It was interesting to think about the points made in the Valenza article, about how students need to integrate “old school” information literacies with new ways of thinking about information. The easy and immediate availability of nearly limitless information has changed the way students need to evaluate the information they access.
This class reiterated the idea that technology use itself cannot make learning more effective or more efficient. Technology must be integrated in a meaningful and useful way, otherwise it may become the dreaded “change without difference.” I know I need to do more meaningful technology integration in my classroom, rather than just squeezing in computer time whenever it fits.
Creating my own technology ethics lesson plan was useful, and I can see actually using it in my current classroom setting.My very long-term goal is to develop and teach online classes. I would love to create and teach a hybrid learning program for struggling students, or remedial classes for students entering college. These classes could also be used for distance-learning for students who do not have access to a traditional classroom (parents are missionaries in Africa, etc). My plan to reach this goal is to complete my Educational Technology masters, practice creating my own curriculum-based online content, and seek out companies that are looking for creators and teachers of online content.
Monday, May 3, 2010
Tuesday, April 20, 2010
TechQuest Evaluation
Findings:
Formative: Did the project get implemented?
The project did get implemented as planned for 2 weeks. Then I had to give up the computer lab to a science teacher for the rest of the year. I made a complicated schedule to still get all my students on the program using just my 2 classroom computers, but then we had IOWA standardized testing, which changed everyone’s schedule for 2 weeks. After that, we will be having changes in schedules because of field trips and end of the year activities, so many of my students will not get to use the program as often as I would like them to.
Summative: Was this program successful?
All of my students have shown upwards growth in just 2 weeks, meaning they are completing lessons and moving on to more difficult lessons. I am impressed that some of them have completed over 50 lessons in just 2 weeks! They are also showing increased awareness of phonics in their daily work ("oh, that's a silent e word, you can't hear the e," "that has a blend like 'ship'." etc). I will use the BRI and the SORT to assess student progress near the end of May to see how much growth they have made. I will compare their rate of growth before and after using the program to see how much of a difference it really made.
Implications: What would I do next time?
Clearly, I will also start the program when school starts, not 10 weeks from the end of the school year. Unfortunately, March was the first time I could get enough grant money to order the licenses for the program. I would like to have a set time in the computer lab when I can take all participating students and have them work for 30 minutes. I would also like to have enough licenses so that all struggling readers and English Language Learners in our school could participate. I could easily use all 28 computers in the lab for students to participate, and it would still only take 30 minutes of my time and of precious computer lab time.
I would also like to create a set level system of rewards before students start the program, in order to help them see that they can earn rewards for completing hundreds of lessons. For example, this year I am giving students a can of pop (diet, caffeine free!) after they complete 100 lessons, and a pizza lunch when they complete 200 lessons! This is motivating students to complete lessons at home so they can get the significant rewards, in addition to the colored tokens they earn on the computer for successfully completing each lesson.
What should other people know before implementing a similar project?
It will definitely be useful to give the specific Explode the Code assessment before placing students on their beginning levels.
Because some students do not excel at this type of program, it cannot be the only phonics teaching happening in the classroom. One student was stuck on a very low level for quite a long time. Clearly, this program is not the end-all, be-all to phonics instruction, but it can be a useful part of it!
What would I do differently with a similar project?
Start at beginning of school year.
Reserve computer lab time as soon as possible.
Get more licenses to serve more students
Meet with parents at beginning of year to show them the program. This will increase use at home.
Give Explode the Code assessment prior to assigning starting levels.
Reward level system.
Formative: Did the project get implemented?
The project did get implemented as planned for 2 weeks. Then I had to give up the computer lab to a science teacher for the rest of the year. I made a complicated schedule to still get all my students on the program using just my 2 classroom computers, but then we had IOWA standardized testing, which changed everyone’s schedule for 2 weeks. After that, we will be having changes in schedules because of field trips and end of the year activities, so many of my students will not get to use the program as often as I would like them to.
Summative: Was this program successful?
All of my students have shown upwards growth in just 2 weeks, meaning they are completing lessons and moving on to more difficult lessons. I am impressed that some of them have completed over 50 lessons in just 2 weeks! They are also showing increased awareness of phonics in their daily work ("oh, that's a silent e word, you can't hear the e," "that has a blend like 'ship'." etc). I will use the BRI and the SORT to assess student progress near the end of May to see how much growth they have made. I will compare their rate of growth before and after using the program to see how much of a difference it really made.
Implications: What would I do next time?
Clearly, I will also start the program when school starts, not 10 weeks from the end of the school year. Unfortunately, March was the first time I could get enough grant money to order the licenses for the program. I would like to have a set time in the computer lab when I can take all participating students and have them work for 30 minutes. I would also like to have enough licenses so that all struggling readers and English Language Learners in our school could participate. I could easily use all 28 computers in the lab for students to participate, and it would still only take 30 minutes of my time and of precious computer lab time.
I would also like to create a set level system of rewards before students start the program, in order to help them see that they can earn rewards for completing hundreds of lessons. For example, this year I am giving students a can of pop (diet, caffeine free!) after they complete 100 lessons, and a pizza lunch when they complete 200 lessons! This is motivating students to complete lessons at home so they can get the significant rewards, in addition to the colored tokens they earn on the computer for successfully completing each lesson.
What should other people know before implementing a similar project?
It will definitely be useful to give the specific Explode the Code assessment before placing students on their beginning levels.
Because some students do not excel at this type of program, it cannot be the only phonics teaching happening in the classroom. One student was stuck on a very low level for quite a long time. Clearly, this program is not the end-all, be-all to phonics instruction, but it can be a useful part of it!
What would I do differently with a similar project?
Start at beginning of school year.
Reserve computer lab time as soon as possible.
Get more licenses to serve more students
Meet with parents at beginning of year to show them the program. This will increase use at home.
Give Explode the Code assessment prior to assigning starting levels.
Reward level system.
Saturday, April 17, 2010
Friday, April 2, 2010
TechQuest Internet Resources
What did I search for?
Google- “explode the code online”
Google- “phonics instruction studies”
Google- “phonics pitfalls”- still was unable to find articles against teaching phonics
Google- “anti-phonics”
What did I learn from my search?
I learned that it is difficult to find information that is against phonics instruction. I learned that most people only had good things to say after they had used Explode the Code. I used the strategy of searching for specific information I wanted to find (“phonics instruction studies” instead of “phonics”). It greatly helped that I was already very familiar with the Explode the Code website, so I knew where to find the testimonials and results of other school districts. Next time I could search for demos of other similar online reading programs, and perhaps have my students check out the demos and give me their feedback.
One issue I faced was that many of the articles I found were on sites that required a membership or a fee to read the entire article. For most of the articles, I was able to read the abstract without paying, so I did get some information. If I were doing several projects that required critical research, I might consider joining one of the less expensive academic article subscription services.
Others who have implemented Explode the Code:
http://www.explodethecode.com/03_results/stories.cfm
Shows “Success Stories” of people who have used Explode the Code. Of course the product website is not going to have bad reviews!
http://www.explodethecode.com/03_results/
Shows results of several school districts that have implemented Explode the Code. It is clear that the students made significant reading progress using this program, especially struggling readers and English Language Learners.
http://www.welltrainedmind.com/forums/showthread.php?t=93647
Informal forum by people who have actually used Explode the Code online. Can be helpful to read what other people liked and didn’t like about the program, but it is all opinions, and can sometimes be off topic.
http://choosyhomeschooler.com/Product.action?id=883&details
Might have been helpful to read more reviews, but no one had posted a review for Explode the Code yet.
www.explodethecode.com
“Efficacy studies indicate that students who used Explode The Code Online every day for 20 minutes for at least 10 weeks gained reading proficiency at a rate of at least three times that of students from the same schools who did not use the program.”
Research demonstrating the merits of phonics instruction, which is the core of Explode the Code:
http://www.projectpro.com/ICR/Research/Phonics/Summary.htm
Research supporting direct instruction of phonics for all students.
http://www.projectpro.com/ICR/Research/Phonics/Bibliography.htm
List of sources of research that have proven that direct instruction of phonics leads to more success in reading than not using direct instruction in phonics. (Annotated bibliography)
http://www.education.com/reference/article/phonics-phonemic-awareness-studies/
Study that shows what can be “accomplished when early phonemic awareness instruction is coordinated with continuing phonics instruction that is systematic, explicit, and synthetic.”
http://www.dorbooks.com/news5.html
Research that claims letters must be “practiced until automatic in recall with simple syllables and words.”
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED031382&ERICExtSearch_SearchType_0=no&accno=ED031382
Abstract of research paper: “A discussion of several shortcomings of phonics instruction is aimed at aiding teachers in avoiding such pitfalls as (1) following just one method of phonics instruction whether or not it is helpful to children, (2) treating all children alike and teaching them all the same phonetic elements at the same time, (3) continuing an approach regardless of its effectiveness with some or all children in a class, (4) treating phonics and phonetics as if they were the same, and (5) adhering to pronouncements by experts without scrutiny of their value in immediate circumstances. Examples of these pitfalls are given, along with suggestions for avoiding them. The conclusion is reached that an eclectic approach to phonics should be taken by teachers in order to provide individual children with the particular help they need in whatever way they can best learn.”
The pitfalls mentioned are not an issue if Explode the Code is used appropriately. 1) & 3) if the program is not effective after a few weeks, student use will be discontinued and a new method will be tried. 2) Each student moves at their own pace. 4)Explode the Code uses both phonics and phonetics (listening). 5) Phonics instruction is not the “next best thing” to come along. The other research I have collected shows that it must have at least some value for some students.
http://www.home-school.com/Articles/phs45-kathyvonduyke.html
Phonics the Montessori way. Details how a parent or teacher can directly teach phonics in a multi-sensory way. The outcome is similar to the activities provided online by Explode the Code.
http://www.pisd.org/academic/reading2.htm
Research about how whole-language causes children to have ADD and behavior issues, which can then be corrected through learning phonics. I’m skeptical, so I would look up more information about this before presenting it as fact! It seems that some of the information used may have been taken out of context, because such a short quote was used.
Advantages and Disadvantages of Scaffolding
http://www.learnnc.org/lp/pages/5074
Explode the Code encompasses all the advantages of scaffolding without any of the disadvantages. It allows students to build on prior knowledge and gives many opportunities for success, but does not require individual planning for each student by the teacher, since the program individualizes the instruction automatically.
Motivating with Technology
http://erhubbell.wordpress.com/2008/01/04/research-on-student-motivation/
This article focuses on two of Marzano’s principles: engage students through frequent feedback, and have them participate in inherently engaging tasks. Explode the Code offers immediate feedback for each click of the mouse that a student makes. The use of technology and a game-like user interface is inherently engaging for the students I have chosen to use the program.
Google- “explode the code online”
Google- “phonics instruction studies”
Google- “phonics pitfalls”- still was unable to find articles against teaching phonics
Google- “anti-phonics”
What did I learn from my search?
I learned that it is difficult to find information that is against phonics instruction. I learned that most people only had good things to say after they had used Explode the Code. I used the strategy of searching for specific information I wanted to find (“phonics instruction studies” instead of “phonics”). It greatly helped that I was already very familiar with the Explode the Code website, so I knew where to find the testimonials and results of other school districts. Next time I could search for demos of other similar online reading programs, and perhaps have my students check out the demos and give me their feedback.
One issue I faced was that many of the articles I found were on sites that required a membership or a fee to read the entire article. For most of the articles, I was able to read the abstract without paying, so I did get some information. If I were doing several projects that required critical research, I might consider joining one of the less expensive academic article subscription services.
Others who have implemented Explode the Code:
http://www.explodethecode.com/03_results/stories.cfm
Shows “Success Stories” of people who have used Explode the Code. Of course the product website is not going to have bad reviews!
http://www.explodethecode.com/03_results/
Shows results of several school districts that have implemented Explode the Code. It is clear that the students made significant reading progress using this program, especially struggling readers and English Language Learners.
http://www.welltrainedmind.com/forums/showthread.php?t=93647
Informal forum by people who have actually used Explode the Code online. Can be helpful to read what other people liked and didn’t like about the program, but it is all opinions, and can sometimes be off topic.
http://choosyhomeschooler.com/Product.action?id=883&details
Might have been helpful to read more reviews, but no one had posted a review for Explode the Code yet.
www.explodethecode.com
“Efficacy studies indicate that students who used Explode The Code Online every day for 20 minutes for at least 10 weeks gained reading proficiency at a rate of at least three times that of students from the same schools who did not use the program.”
Research demonstrating the merits of phonics instruction, which is the core of Explode the Code:
http://www.projectpro.com/ICR/Research/Phonics/Summary.htm
Research supporting direct instruction of phonics for all students.
http://www.projectpro.com/ICR/Research/Phonics/Bibliography.htm
List of sources of research that have proven that direct instruction of phonics leads to more success in reading than not using direct instruction in phonics. (Annotated bibliography)
http://www.education.com/reference/article/phonics-phonemic-awareness-studies/
Study that shows what can be “accomplished when early phonemic awareness instruction is coordinated with continuing phonics instruction that is systematic, explicit, and synthetic.”
http://www.dorbooks.com/news5.html
Research that claims letters must be “practiced until automatic in recall with simple syllables and words.”
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED031382&ERICExtSearch_SearchType_0=no&accno=ED031382
Abstract of research paper: “A discussion of several shortcomings of phonics instruction is aimed at aiding teachers in avoiding such pitfalls as (1) following just one method of phonics instruction whether or not it is helpful to children, (2) treating all children alike and teaching them all the same phonetic elements at the same time, (3) continuing an approach regardless of its effectiveness with some or all children in a class, (4) treating phonics and phonetics as if they were the same, and (5) adhering to pronouncements by experts without scrutiny of their value in immediate circumstances. Examples of these pitfalls are given, along with suggestions for avoiding them. The conclusion is reached that an eclectic approach to phonics should be taken by teachers in order to provide individual children with the particular help they need in whatever way they can best learn.”
The pitfalls mentioned are not an issue if Explode the Code is used appropriately. 1) & 3) if the program is not effective after a few weeks, student use will be discontinued and a new method will be tried. 2) Each student moves at their own pace. 4)Explode the Code uses both phonics and phonetics (listening). 5) Phonics instruction is not the “next best thing” to come along. The other research I have collected shows that it must have at least some value for some students.
http://www.home-school.com/Articles/phs45-kathyvonduyke.html
Phonics the Montessori way. Details how a parent or teacher can directly teach phonics in a multi-sensory way. The outcome is similar to the activities provided online by Explode the Code.
http://www.pisd.org/academic/reading2.htm
Research about how whole-language causes children to have ADD and behavior issues, which can then be corrected through learning phonics. I’m skeptical, so I would look up more information about this before presenting it as fact! It seems that some of the information used may have been taken out of context, because such a short quote was used.
Advantages and Disadvantages of Scaffolding
http://www.learnnc.org/lp/pages/5074
Explode the Code encompasses all the advantages of scaffolding without any of the disadvantages. It allows students to build on prior knowledge and gives many opportunities for success, but does not require individual planning for each student by the teacher, since the program individualizes the instruction automatically.
Motivating with Technology
http://erhubbell.wordpress.com/2008/01/04/research-on-student-motivation/
This article focuses on two of Marzano’s principles: engage students through frequent feedback, and have them participate in inherently engaging tasks. Explode the Code offers immediate feedback for each click of the mouse that a student makes. The use of technology and a game-like user interface is inherently engaging for the students I have chosen to use the program.
Thursday, April 1, 2010
Final TechQuest Project Description
Why does it matter?
I have six students who are currently reading 2 or more years below grade level. Clearly they are unable to make one year’s growth in one year with current teaching methods, meaning they will only fall further and further behind. Once they reach middle school, these students will receive limited direct reading instruction. Instead of “learning to read,” they will be required to use “reading to learn.” The format of many middle and high school classes is to have students read several pages of information for homework, perhaps answer some comprehension questions, then discuss the reading the next day in class, with the teacher expanding on the information, etc. If these students are unable to do the required homework, or pre-teaching of the material, they won’t be able to answer the comprehension questions, they will be lost during class discussions, and most likely do poorly on any tests about the material. If a student learns a minimal amount in 7th grade, they will have a weak foundation for 8th grade, a weaker foundation for 9th grade, and so on. This results in poor grades, low achievement, low self-esteem, possible behavior problems, dropping out of school, and having difficulty getting a high-paying job. This can even happen to “bright” students who merely struggle in reading!
Clearly, it is necessary to remediate reading difficulties as soon as possible and as thoroughly as possible to increase the probability of success over a lifetime.
What technology will I use?
I will use the online program Explode the Code. Explode the Code has been a phonics workbook bestseller for over 30 years. It helps students build essential literacy skills such as phonological awareness, decoding, vocabulary, comprehension, fluency, and spelling. This program is research-based and teacher-tested program, and exceeds “No Child Left Behind” requirements and National Reading Panel Standards. The online program also can be used in all three ties of the Response to Intervention model, which my school is currently in the first year of implementing. The Explode the Code website reports some of the merits of its online program as:
· Abundant practice and reinforcement opportunities for greater retention.
· Development of comprehension skills through reading in context.
· Accommodations for English Language Learners and struggling readers.
· Individualized instruction and reinforcement based on continuous assessment.
· Research-based instruction supported by auditory and visual cues to promote independence.
· Robust reporting features that provide ongoing progress monitoring.
· Online delivery available across school, home and extended day services—no installation required.
· An engaging, game-like interface and built in reward system make learning fun for students.
Efficacy studies (on www.explodethecode.com) indicate that students who used Explode The Code Online every day for 20 minutes for at least 10 weeks gained reading proficiency at a rate of at least three times that of students from the same schools who did not use the program.
Clearly, that for less than $50 per year per student, a program that can truly result in reading growth three times that of not using the program is certainly worth the cost. Also, no additional software, hardware, student or teacher training is necessary. The activities and progress monitoring are entirely online. The student interface is easy to use, and students merely have to hit “play” to start the first lesson. They are then given audio instructions as they need to complete more difficult tasks throughout the lessons. The teacher interface is also very straightforward, and even moderately technologically savvy educators can quickly and easily see their students’ progress using graphs, charts, and standards lists.
I have previously used Explode the Code workbooks, and they were excellent for students who actually completed the assigned classwork and homework. These students showed significant reading improvement throughout the year. The biggest struggle was motivating students to complete the workbooks! Even if the lessons were at an appropriate level, my students seldom put forth their best efforts; they often read only the words they already knew, and guessed at the answers, or even just blindly guessed. By the time I had corrected the workbooks for that day, many students had wrongly completed 50% of the activities. If we spent the next day fixing the mistakes, we wouldn’t get to the next day’s work, and so on.
In contrast, with the individualized online version, students cannot move on to a new activity until they correctly complete the current activity. Students are also motivated because they receive small colored tokens on the computer for each activity they compete correctly, with bonus points for speed and accuracy. At the end of each day’s work, each student can be shown their progress (hopefully moving upwards!), so they know there is a real reason for them to be completing the lessons. Students also want to complete more lessons than their peers, so they have surprisingly stayed actively engaged for a solid 30 minutes at a time. If a student starts a series of lessons that is too easy for them, the teacher can see that they are scoring “advanced” on many lessons in a row, and can manually skip them up to a higher level, decreasing the likelihood of boredom from easy, mindless tasks.
I believe that concrete, direct instruction in phonological awareness and decoding, as well as activities for comprehension, set in an engaging, computer based environment will have a significant positive impact on the reading levels of my students.
Supporting Research:
Efficacy studies indicate that students who used Explode The Code Online every day for 20 minutes for at least 10 weeks gained reading proficiency at a rate of at least three times that of students from the same schools who did not use the program. This increased rate of gain is vital for struggling readers who are already years behind their peers in reading proficiency. These struggling readers have been unable to make a year’s worth of growth in one school year, which has caused them to be functioning behind their peers. There is no way for these students to “catch up” to their peers unless they start making more than one year’s progress in one school year. (www.explodethecode.com, 2010)
Advantages and Disadvantages of Scaffolding
http://www.learnnc.org/lp/pages/5074
“[Scaffolding] has been praised for its ability to engage most learners because they are constantly building on prior knowledge and forming associations between new information and concepts. Additionally, scaffolding presents opportunities for students to be successful before moving into unfamiliar territory. This type of instruction minimizes failure, which decreases frustration, especially for students with special learning needs.
Although scaffolding can be modified to meet the learning needs of all students, this is also disadvantageous because this technique, when used correctly, is incredibly time-consuming for teachers. Scaffolding also necessitates that the teacher give up some control in the classroom in order for learners to move at their own pace. Teachers who engage in scaffolding as a teaching strategy must be well-trained in order to create effective activities and tasks for all students.”
Explode the Code encompasses all the advantages of scaffolding without any of the disadvantages. It allows students to build on prior knowledge and gives many opportunities for success, but does not require individual planning for each student by the teacher, since the program individualizes the instruction automatically.
Motivating with Technology
http://erhubbell.wordpress.com/2008/01/04/research-on-student-motivation/
This article focuses on two of Marzano’s principles: engage students through frequent feedback, and have them participate in inherently engaging tasks. Explode the Code offers immediate feedback for each click of the mouse that a student makes. The use of technology and a game-like user interface is inherently engaging for the students I have chosen to use the program.
How will I implement this plan?
I applied for an East Lansing Education Foundation grant in Fall 2009 to buy licenses for my most severely struggling readers. I was awarded the grant for $360, and was finally able to have the seat-licenses available starting Monday, March 29th.
My moderately struggling readers will participate 3 days per week, 30 minutes per session, and my severely struggling readers will participate 4-5 days per week, for up to 40 minutes at a time (depending on how long they can stay focused and engaged). Because the progress monitoring tools are so easy to use, I will monitor students’ progress (or lack thereof) each day. Students can complete about 10 activities per session, so there should be a slight upward trend even across the work of one day. If a student is having exceptional difficulty, I can remediate with a one-on-one mini-lesson the next day before going back to the computer. If a student is breezing through activities, I can manually move them to a higher level to make a better use of their time.
In addition to the progress monitoring provided by Explode the Code program, I will also be giving each student the Slosson Oral Reading Test (SORT) every 2 weeks to gage their progress in word calling and decoding. The SORT also gives a grade equivalency, which can be a powerful tool when showing progress to parents and students.
The licenses continue for 1 year, so some students will continue using the program at home during the summer. Even sporadic use will be better than nothing in maintaining their reading skills during three months away from school. If a student graduates from the program by finishing all 7 books worth of lessons (takes 1-2 days to finish each of 15 lessons per book), they will be removed from the program and a new student can take over their license. Or, if a student is not making progress after several weeks, we will re-evaluate if this is the best intervention for them, or if they need an alternative.
If the majority of the students do show significant progress during the last 10 weeks of this school year, more licenses will be purchased at the beginning of the 2010-2011 school year, and more students will start the program. It will also be recommended to the K-4 buildings in our district, so that struggling readers can use the program earlier, before they fall so far behind in reading.
Four Facets of Education:
· Who will be teaching? I will be supervising the students’ use of the online program. The program is visual based and user-friendly, so I would like students to “figure out” how to use the program on their own if possible.
· Who will be learning? 5th/6th grade students, 5 qualify for support in reading, 2 qualify for support in writing, 1 low reader. 3 students have also participated in an after-school homework completion program.
· What are we learning? Phonics, sentence completion, vowel teams, diagraphs, beginning and ending blends, 7 types of syllables, 3 syllable words, vocabulary, comprehension. Also how to take an online class.
· Where are we learning? Computer lab, the only place in the school where I can have all 8 students use the program simultaneously. A classroom computer could be used, and one student could participate at a time throughout the day. Students can also use the program at home and during the summer.
I have six students who are currently reading 2 or more years below grade level. Clearly they are unable to make one year’s growth in one year with current teaching methods, meaning they will only fall further and further behind. Once they reach middle school, these students will receive limited direct reading instruction. Instead of “learning to read,” they will be required to use “reading to learn.” The format of many middle and high school classes is to have students read several pages of information for homework, perhaps answer some comprehension questions, then discuss the reading the next day in class, with the teacher expanding on the information, etc. If these students are unable to do the required homework, or pre-teaching of the material, they won’t be able to answer the comprehension questions, they will be lost during class discussions, and most likely do poorly on any tests about the material. If a student learns a minimal amount in 7th grade, they will have a weak foundation for 8th grade, a weaker foundation for 9th grade, and so on. This results in poor grades, low achievement, low self-esteem, possible behavior problems, dropping out of school, and having difficulty getting a high-paying job. This can even happen to “bright” students who merely struggle in reading!
Clearly, it is necessary to remediate reading difficulties as soon as possible and as thoroughly as possible to increase the probability of success over a lifetime.
What technology will I use?
I will use the online program Explode the Code. Explode the Code has been a phonics workbook bestseller for over 30 years. It helps students build essential literacy skills such as phonological awareness, decoding, vocabulary, comprehension, fluency, and spelling. This program is research-based and teacher-tested program, and exceeds “No Child Left Behind” requirements and National Reading Panel Standards. The online program also can be used in all three ties of the Response to Intervention model, which my school is currently in the first year of implementing. The Explode the Code website reports some of the merits of its online program as:
· Abundant practice and reinforcement opportunities for greater retention.
· Development of comprehension skills through reading in context.
· Accommodations for English Language Learners and struggling readers.
· Individualized instruction and reinforcement based on continuous assessment.
· Research-based instruction supported by auditory and visual cues to promote independence.
· Robust reporting features that provide ongoing progress monitoring.
· Online delivery available across school, home and extended day services—no installation required.
· An engaging, game-like interface and built in reward system make learning fun for students.
Efficacy studies (on www.explodethecode.com) indicate that students who used Explode The Code Online every day for 20 minutes for at least 10 weeks gained reading proficiency at a rate of at least three times that of students from the same schools who did not use the program.
Clearly, that for less than $50 per year per student, a program that can truly result in reading growth three times that of not using the program is certainly worth the cost. Also, no additional software, hardware, student or teacher training is necessary. The activities and progress monitoring are entirely online. The student interface is easy to use, and students merely have to hit “play” to start the first lesson. They are then given audio instructions as they need to complete more difficult tasks throughout the lessons. The teacher interface is also very straightforward, and even moderately technologically savvy educators can quickly and easily see their students’ progress using graphs, charts, and standards lists.
I have previously used Explode the Code workbooks, and they were excellent for students who actually completed the assigned classwork and homework. These students showed significant reading improvement throughout the year. The biggest struggle was motivating students to complete the workbooks! Even if the lessons were at an appropriate level, my students seldom put forth their best efforts; they often read only the words they already knew, and guessed at the answers, or even just blindly guessed. By the time I had corrected the workbooks for that day, many students had wrongly completed 50% of the activities. If we spent the next day fixing the mistakes, we wouldn’t get to the next day’s work, and so on.
In contrast, with the individualized online version, students cannot move on to a new activity until they correctly complete the current activity. Students are also motivated because they receive small colored tokens on the computer for each activity they compete correctly, with bonus points for speed and accuracy. At the end of each day’s work, each student can be shown their progress (hopefully moving upwards!), so they know there is a real reason for them to be completing the lessons. Students also want to complete more lessons than their peers, so they have surprisingly stayed actively engaged for a solid 30 minutes at a time. If a student starts a series of lessons that is too easy for them, the teacher can see that they are scoring “advanced” on many lessons in a row, and can manually skip them up to a higher level, decreasing the likelihood of boredom from easy, mindless tasks.
I believe that concrete, direct instruction in phonological awareness and decoding, as well as activities for comprehension, set in an engaging, computer based environment will have a significant positive impact on the reading levels of my students.
Supporting Research:
Efficacy studies indicate that students who used Explode The Code Online every day for 20 minutes for at least 10 weeks gained reading proficiency at a rate of at least three times that of students from the same schools who did not use the program. This increased rate of gain is vital for struggling readers who are already years behind their peers in reading proficiency. These struggling readers have been unable to make a year’s worth of growth in one school year, which has caused them to be functioning behind their peers. There is no way for these students to “catch up” to their peers unless they start making more than one year’s progress in one school year. (www.explodethecode.com, 2010)
Advantages and Disadvantages of Scaffolding
http://www.learnnc.org/lp/pages/5074
“[Scaffolding] has been praised for its ability to engage most learners because they are constantly building on prior knowledge and forming associations between new information and concepts. Additionally, scaffolding presents opportunities for students to be successful before moving into unfamiliar territory. This type of instruction minimizes failure, which decreases frustration, especially for students with special learning needs.
Although scaffolding can be modified to meet the learning needs of all students, this is also disadvantageous because this technique, when used correctly, is incredibly time-consuming for teachers. Scaffolding also necessitates that the teacher give up some control in the classroom in order for learners to move at their own pace. Teachers who engage in scaffolding as a teaching strategy must be well-trained in order to create effective activities and tasks for all students.”
Explode the Code encompasses all the advantages of scaffolding without any of the disadvantages. It allows students to build on prior knowledge and gives many opportunities for success, but does not require individual planning for each student by the teacher, since the program individualizes the instruction automatically.
Motivating with Technology
http://erhubbell.wordpress.com/2008/01/04/research-on-student-motivation/
This article focuses on two of Marzano’s principles: engage students through frequent feedback, and have them participate in inherently engaging tasks. Explode the Code offers immediate feedback for each click of the mouse that a student makes. The use of technology and a game-like user interface is inherently engaging for the students I have chosen to use the program.
How will I implement this plan?
I applied for an East Lansing Education Foundation grant in Fall 2009 to buy licenses for my most severely struggling readers. I was awarded the grant for $360, and was finally able to have the seat-licenses available starting Monday, March 29th.
My moderately struggling readers will participate 3 days per week, 30 minutes per session, and my severely struggling readers will participate 4-5 days per week, for up to 40 minutes at a time (depending on how long they can stay focused and engaged). Because the progress monitoring tools are so easy to use, I will monitor students’ progress (or lack thereof) each day. Students can complete about 10 activities per session, so there should be a slight upward trend even across the work of one day. If a student is having exceptional difficulty, I can remediate with a one-on-one mini-lesson the next day before going back to the computer. If a student is breezing through activities, I can manually move them to a higher level to make a better use of their time.
In addition to the progress monitoring provided by Explode the Code program, I will also be giving each student the Slosson Oral Reading Test (SORT) every 2 weeks to gage their progress in word calling and decoding. The SORT also gives a grade equivalency, which can be a powerful tool when showing progress to parents and students.
The licenses continue for 1 year, so some students will continue using the program at home during the summer. Even sporadic use will be better than nothing in maintaining their reading skills during three months away from school. If a student graduates from the program by finishing all 7 books worth of lessons (takes 1-2 days to finish each of 15 lessons per book), they will be removed from the program and a new student can take over their license. Or, if a student is not making progress after several weeks, we will re-evaluate if this is the best intervention for them, or if they need an alternative.
If the majority of the students do show significant progress during the last 10 weeks of this school year, more licenses will be purchased at the beginning of the 2010-2011 school year, and more students will start the program. It will also be recommended to the K-4 buildings in our district, so that struggling readers can use the program earlier, before they fall so far behind in reading.
Four Facets of Education:
· Who will be teaching? I will be supervising the students’ use of the online program. The program is visual based and user-friendly, so I would like students to “figure out” how to use the program on their own if possible.
· Who will be learning? 5th/6th grade students, 5 qualify for support in reading, 2 qualify for support in writing, 1 low reader. 3 students have also participated in an after-school homework completion program.
· What are we learning? Phonics, sentence completion, vowel teams, diagraphs, beginning and ending blends, 7 types of syllables, 3 syllable words, vocabulary, comprehension. Also how to take an online class.
· Where are we learning? Computer lab, the only place in the school where I can have all 8 students use the program simultaneously. A classroom computer could be used, and one student could participate at a time throughout the day. Students can also use the program at home and during the summer.
Wednesday, March 17, 2010
TechQuest Project Description- Draft #1
A major problem in my educational setting is that many students do not have access to grade-level written materials, simply because they lack the reading skills necessary to decode or comprehend the materials. For many students, grade-level written materials are above their independent or even instructional reading levels. When students transition from 3rd grade to 4th grade, they are also expected to make the transition from “learning to read” to “reading to learn.” After this point, more and more assignments consist of reading to gather information, followed by either written questions to answer or an oral discussion of what was read. Clearly, if students cannot read the material, they will be unable to answer the written questions or participate fully in an oral discussion, whether it is small group or whole class. It is unfair to have the same performance expectations for students who are struggling readers without providing them ways to access the required information.
For example, I currently have 3 very bright 5th grade boys in my class, and they all excel in the area of mathematics. Given a page of computation problems, they will speed through and get a high score. But, given a page of word problems to solve, they will 1) give up immediately 2) try to struggle through the reading themselves and get most problems incorrect because they can’t read vital directions or information 3)require someone to read the problems out loud to them. When presented the information out loud, so they are using their listening comprehension rather than their reading skills, these three boys easily complete most academic tasks successfully. This is also made clear by their ability to participate skillfully in in-depth classroom discussions in science and social studies, but unable to complete a simple “read the chapter, answer the questions” worksheet.
There needs to be a solution other than “teach them to read.” One of my students has had skilled special educators using a variety of research-based strategies to try to help him learn to read for 4 solid years (as well as Hooked on Phonics and Sylvan during the summers). During that time, he progressed from a non-reader to about a 1st/2nd grade functional reading level. Even though he continues to make progress, there is no way he can be expected to “catch up” to a 5th grade reading level within the school year, and most likely he will never be “on grade level” even if he makes over a year’s worth of reading progress each school year.
There must be a way to allow these students access to the materials necessary for them to meet the Grade Level Content Expectations, even if they meet them in a different way than their peers, such as listening to the information rather than reading it themselves. This would result in learning significantly more in the content areas; improved work completion, test scores, and report card grades; and, perhaps most importantly, an increase in self-worth related to academics, leading to success in all areas.
For example, I currently have 3 very bright 5th grade boys in my class, and they all excel in the area of mathematics. Given a page of computation problems, they will speed through and get a high score. But, given a page of word problems to solve, they will 1) give up immediately 2) try to struggle through the reading themselves and get most problems incorrect because they can’t read vital directions or information 3)require someone to read the problems out loud to them. When presented the information out loud, so they are using their listening comprehension rather than their reading skills, these three boys easily complete most academic tasks successfully. This is also made clear by their ability to participate skillfully in in-depth classroom discussions in science and social studies, but unable to complete a simple “read the chapter, answer the questions” worksheet.
There needs to be a solution other than “teach them to read.” One of my students has had skilled special educators using a variety of research-based strategies to try to help him learn to read for 4 solid years (as well as Hooked on Phonics and Sylvan during the summers). During that time, he progressed from a non-reader to about a 1st/2nd grade functional reading level. Even though he continues to make progress, there is no way he can be expected to “catch up” to a 5th grade reading level within the school year, and most likely he will never be “on grade level” even if he makes over a year’s worth of reading progress each school year.
There must be a way to allow these students access to the materials necessary for them to meet the Grade Level Content Expectations, even if they meet them in a different way than their peers, such as listening to the information rather than reading it themselves. This would result in learning significantly more in the content areas; improved work completion, test scores, and report card grades; and, perhaps most importantly, an increase in self-worth related to academics, leading to success in all areas.
Thursday, March 11, 2010
Welcome!
Welcome to my blog for CEP 812! This blog will focus on the process I use to build a TechQuest, which is a plan to implement a use of technology to address a problem of practice and/or an educational goal. Please post your feedback so I can learn from you and make my TechQuest even better!
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