
and received a lot of enthusiasm about the program.
This lesson started off as an entirely paper based lesson. Students were lectured
about Melvil Dewey using page one of the Adobe document. Then students were given the
handout of the 10 sections of the Dewey Decimal System to have as a reference, page 2 of the
Adobe document. Students were then given page 3 of the Adobe document, “What Dewey
Divisions?” The first 15 would be done together as a class, having students raise their hands to
provide the answers. In this way I would gauge student understanding of the assignment. The
task for the students to do on their own was to use the DDS handout to match the Dewey
divisions to questions 16-30.
The current technology based lesson has students manipulating their way through
the pages of an online WebQuest. Students are to follow 3 links to information relevant to the
assignment as well as follow a link to print off their handout. Students are gaining the same
information provided from the initial assignment about Melvil Dewey, the 10 categories of the
Dewey Decimal System, and using that knowledge to classify subjects into their Dewey
Division. Through the new incantation of this assignment, students also gain Internet skills,
computer skills, and group work skills. The new assignment also better addresses student
learning diversities by providing small group discussion, peer tutoring, and picture explanations
for each Dewey division.
Web Quest Reflective Statement
This Web Quest was a great way to have third and fourth grade students become familiar
with Melvil Dewey and the Dewey Decimal System. It also integrated computers and web
skills. The web quest process has clear steps to follow and questions to answer. I was able to
incorporate everything I use during my typical lessons into online media including content,
learning targets, handout, and rubric. Having it online in this format made the content and
delivery more relevant to my students. Students were also able to browse and work through at
their own pace which kept them on task and able to take ownership of their learning. My
students love to work with computers, and really enjoyed this Web Quest.
This assignment reflects the following standards:
Demonstrates Knowledge of Content
Designs, Plans, and develops teaching, learning and the curriculum
Plans and Designs Learning Climate
Implementation of Technology
Procedures for technology environments
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Action Research Paper Introductory Description
As a librarian, I enjoy seeing students enjoy the books they are reading. However, it
seems there are fewer and fewer students choosing to read for fun as they get older. I wanted to
research what the reason for that is. Is it activities outside of school such as sports and video
games taking time away from reading? Are the students just not finding stuff that they want to
read? Can I generate interest in reading through lessons designed to introduce new reading
material? This action research project was designed to study how students were selecting
reading material, how I could impact their reading interests, and if the amount of time spent
reading each week could be increased.
Action Research Paper
IMPACTING STUDENT READING INTERESTS
THE EFFECT OF READING WITH STUDENTS,
READING LOGS, AND BOOK PREVIEWS
ON STUDENT READING INTERESTS
AND ACCELERATED READER POINTS
IN A FOURTH GRADE CLASSROOM.
Abstract
The purpose of this study was to see how reading logs, and book previews impact student
reading interests, time spent reading, and Accelerated Reader points over a nine week period in a
fourth grade classroom consisting of 21 students. The main goals were to increase student
reading interests, amount of time spent reading, and accumulation of Accelerated Reader points
through student reading logs, book previews, and read arounds. This study showed no
significant impact on student accumulation of Accelerated Reader points. Student reading
interests were impacted during the week of the performed intervention, but then went back to
previous interests levels. The study did not appear to steer students to other books with similar
topics. The amount of time students read each week increased for the first four weeks of the
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intervention but then leveled off. Positive results were achieved with reluctant readers however.
Two reluctant readers increased their Accelerated Reader points and one that had not yet read
anything began reading.
Reflection
I’m an elementary school librarian in the state of Kentucky. I service grades K-5 for one hour
each week in the library. During that time we do a30-40 minute lesson and then check out two
library books for them to take home. At my school, students gain reading skills in each grade,
most gradually graduating to chapter books by the third grade. In the 3rd grade, students are very
avid readers. Most are getting at least one chapter book a week, reading that book, and taking an
Accelerated Reader test on it. In the school wide Accelerated Reader contest, there is always at
least one 3rd grade student in the top three for the school. But this hunger for books drops off
significantly in the 4th and 5th grades. I see many students check out and in books without even
opening them to read that week. Or worse, their book has a bookmark in it, showing they’ve
been reading it, but they just remove the bookmark and turn it in—without finishing the book.
Fourth and fifth grade students supposedly should be on a higher reading level than third grade
students, yet many third grade students are accumulating far higher Accelerated Reading points
than the upper grades. This has been shown by analyzing student Accelerated Reader points by
grade. What is it that is leading to this drop in reading?
Student Accelerated Reader Points by Grade
Points
2nd Grade
3rd Grade
4th Grade
0
1
1
250 or more
16
23
15
100-249
33
17
34
50-99
19
17
19
0-49
Initial actions before this intervention to encourage reading include creating a “Recommended
Reading Shelf” as well as a “Book of the Month” display. New books were ordered as well as
updating the Accelerated Reader sticker on current books the library has. Students were then
introduced to reading logs, new book talks, and read arounds.
For this intervention I looked at whether I felt students were able to find books that they wanted
to read. A part of me believes students are not able to identify their interests and find books that
reflect their changing interests as they grow. I also looked at how the students were finding the
books they checked out. Were they going to the same shelves all the time, were they getting
suggestions from friends, or were they trying new things. Reading helps in all academic areas.
I want to see students grow and succeed academically. This intervention is to help introduce
students to different genres of books, spend time finding books they like, and read and finish
them. I want to motivate students to spend time reading in their spare time.
Literature Review
Importance of Reading
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Reading is one of the most important areas of education. It has been shown that readers with
strong reading skills progress and attain greater development in all academic areas (Abdullah,
et.al., 2012). Another study by Pauline Dewan (2013) declares that reading is the foundation of
all studies and the bedrock of critical thinking and communication skills. However, it takes a
long time to become proficient at anything, including reading. Malcolm Gladwell (2008), states
that it takes as much as 10,000 hours of reading to become really good at it. For students to
spend this amount of time reading, we really need to get them to enjoy reading and want to do it
on their own time.
Reading loss during the summer greatly impacts learning during the school year (King-Dickman,
2013). Instruction during the school year must not just ensure students can read, but also make
reading desirable (King-Dickman, 2013). Despite this importance of reading, it is estimated that
as many as 6 million middle and high school students cannot read at acceptable levels (Wise,
2009). Poor readers are not only reluctant to read, they also often score poorly on performance
tests (Abdullah, et.al., 2012). In order to keep this summer reading loss from happening,
students need to be inspired to read at home on their own.
Reading is also important for social skills, community leadership, and job selection. Research
shows that those who read for pleasure are much more productive citizens by voting,
volunteering, and visiting museums as well as achieving higher education levels and working in
more financially rewarding jobs (Dewan, 2013). If we don’t get students reading, it literally can
affect the rest of their lives in many different ways.
Reading Motivation
Reading motivation is closely related to why students read on their own (Abdullah, et.al., (2012).
There isn’t enough time in the school day to devote to all the reading that students need in order
to become proficient. Students need to be inspired and motivated to continue reading on their
own. The pleasure of reading is also something that keeps people reading at home. Librarians
need to stimulate a culture of reading with book clubs, author readings and discussion, and
community events (Dewan, 2013). It is shown that launching a reading intervention can
positively affect student’s attitudes toward reading (Siah, 2010). The school higher ups also
need to get involved. A study done by Shazila Abdullah (2012) found that policy makers and
curriculum designers need to promote reading motivation through reading for pleasure so that
reading is not perceived as an activity without merit.
Reading Interest
Besides motivation, reading interest is important in promoting reading for pleasure (Abdullah,
et.al., 2012). Reading interests refer to what a student prefers or is interested in reading. As
librarians, we can help our base patrons and increase new users by serving their reading interests
(Dewan, 2013). The way we can get students excited about reading all year long, is to place
books in their hands that they want to read (King-Dickman, 2013). Students need to choose the
books they read and choose topics based on their passions and beliefs (King-Dickman, 2013).
Reading logs can help students find books and texts that they want to read. Reading logs can
motivate learners to read a large number of texts on a wide range of topics because the students
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are selecting the reading material based on its relevance to their interests, knowledge, and
experience (Lyutaya, 2011). Inviting students to talk in small groups and share books they have
read is also important (Lyutaya, 2011). Doing a book study or read around as a class can show
students new genres and topics they haven’t considered before.
Purpose of the Study
This action research plan asks the question: How will reading logs, book previews, and read
arounds impact student reading interests and Accelerated Reader points in a fourth grade
classroom? There are three main purposes to this study. The first is to impact student reading
interests. The second purpose of this study is to increase student accumulation of Accelerated
Reader points. The third purpose of this study is to increase the amount of time students spend
reading each week.
Impacting Student Reading Interests
Are students able to identify and find books that suit their interest? It is believed that students
are not able to identify and find books that they are willing to read. This study is designed to
change the reading habits of a class of fourth grade students. The desired outcome is for students
to be reading from fiction novels, magazines, and nonfiction formats they haven’t regularly read
or been exposed to in the past. During the study, students will learn about other possible reading
interests they might have through the introduction of book talks, two read arounds, and reading
recommendations.
Accumulation of Accelerated Reader Points
Are students reading and finishing the books they take home so that they can test on them? Most
fourth grade students supposedly should be on a higher reading level than third grade students,
yet many third grade students are accumulating far higher Accelerated Reading points than those
in fourth grade. The goal of this intervention is for student Accelerated Reader points to increase
by an average of 10 points over the nine week period of the study.
Amount of Time Reading Each Week
Are students motivated and willing to read during their spare time? Many students check out
books without reading or finishing them each week in the classroom or at home. The goals are
that through this intervention, student reading motivation will increase, student attitudes about
reading will change over the course of the nine week study, and students will improve their
reading skills over the continuing course of their education from 4th grade and beyond.
Participants and Study Setting
Participants
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The participants for this study consist of 21 fourth grade students. Three of those students have
been identified special education and receive services one on one each day from a special
education teacher.
The study instructor is an experienced educator. She has been working in education as well as
the school library for 8 years. She obtained her Masters in Library Media Education in 2007.
This class is part of her ninth class of ten needed to complete her Rank 1 degree.
Study Setting
The setting for this study was in an elementary school library/classroom. The library contains a
reading zone where students can quietly read. There are 18 computers for students to use to
search the library catalog as well as take Accelerated Reader tests. Each class comes to the
library for a 1 hour block each week.
Intervention and Research Methods
This intervention took place over the course of a nine-week period with 6 weeks of lessons to
encourage different reading topics. Lessons given included an introductory lesson, two book
talks, two read arounds, and a final day to allow students to find books they had written down
from previous lessons.
Introduction
The introductory lesson to the intervention in which it was explained that they are going to be
exposed to several different books and texts through book talks and read arounds to see if there
are any topics they are interested in that they haven’t previously discovered. An initial survey
was presented in which they were to reflect on their reading habits and interests. This survey
was also revisited at the end of the intervention to see if students felt their reading habits and
interests had been impacted or changed in any way. They were then given the Reading Log
sheet and explained how to record and keep track of what they have read and how long. ALL
reading counted including books, magazines, iPod directions, video game onscreen text, menus,
etc. They were also given a “Some Day Book List” that they could record books from each book
talk or read around so they could check it out at a date when it was available.
Book previews
A book preview, also known as a “book talk” in the library world, is a review of a book, book
series, or author with students. The book talks performed in this intervention were two book
series’: Percy Jackson and the Olympians, and Children of the Lamp. Each book talk was
created with Microsoft Power Point. All available books for each series were reviewed and
summarized on a slide and presented to the students. Students could then record on their “Some
Day Book List” what books they were interested in so they could check it out at a later date if it
was not available
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Read Arounds
A read around consists of taking several texts and allowing a student or group of students about
5-10 minutes to preview the text, and then share it with the classroom when they are ready. The
first read around for this intervention consisted of 11 various Halloween books. Six books were
fiction, and the other 5 were an assortment of nonfiction books. The second read around
consisted of a set of 10 different magazines, which students were assigned to review in groups of
two. Students had their “Some Day Book Lists” and were able to add titles as each was
reviewed.
Concluding Lesson
The final lesson allowed students to search the computer for the titles and topics they had written
down on their “Some Day Book List” as well as take the end of the intervention survey and
reflect on new topics of interest.
Chart 1: GANTT CHART
Objective
Students will learn how to track and understand how
much they are reading. They will learn that all
types of reading counts, even formats they haven’t
considered in the past.
S
October
30
7
X
X
November
D
14
21
28
4
11 18
25
2
Student Accelerated Reader points of a class of 21
fourth graders will increase by an average of 10
points over a 9 week period.
X
X
X
X
X
X
X
X
X
Student attitudes about reading will change over the
course of 9 weeks.
X
X
X
X
X
X
X
X
X
Students will be informed about other possible
reading interests through book talks, a read around,
and recommendations.
X
X
X
X
X
To increase the reading motivation of students in a
fourth grade classroom.
X
X
X
X
X
To change the reading habits of a class of fourth
grade students at school. Students will be reading
books, magazines, and other formats they haven’t
regularly read in the past.
X
X
X
X
X
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To improve reading skills over the course of student
education from 4th grade and above.
X
Methods of Data Collection
Students were given a pre- and post-survey about their reading habits. The survey is shown
below.
Reading Log Selections
Date:
Name:
Title
Book Information
Author
Genre
Time
Rating Mins Mins Mins
Student Reading Survey
1. Do you like to read? YES NO
2. What type of reader do you think you are?
Strong, average, weak
3. How much time do you spend reading each week? 30 min or less, 30-60min, More than
60 min
4. What types of material do you read? (circle all that apply)
Books, magazines, newspaper, comic book, directions
5. Do you have a public library card? YES NO
How often do you use it?
Once a week, once a month, once a year or less
6. About how many books do you own?
7. What kind of books do you like best? (circle all that apply)
a. History
g. humor
m. true stories
b. Adventure
h. mystery
n. drawing
c. Science fiction
i. plays
o. realistic fiction
d. Romance
j. war stories
p. fantasy
e. Poetry
k. ghost
f. Biography
l. horror or scary
8. How do choose what to read? (circle all that apply)
Look for yourself, adult suggestion, friend suggestion, other _______________________
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Students were given reading logs to take home each week. They kept track of what they read
and for how many minutes they read. Any reading material counted: magazines, books, iPod
directions, menus, etc. Students were given a prize incentive to bring the log back each week.
Those students that did not bring back a log were asked to fill one out in class for the previous
week.
Students were given a sheet to keep track of the books and magazines that interested them from
the book talks and read around. This was used to see if their reading interests were affected by
the introduced texts.
Someday Book List
Name:
Books to Consider:
From Shopping:
From Book Chats:
From Recommendations:
From Read Around:
Student Accelerated Reader points were tracked. Renaissance Learning software is used by the
students all year long to take Accelerated Reader tests. Their points before the plan was
implemented were recorded. Then the points they accumulated during the implementation was
tracked.
Plan for Increasing Validity
For future studies, validity needs to be increased. Possibly have participants specifically keep
track of reading spent on each topic presented in the read arounds and book talks. Then it can be
easier judged if student’s interests are being affected by each specific method.
The reading log was difficult for some members of this class. Minutes spent reading each week
needs to be clarified and simplified. The provided reading log should be shortened to not list
genres or rank the texts, and only keep track of minutes spent reading. It may also be helpful for
this age group to list categories of texts rather than have them write their own titles. Include
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categories such as books, magazines, directions, games, menus, and other to cover anything they
may read.
If more time for the study is available, more genres and texts should be reviewed to give students
more topics of interest to choose from. Because of limited time, the fantasy genre, Halloween
books, and magazines were the only texts that could be presented. There are far more topics out
there that may interest the participants.
Results of the Study
The first goal of the study was to impact student reading interests. The results from the “Some
Day Book List” are shown in Chart 2 below. The study appeared to impact student reading lists,
but only temporarily. No significant changes were noted in the reading logs or on student
interests in the post-survey.
Chart 2: Results Recorded on Some Day Book List
Intervention
Number
Written Down
Book Talk—Fantasy: Percy Jackson and the
Olympians; Children of the Lamp
(P.J.)
15
(C. of L.) 4
Percent of Class
Interested
71
19
Read Around—Halloween books: Nonfiction (crafts,
scary stories, riddles, poems, ghosts); Fiction (novels,
easy books)
42
90
Read Around—Magazines: (science, boy’s interests,
girl’s interests, games, animals)
17
52
The second goal was to increase the average Accelerated Reader points accumulated by the class
as a whole. Before the intervention, students had an average of 6.8 points per student. During
the intervention period, students averaged 6.75 points per student. There was no impact on the
average number of Accelerated Reader points for the class. Positive results of the intervention on
Accelerated Reader points were noted. Several individual students increased their points. One
doubled, two greatly increased. Two reluctant readers increased their points, and one student
with zero points before the intervention started accumulating points.
The third goal was to increase the minutes each student spends reading each week. The graph
below shows how student reading time was impacted each week.
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Minutes Spent Reading Each Week
120
100
80
60
Average Minutes
40
20
0
23
September
7
14
21
October
28
4
11
18
November
The student average climbed for the first three weeks of the intervention. After week 4, the
minutes spent reading each week reached its peak. In week 6 it dropped unexplainably, but then
climbed back up to peak levels.
Conclusion
For Goal 1: Impacting student reading interests, reading interests changed for the week of each
intervention but immediately went back to original interests. The book talks and read arounds
got students interested in the texts presented, but did not appear to steer students to other books
with similar topics.
For Goal 2: Increasing Accelerated Reader points, the intervention had no effect. Average
student points stayed the same from before and during the intervention. However, several
individual students increased their points. One doubled, two greatly increased. Two reluctant
readers increased their points, and one student with zero points before the intervention started
accumulating points. This was the main positive result from the intervention. Helping reluctant
readers find books they will finish is beneficial.
For Goal 3: Increasing the time students spend reading each week, student’s reading time greatly
increased from the first week but immediately leveled out. It’s believed this increase was
possibly due to not understanding everything they can include on the list. The second week this
was clarified and immediately student reading time went up.
References
Abdullah, S., et.al. (2012). “Reading for Pleasure as a Means of Improving Reading
Comprehension Skills.” Canadian Center of Science and Education, 8(13): 233-238.
19
Dewan, P. (2013). “Reading Matters in the Academic Library.” Reference and User Services
Quarterly, 52(4): 309-319.
Gladwell, M. (2008). “The Story of Success.” Reader on Top. Allen Lane: London.
King-Dickman, K. (2013). “How Elena Learned to Love Reading. Educational Leadership, 70
(8): 62-65.
Layne, S. (2009). Igniting a Passion for Reading. Scholastic Inc: New York, NY.
Lyutaya, T. (2011). “Reading Logs: Integrating Extensive Reading with Writing Tasks.” English
Teaching Forum, 1: 26-34.
Siah, P.C., & Kwok, W.L. (2010). “The Value of Reading and the Effectiveness of Sustained
Silent Reading.” The Clearing House, 83: 168-174.
Wise, B. (2009). “Adolescent literacy: The cornerstone of student success.” Journal of
Adolescent and Adult Literacy, 52(5): 369-375.
Action Research Paper Reflective Statement
I’m very proud of my action research plan and the amount of effort I put into it. The
results did not come out how I had hoped, and I was very disappointed in that. However, the
plan was a new idea to test, I implemented it the best way I could, and the results were able to be
analyzed. On those required conditions for a study, the plan was a success. I do wish I had
longer to work on it, and possibly make changes to the activities while it was in progress. As it
was only one semester, I had to stick with what I was doing in order to get enough results to
analyze. If I could have switched up the plan a little at the end of that semester, and continued
for another 3-4 months, results may have been different. Unfortunately, only having the students
for 1 hour or less a week, I sometimes feel it’s very difficult to make any significant impact on
them. That could have been a barrier that this study was not able to overcome, and played a
significant role in the results.
In my undergraduate degree I conducted a study for environmental science. Through
that study, I learned that most studies actually end up proving that something is not working,
rather than finding something that does work. However, that is still good because you learned
what doesn’t work and can be pointed in a direction for something different.
This assignment reflects the following standards:
Professional Leadership and Vision
Demonstrates Knowledge of Content
Designs, Plans, and develops teaching, learning and the curriculum
Implements, utilizes and manages instruction
Assesses, evaluates, and communicates learning results
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Reflects and Evaluates Teaching and Learning
Engages in Professional Development
Productivity and Professional Practice
Interactive Instruction Introduction
This project was one of my favorites from my program coursework. I love working with
Power Points, and just when I think I know it all I find something new to do with it. When I
created this project, I chose to do it on my secondary assignment as credit recovery and summer
school teacher at a specialty high school. During those sessions I usually teach Earth Science.
There is a lot of technology at that school, but not as much for student use as at my primary
assignment at the elementary school. The elementary school has 4-5 computers in every
classroom for student use. The high school does not. The students at the high school also are in
dorm housing and do not have regular access to computers at the dorms either. These students
seldom get the hands on experience of working on computers, and they always enjoy it when
they get that chance.
Interactive Instruction Location
Separate Power Point document on web site titled: Interactive Instruction Power Point.
Interactive Instruction Reflection
This Power Point was used over spring break for a middle school/high school credit
recovery session in Earth Science. It was a nice change for the students, to get them hands on
using computers rather than lecture, worksheets, and projected pictures. They seemed to enjoy
it, and the pictures and examples put it into a real-life perspective for them. Even though some
of the students knew the answer right away, the enjoyed seeing where the wrong answers took
them and the information provided for each.
Finding the pictures and creating the links for this assignment was fun. I love
scrapbooking and other artsy things in my spare time. Doing this Power Point was like creating
a scrapbook page and book for me. How can I arrange these pictures and captions the best way?
How can I link it to the next page of the book they need to see? It isn’t very long, but it covers
core content information in a fun way for the intended audience.
This assignment reflects the following standards:
Demonstrates Knowledge of Content
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Designs, Plans, and develops teaching, learning and the curriculum
Plans and designs learning experiences
Implements, utilizes and manages instruction
Demonstrates implementation of technology
Technology Integration Introduction
In this project I wanted to create the first ever blog of books for the Ponderosa
Elementary library. Currently students can look up books in our library database, but they can
only get a summary. I wanted them to be able to see peer reviews of available books and also
create their own reviews. This gives the students regular access and motivation to use computers
and the Internet in the library. Students are also very familiar with publishing to online programs
such as Face book for social networking and email, but not many have ever had experiences
uploading and publishing anything else. This blog will give students a creative outlet to express
themselves while also working toward school related goals such as reading, reflection, and
writing.
Students at my school are very interested in books and reading in 3rd grade but by 4th and
5th have tapered off with the amount of time they spend reading. I chose this blog hoping it
would generate students’ interest in reading books so they create blog entries, and that the entries
of their peers will stimulate their own interest in further reading.
Technology Integration Project
Kid Blog Lesson Plan
Teacher: Deborah Criss
Subject: Library Science
Date:
Grade: 5th
A. Student Demographics
 26 in class
 2 identified gifted (in Henry’s class, but do library with Biggs due to GT day)
 5 special needs
B. Core Content
 3.1.2: Participate and collaborate as members of a social and intellectual network of
learners.
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




3.1.4: Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use, and assess.
3.3.2: Respect the differing interests and experiences of others, and seek a variety of
viewpoints.
4.1.1: Read, view, and listen for pleasure and personal growth.
4.1.3: Respond to literature and creative expressions of ideas in various formats and
genres.
4.4.1: Identify own areas of interest.
C. Learning target(s)
 Students will be able to recognize typing errors such as capitalization and spacing.
 Students will understand the title of the review must be in the title box.
 Students will understand why they should not change the font of their review.
 Students will understand why it is important to re-read their work or have another person
read it.
 Students will review books and find two that fits their interests.
D. “I can” statements
 I CAN collaborate socially with other learners.
 I CAN use technology to organize and display a book review that others can view, use,
and assess.
 I CAN respect the differing interests and experiences of others.
 I CAN identify own areas of interest.
 I HAVE read, viewed, and listened for pleasure and personal growth.
 I HAVE responded to literature and creative expressions of ideas in various formats and
genres.
E. Materials / Technology
 Projector
 Smart Board Screen
 Computer
 Kid Blog (www.kidblog.org)
 Computer lab
F. Schedule (multi-day plan, day 3 of 3)
 Day 1: Write a review of a chapter book students have read.
i. I CAN read, view, and listen for pleasure and personal growth.
 Day 2: Type the review into the computer; write one response to another student’s
review.
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
i. I CAN use technology to organize and display a book review that others can
view, use, and assess.
ii. I CAN respond to literature and creative expressions of ideas in various formats
and genres.
iii. I CAN collaborate socially with other learners.
iv. I CAN respect the differing interests and experiences of others.
Day 3: Correct any grammar and typing errors on your own blog. Respond to newly
posted reviews. Find a book from the reviews that you want to read.
i. I CAN identify own areas of interest.
ii. I CAN respond to literature and creative expressions of ideas in various formats
and genres.
G. Activities (Be detailed in this section)
 Students will gather in the front of the room near the Smart Board.
 Students will be shown 8 blogs they have written.
i. Walk Two Moons (always re-read)
ii. Dork Diaries, Haunting in New…, Poisonous Pythons… (capitalization)
iii. Josefina’s Surprise, Virtual Vampires… (spacing)
iv. No Title (always put your title in the top bar)
v. Tuck Everlasting (do NOT change the font)
 Students will be directed to the back computer lab where they will log in and work on
their blog. I will be present for questions and help.
 Students will find two books they want to read and fill out the exit slip.
 Students will check out.
 Exit slips will be taken up.
H. How will you assess (attach copy of exit slip and common assessment connected to this lesson).
EXIT SLIP
NAME: ________________________________________
Write down the name of at least two books that you found using Kid Blog that you would like to read.
Circle yes or no if you were able to get the book today.
BOOKS
1. _______________________________________________________________YES NO
2. _______________________________________________________________YES NO
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Technology Integration Reflection
From the beginning, the student’s enthusiasm for working with a blog was much more
than I expected. They love leaving comments, and they love to see what comments others have
posted on their blog. In the last year of blogging, I have 50 users in my online class, 126 book
reviews posted, and over 500 comments made! This blog has exceeded my expectations in
student participation.
The maintenance of the blog was very simple. Students typed their reviews, but to make
sure they were understandable and looked good I helped them edit for capitalization,
punctuation, and typing mechanics. The biggest problems were titles not being capitalized, “I”
not being capitalized, no spaces after commas, periods, and colons. Students are not that familiar
with how to use the shift key to capitalize their letters, or with using the space bar after
punctuation. In my opinion this was just students needing to be exposed to more typing and
keyboarding skills. Their reviews had perfect punctuation and capitalization on paper, but
transferring it to the screen through the keyboard was something a lot of them struggled with.
This lesson was created to fix the common typing errors that students were making that I felt
could be corrected if they were given a lesson to show them what to do when typing.
This assignment reflects the following standards:
Demonstrates Knowledge of Content
Designs, Plans, and develops teaching, learning and the curriculum
Plans and designs learning experiences
Implements, utilizes and manages instruction
Assesses and evaluates learning results
Demonstrates implementation of technology
Productivity and Professional Practice
Planning and Budgeting for technology environments
Core Course Questions
1. EDUC 611
In your research course (EDUC 611) you studied categories of research including quantitative
and qualitative methodology as well as action research. Hypothesize and describe an educational
technology-related research project you could conduct in your instructional environment.
Describe which of these categories of research you would use and why this would be the best fit
for your study. How would you focus your review of literature to support your research? What
types of data would you collect and how would you collect these data? What issues do you think
may arise in your study that you would need to address?
My instructional environment is a library. Each week students come in for 50 minutes to an hour.
My duties don’t just include working with students each week, but assisting teachers with their
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classroom needs. One need my school currently has is with technology resources—specifically
videos to use in the classroom. In the past two years, each room has been equipped with a
projector that will project the teacher’s computer screen onto the board. This means any media
available whether it’s online, a DVD, or a CD-ROM can be easily viewed on a big screen. This
has pretty much made the VHS section of the library obsolete. There has been a huge drop in the
amount of VHS videos being utilized by teachers. However, the DVD section is not seen an
incredible jump in usage equivalent to that drop. My hypothesis is that teachers are utilizing
online videos or other media through YouTube and online sites in the classroom, not needing all
of our hard copy resources to be converted from VHS into DVD. The reason this is an important
study, is that educational money needs to be utilized in the best way possible. If teachers do not
need hard copy videos, and are able to find their resources from online means, that money can be
spent elsewhere. Maybe the school could purchase an online subscription to educational sites that
teachers would utilize. Maybe more CD-ROM programs need to be purchased instead of DVD
programs.
This research would best fall into the category of a qualitative study. There are many variables
that would be hard to nail down and isolate in a quantitative study or give a general answer that
can be applied to all elementary schools. This is also not be a study to improve my teaching
practices and improve myself, so it is not action research. This study will generate an estimated
answer, by studying teacher practices as it happens in their natural settings. The teaching
practices are going to be examined rather than controlled, so this study would be classified as a
qualitative study.
The literature review needs to be done on media use in the classroom. Why is it important to use
videos and media? What are the benefits? How effective is it? These are questions that need to
be addressed to validate why it is important to have available media for classrooms in these
formats. There is also literature that details statistics of how much media is used in the
classroom. It was very easy to find articles that state that almost half of all teachers are using
media in the classroom, and that there has been a growth rate of media use by 21% in the recent
years.
Data that will need to be collected includes teacher interviews and surveys or polls, teacher
observations, and media check-out records. Important questions to include are How often media
is used, what type of media is used (DVD, online site, CD-ROM), and what media teachers would
like to have greater access to. Teacher surveys can be conducted online using a site like
surveymonkey.com. Teacher interviews will need to be scheduled and done face-to-face.
Teacher observations could be done with minimal interruption during walk-throughs. Our district
now requires 3 observations per year for each teacher. All of those observers could keep track of
what media was being used in the classroom—if any. Check-out records can be obtained through
the library media center checkout program.
Several issues can arise in this study that will need to be addressed. Teacher cooperation will be
number one. Cooperation will be needed to make time to conduct teacher interviews, as well as
teachers to return surveys results. Teachers do not always properly check out material they use,
which would make check out records unreliable. When teachers answer surveys, they may be
afraid to answer honestly, thinking that putting down they are using more technology than they
really are will look good to administrators. Before the study begins, teachers will need to be
26
informed of how data is being collected and how the study results are intended to better help them
in the classroom. This may increase cooperation and reliability of data.
2. EDUC 621
In creating an ideal technology environment, which seven technologies do you feel are absolutely
necessary for the K-12 classroom? Justify your choices by citing current research. Describe the
ways in which one would use this software to target and boost student achievement.
The seven technologies I feel are absolutely necessary in the ideal K-12 classroom are a
computer, SMARTboard, iPads for students, a teacher created web page, clicker systems, an
ELMO, and blogs.
Teachers can use a classroom computer as a teaching partner (Hamilton, 2009). Many web-sites
and online programs are available that teachers can easily find and use to increase student
achievement. I have used Book Pals Storyline Online to give my younger students a “guest
reader” in the library, instead of always listening to me read the book. For the older students, I
have used many websites on poetry, and the Dewey Decimal System to name a few. Computers
can give students immediate feedback and collaborate on ideas and teaching (Hamilton, 2009).
Interactive Whiteboards or SMARTboards enable educators to easily integrate video, animations,
audio, and other media into lessons (Pascopella, 2009). In my classroom, students are eager to
get up front and participate using the SMARTboard. It increases motivation and attention. In this
way, students are also demonstrating their learning (Scholastic, 2011).
iPads are interactive with their touch screens, have colorful graphics, sounds, and can play videos
and animations. Most important, they are mobile. Mobile learning through iPad use can be an
invaluable tool in the classroom. Students can now learn anywhere by not having to be sitting in
front of a computer in a laboratory setting (Hutchinson, 2012).
Clicker systems support collaborative learning through interactive engagement and provide a
method for formative evaluation (Sternberger, 2012). You can immediately get feedback on
whether students are paying attention and learning from the lesson. Students can see responses
from their peers as well. Another thing I like about clickers is that pre-created student surveys
can be downloaded from the Internet and easily be anonymously completed in the classroom.
Clickers are another hands-on tool that students enjoy working with and increases motivation and
involvement.
Teacher created web pages can create web-based collaborative learning and increase student
motivation (Chin-Fei, 2012). Students can also access the web-page from elsewhere—through an
online device and Internet access. Web pages can also build parent partnerships by simplifying
communication, planning efforts, and offering an online gradebook (Johnson, 2000). Parent
involvement can be a very powerful tool for student learning. We can increase it by simplifying
their involvement by offering an online community for parents to see what homework their
student has, when it is due, what they score on it when completed, and other crucial classroom
communications that need to reach home. This gives parents a role in helping boost student
achievement.
The ELMO or document camera is also a valuable tool in an ideal technology environment.
Students can view work together with the teacher on classroom assignments by seeing it done on
the board while they are working at their desk. Students can also share their work through the
27
document camera. The great advantage is that students of all ages can use document cameras to
share their work (Brooks-Young, 2007). This allows students to take ownership of their learning.
Blogging is a great tool for learning that I use in my classroom. Blogs allow students to create
content not possible in the tradition pencil and paper environment (Johnson, 2010). Students can
take responsibility for their learning, share with others, and learn from others through a blog. In
an ideal technology classroom, the teacher’s role includes that of model and facilitator of learning
(Johnson, 2010), and blogs do this very well. In my classroom, my student’s blog about books
they have read. This assignment has them review a book and put it into their own words for
others to read. Then they can read other reviews to find their next book.
References
Brooks-Young, S. (2007). “Are Document Cameras the Next Big Thing?” T H E Journal, 34(6):
20-21.
Hamilton, B. (2009). “Making the Most of a Teaching Partner.” The Reading Teacher, 63(3):
245-248.
Hutchinson, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the Use of the iPad
for Literacy Learning. The Reading Teacher, 66(1): 15-23.
Chin-Fei, H., Chia-Ju, L. (2012). Exploring the Influences of Elementary School Students’
Learning Motivation on Web-Based Collaborative Learning. US-China Education
Review, A6: 613-618.
Johnson, D. (2010). “Teaching With Author’s Blogs: Connections, Collaboration, Creativitiy.
Journal of Adolescent and Adult Literacy, 54(3): 172-180.
Johnson, D. (2000). “Teacher Web Pages that Build Parent Partnerships.” Multimedia Schools,
7(4): 48-52.
Pascopella, A. (2009). “Presenting Information More Effectively.” Top 100 Products, Jan: 12.
Scholastic. (2011). Inspiring Ways With Whiteboards. Scholastic Instructor, Fall: 37-42.
Sternberger, C. (2012). “Interactive Learning Environment: Engaging Students Using Clickers.”
Nursing Education Perspectives, 33(2): 121-124.
3. EDUC 628
Just as you have a philosophy of education, what is your philosophy of educational technology?
You will need to define technology and how it fits within your framework of education. What
specific technology or technologies has most influenced your philosophy of educational
technology? Is this influence for the better or worse? How would your philosophy of educational
technology be different if the technologies you described as being influential had never been
discovered/invented?
I believe educational technology is our future. A teacher needs to be willing to continue their
education and professional development by keeping up with the latest trends in educational
technology. Technology can increase student attention, interaction, and motivation. It can also
be tailored to each student’s different level or method of learning. Educators need to listen and
participate with others to see what works best with each technology, while also venturing out on
their own to explore new ways to use it. It is unfortunate that educational funds are not always
available for schools to keep up with the latest technologies, but educators need to learn how to
utilize the technologies they do have access to.
28
Technology as defined by me is any media or machine with visual graphics, sound, or takes
interaction. It can require various levels of concentration or skill to use.
Technology fits into my framework of education because it can greatly enhance a lesson.
Children of today are surrounded by technology. They are used to graphics, sounds, and
interacting with programs. If this is what is usually keeping their attention at home, then they
need it to help keep their attention at school. Lots of technologies utilize hands on learning
whether it is a computer, an iPad, cell phone, or clicker remote. This interaction can help keep
students on task during lessons.
An educational technology that has most influenced me is Accelerated Reader. I believe it has
influenced student reading for the worse. High reading students gorge on lower level books just
to accumulate points. It does not increase their knowledge or reading level. It just wastes their
time. Lower level readers feel frustrated they cannot get higher amounts of points per book. It
takes many more books for them to achieve levels other students in their class have. This causes
them to lose interest in reading because it has become a competition they cannot compete in.
Accelerated Reader has changed my philosophy on educational technology by making me realize
that just because a technology has been invented, doesn’t mean it is perfect or good for all
classrooms, levels of education, and students. There are pitfalls to every method of teaching and
learning. Not all students came from a cookie cutter mold; they each have their own educational
needs and motivators. Each technology needs to be evaluated and used based on what you want
your students to get from it. If it is not going to have a positive influence in the classroom, some
other form of technology needs to be researched and utilized.
4. EDUC 680
What is the instructional design model that you traditionally use as the guiding format for the
development of your instruction? Provide a description of the components/processes for this
instructional design model based on the ADDIE conceptual process framework. Give an example
of how you utilize this instructional design model.
The instructional design model I most closely use is the Systems Approach by Dick and Carey.
When I design instruction, I follow these steps:
1. Identify students/audience (Analysis)
Whether I am presenting a professional development for my colleagues, or designing a lesson
for Kindergarten students, I always first think of what my audience’s needs are or might be.
2. Identify goals/learning targets (Analysis)
Usually I look up core content and link my goals to that. Then I create I CAN statements or
learning targets out of the core content. This is what I present to students before the lesson so
they can keep track of their learning for each lesson.
3. Materials needed/available (Analysis)
Next I decide what materials I have that would best present the content I want to cover. In
my classroom I have access to a teacher computer connected to an ELMO document camera
and projector. There is also a big screen television and 13 student computers. The school
also has a mobile iPad lab that I have access to.
4. Lesson Plan (Design)
Next I design what the lesson will entail. Each step is outlined, the I CAN statements written
down, examples I can give to students, and exit slips to check on student achievement.
29
5. Activities (Implement)
This part of the lesson is where I implement my lesson plan. Sometimes the lesson goes as
planned, but student responses can also lead me into a different direction with teachable
moments on what we are learning. It depends on how the students connect it to their real-life
situations.
6. Assessment (Evaluation)
For this part of instructional design, I check over the exit slips and see how the students did
with remembering/learning content. I have the students bring me the slips one by one and I
grade them, having them correct anything they missed. For the special needs students I read
them the questions and answers at this time for anything they missed. Many times they know
the answer, reading and understanding the question was just beyond their reading level.
7. Revision
I revise instruction based on how students answered the exit slips, or how the lesson seemed
to go. If there was an area that didn’t work out as I wanted, or as well as I planned, I can
change that part of the lesson. In my job assignment, I have 3 classes of every grade and can
deliver the lesson 3 times a week. If the lesson does not go as planned with the first group, I
can immediately make changes before it is given the second time that week and quickly
gauge my revisions without having to wait until next year.
Example of Instructional Design:
Teacher: Debbie Criss
Subject: Arts and Humanities (Drama)
I.
Date: 3-16-2011
Grade: Fourth
Student Demographics



20 students
1 Gifted (usually does library with Walden because of math schedule)
4 IEPs
J. Essential Question / “I can” statement
I can identify characters and theme of a dramatic work.
I can identify the setting and props of a scene.
I can describe facial expressions and meaning of speaking styles.
K. Objective
1.
2.
3.
4.
Students will be able to identify characters and theme of a dramatic work.
Students will be able to identify the setting and props of a scene.
Students will be able to explain the difference between setting and scene.
Students will be able to understand and describe speaking and facial expressions and how that
conveys meaning.
L. Core Content Connections
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AH-04-1.3.1
Students will identify or describe elements of drama in dramatic works.
DOK 2
Elements of drama:
Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle,
end), Setting, Dialogue, Monologue, Conflict
Technical elements – Scenery (set), Costumes, Props, Sound and Music, Make-up
Performance elements:
Acting (how speaking, moving help to create characters)
Speaking – vocal expression, projection, speaking style, diction
Nonverbal expression – gestures, facial expression, movement
M. Materials / Technology
Television
DVD player
DVD “The Westing Game”
Exit slips
N. Schedule (multi-day plan?)
This is part of an ongoing unit on drama. Previous lessons covered the 3 elements of drama
(literary, technical, performance. This lesson focuses on formatively assessing what students
learned, and reinforcing what was taught by putting it to use in a visual dramatic context.
O. Activities
1. Introduction
a. Introduce the movie “The Westing Game.”
b. Talk about nonverbal expression
2. Lesson
a. Watch 3 minute video clip with no sound
i. Where is this scene taking place? Graveyard
ii. Is this the same as “setting?” No
iii. Who is the leader of this group? Man up front with big folder
iv. What is the prop? Envelopes
v. Who isn’t happy with what’s going on? Young woman holding onto “mom”
vi. Who IS happy with what’s going on? Man and woman couple
vii. Do you think there’s more to this scene than just a burial? Explain
b. Read movie summary.
c. Re-watch 3 minute clip of “The Westing Game” with sound.
i. Is Turtle’s sister happy to only be known as “betrothed?” How do you
know?
31
ii. Who is the judge? Can you tell the character holds an important job by the
way the actress talks?
iii. Listen for the music after the judge says “Don’t say I didn’t warn you.”
1. Does the music add to the message?
iv. Wrap up by talking about how all 3 drama elements come together to create
work.
v. Critical Thinking:
1. Who is wearing a costume? All are
3. Activity
a. Have students complete exit slip on own.
P. Assessment
As we’re discussing the movie, I’ll pay careful attention to comments, facial expressions, and
behavior of the students to see if they are showing understanding. This will be a chance for me to
informally evaluate whether students understand the content of the assignment.
Exit Slip:
1. Name a prop used in the story: _______________________________________
2. This scene took place in a Graveyard. What is the difference between setting and scene?
HINT: Consider this; do you think the whole movie takes place in the graveyard?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Name two things an ACTOR can do to convey a feeling to you the viewer:
1.____________________________________________________________________________
2.____________________________________________________________________________
4. Critical Thinking: Does music help with the mood of the story? Explain
______________________________________________________________________________
______________________________________________________________________________
Question
Literary
Elements
Technical
Elements
Performance
Elements
1
3
2
1
2
3
Prop
Setting
Scenery
Speaking
style/expression
Facial Expression
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4
Music
Pieces of the three main elements of drama will be formatively assessed in this lesson. Since this lesson
is meant to reinforce learned content from previous lessons, I don’t expect complete mastery at this time.
What I’m trying to do is present the content in a different way, and look for feedback that students are
gaining a better understanding compared to formative assessments taken during previous lessons.
In previous lessons, students performed high on literary elements and low on technical and performance
elements.
To show improved understanding of each element fourteen or more students must:
(Literary) … understand that setting is present day
(Technical) …correctly answer 2 of 3
(Performance) …correctly answer 1 of 2
Personal Evaluation of Portfolio
This exit portfolio represents the best of what I completed and learned through the
Educational Technology program at MSU. Through my studies, I pushed myself to learn
assigned programs and theories, as well as find new programs available online. I am very proud
of what I was able to accomplish, and the technology skills I have acquired. In my current job
assignment I feel better prepared to offered technology lessons and skills to my students as well
as colleagues. For the future, I feel that the Educational Technology program has prepared me to
stretch beyond my current position as librarian into other positions such as a technology
integration specialist. My studies have also equipped me with the skills and motivation to seek
out new opportunities and available software to further my own professional development and
share new knowledge with my colleagues.
As I was looking through the Holistic Evaluation scoring guide to evaluate my portfolio,
I had already chosen my four project pieces to include. Those four pieces touched on every
standard, some standards more than once. It was very satisfying to see that the best of what I
accomplished through this program covered what I was supposed to learn.