Action Research Project
PET 489 Student Teaching Seminar
Action Research defined…
A reflective process of progressive problem-solving to improve the way one
manages instructional issues or challenges.
Action Research Stage
Tasks
1) Planning
•Establish a clear purpose
•Determine how you will conduct your study (who are
your participants, what will the participants do, how will
you collect, analyze, interpret, and report the
information).
2) Action
•Carry out your plan
•Collect data
3) Results
•Interpret your results (make sense of your collected
information and reflect on what worked and what did not)
•Report your findings (determine the most effective way to
display your findings visually and communicate your
process verbally)
Action Research Project Criteria
a)
Plan, implement, assess, and evaluate the use of an assigned instructional
technology within one class of K-12 learners during your physical education
student teaching placement – please ask your cooperating teacher to help
identify the group of students you will work with. The process will be
documented in part through the completion of three written project updates.
b)
The instructional technology must be used to enhance student learning in
relation to one or more NASPE content standards for physical education
c)
Meaningful integration of assigned instructional technology across an entire
physical education unit. During the involved physical education lessons, the TC
organizes learning experiences that require K-12 learners to use or interact with
the technology.
d)
Collection and presentation of data that illustrate the effects of the technology
integration project on variables such as student learning and student motivation.
The TC needs to assess the impact of the project on student learning (product)
and evaluate the effectiveness of the instructional technology use (process).
Fall 2012 Technologies
Student Teacher Technology
Things to consider in the Planning Stage:
Shaun Brooks
Joey Pulice
Polar PA Monitors
FLIP Video Camera
•
Instructional content
Eric Becht
Josh Campisi
FLIP Video Camera
GPS Units
•
Grade level
•
Assigned technology
Andrew Sommella Pedometers
Michael Lemine
Pedometers
John Allison
Polar HRMs
Wes Smith
Nikki Ryan
Computer Assisted Inst.
Interactive PowerPoint
Ben Asher
Interactive PowerPoint
Billy Jackson
Bryan Potter
Interactive PowerPoint
Podcasting
Justin Wood
Krista Kisner
Jessica Goeller
Digital Photography
FitBit
FitBit
– Capabilities: What information can
be retrieved, produced, or shared
with your technology?
– Familiarity: How familiar are you and
your students with this type of
technology?
– Possibilities: How can you and/or
your students use the technology to
enhance learning?
•
Purpose of project
Action Research Project Updates
• Prompt 1 Planning Stage: Upload your progress update to
www.Livetext.com prior to Week 3, 11
• Prompt 2 Action Stage: Upload your progress update to
www.Livetext.com prior to Week 5, 13
• Prompt 3 Results Stage: Upload your progress update to
www.Livetext.com prior to Week 7,16
Must earn a rating of Target or Acceptable rating on Project Updates, if Update
is rated as Needs Improvement, it will be returned for a re-submission.
Draft of Poster (electronic version) due in Seminar Week 7, 16
Printed Poster due in Seminar Week 8, 17
Action Research Project Criteria
a)
Plan, implement, assess, and evaluate the use of an assigned instructional
technology within one class of K-12 learners during your physical education
student teaching placement – please ask your cooperating teacher to help
identify the group of students you will work with. The process will be
documented in part through the completion of three written project updates.
b)
The instructional technology must be used to enhance student learning in
relation to one or more NASPE content standards for physical education
c)
Meaningful integration of assigned instructional technology across an entire
physical education unit. During the involved physical education lessons, the TC
organizes learning experiences that require K-12 learners to use or interact with
the technology.
d)
Collection and presentation of data that illustrate the effects of the technology
integration project on variables such as student learning and student motivation.
The TC needs to assess the impact of the project on student learning (product)
and evaluate the effectiveness of the instructional technology use (process).
NASPE/AAHPERD
K-12 Physical Education Standards
Standard 1: Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and performance of
physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical
fitness.
Standard 5: Exhibits responsible personal and social behavior that respects
self and others in physical activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.
Action Research Project Criteria
a)
Plan, implement, assess, and evaluate the use of an assigned instructional
technology within one class of K-12 learners during your physical education
student teaching placement – please ask your cooperating teacher to help
identify the group of students you will work with. The process will be
documented in part through the completion of three written project updates.
b)
The instructional technology must be used to enhance student learning in
relation to one or more NASPE content standards for physical education
c)
Meaningful integration of assigned instructional technology across an entire
physical education unit. During the involved physical education lessons, the TC
organizes learning experiences that require K-12 learners to use or interact with
the technology.
d)
Collection and presentation of data that illustrate the effects of the technology
integration project on variables such as student learning and student motivation.
The TC needs to assess the impact of the project on student learning (product)
and evaluate the effectiveness of the instructional technology use (process).
Action Research Project Criteria
a)
Plan, implement, assess, and evaluate the use of an assigned instructional
technology within one class of K-12 learners during your physical education
student teaching placement – please ask your cooperating teacher to help
identify the group of students you will work with. The process will be
documented in part through the completion of three written project updates.
b)
The instructional technology must be used to enhance student learning in
relation to one or more NASPE content standards for physical education
c)
Meaningful integration of assigned instructional technology across an entire
physical education unit. During the involved physical education lessons, the TC
organizes learning experiences that require K-12 learners to use or interact with
the technology.
d)
Collection and presentation of data that illustrate the effects of the technology
integration project on variables such as student learning and student motivation.
The TC needs to assess the impact of the project on student learning (product)
and evaluate the effectiveness of the instructional technology use (process).
Evidence of Impact on Student
Learning & Motivation
Purpose
Description of Assessment
Example
Diagnosis
Determine initial capabilities of students (i.e., pretesting). Identifies strengths, weaknesses, impacts
planning and instruction
Biography Sheet (Goals set)
Pre Cognitive Test
Pre Skills Combine /Performance Asmt
Achievement
Identifying a final level of performance, typically at
end of unit, to indicate meeting or standards or goals
Biography Sheet (Goals met)
Post Cognitive Test
Rubric Skill Performance
Project Based Assessment (production
of podcast, website, video of routine)
Improvement
Determining difference in level of performance
between two points in time
Pre-Post Cognitive Tests
Pre-Post Skills Combine
Motivation
Monitoring student progress, increase accountability,
foster an environment of improvement
Daily Reflection Journal
Progress on Goal Achievement
Weekly Statistics
Evaluation of
Instructional Unit
Determining student achievement in relation to unit
goals. Assists in modifying planning and instruction
Students meeting unit objectives
Students meeting NASPE standards
Evaluation of
Teacher
Effectiveness
Verifying effectiveness of instruction through direct
observation of teaching/learning environment or
through student performance
Time spent in MVPA during class
Teacher Observation Forms
Public Relations
Advocating & justifying the PE program to the
community by documenting and publicizing
meaningful outcomes that students are obtaining
Web posting of accomplishment
Newsletters
Local Newspaper Articles
Blogs
Results Section Samples
1
Low
2
3
Medium
4
5
High
(week
1
Low
2
3
Medium
4
5
High
4)
Data Representation Sample 1
Look closely at this chart, what information does it
provide to a reader?
The same data represented in a different format.
What improvements might assist the reader in
interpreting these data?
CHART TITLE
Return Rate of Parent Newsletters
40
35
Number of Newsletters
AXIS LABEL (with units)
?
30
25
20
15
10
5
0
1
2
3
4
AXIS LABEL (with units)
1
2
3
4
Rounds of Newsletters Sent to Parents
Not
Returned
Returned
Data Representation Sample 2
Look closely at this table, what information does
it provide to a reader?
What improvements might assist the reader in
interpreting these data?
TABLE TITLE
The same data represented in a different format.
Student time spent in MVPA during
a 60-minute Tennis lesson
Label units within cells
Time
active Below Target Above
Student data (4
students)
Percentage of Time
Total Time above
or within THR
Percentage of Time
Clear cell labels
240
94
100% 39.00%
146
61%
110
46%
36
15%
Consider proper
placement
of information
Consider if group or individual data would be
most helpful for your reader
Total
Min.
Active
Minutes
(%age)
Below
THRZ
Minutes
(%age)
In THRZ
Minutes
(%age)
Above
THRZ
Student 1
60
29 (48%)
31 (51%)
0 (0%)
Student 2
60
22 (36%)
29 (48%)
9 (15%)
Student 3
60
19 (31%)
20 (33%)
21 (35%)
Student 4
60
24 (40%)
30 (50%)
6 (10%)
TOTAL
240
94 (39%)
110
(45%)
36 (15%)
Total minutes In or
Above THRZ
146 minutes
Percentage of time
In or Above THRZ
61%
Data Representation Sample 3
Look closely at this pie chart, what
information does it provide to a reader?
What improvements might assist the reader
in interpreting these data?
The same data represented in a different format.
Newsletter Return Rate
18%
CHART TITLE
Returned
Not Returned
Section Labels
82%
Status of Returned Newsletters
39%
Returned
Complete
No need to include “total sent home” as it skews
a pie chart that is designed to reflect 100%
Returned
Incomplete
61%
Making Connections
Purpose of
Project
NASPE
Standard(s)
/ Learning
Objectives
Were
standards &
objectives
met? Why or
Why not?
Instructional
& Learning
Activities
Student
Outcome
Data
(technology
generated)
What
worked?
What did not
work?
Interpretation
of Student
Learning Data
Plagiarism Does Not Pass