Stacey's Log covering music and irony from June 27th: Michelle Johnson

Michelle Johnson's demo lesson:

Photo based writing

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Michelle Johnson's Research Question: Does Photo-Based Writing improve students writing skills? Many students have negative views about writing. Often times students see writing as an undesirable experience with minimum value. It is essential for students to learn that writing has purpose and is relevant to their lives. The research question reviewed in this paper focuses on the effectiveness of Photo-Based writing as a teaching tool and methods that can be utilized to inspire students to write. Photo-based writing is a teaching strategy that uses photographs as writing prompts to generate thoughtful pieces of work from writers of all ages. The pictures are used as a tool to inspire writing. The writer finds inspiration from the photo and subsequently responds to the prompt. Photo-based writing can be achieved in different ways. The first step is finding an appropriate photo. Educators can instruct students to take their own photos that will inspire writing or the educator can provide the students with images. When implementing this writing strategy, it is essential that guidelines are established in order to ensure effective writing. Photo-based writing has been proven to be effective. Research has indicated that photos can be used as an effective guided writing tool to facilitate students' writing process and to improve their writing proficiency ( Lee, 1994). Images contain stories and information for the viewer. A photo spurs thoughts and stimulates ideas that provide students with a starting point for writing. The photograph motivates and inspires writing and it is through writing that students can learn more about a subject, reflect upon their lives, and express themselves. There are several different ways educators can use this strategy to improve writing. Educators can use pictures as location prompts and instruct students to think specifically about different locations and respond to the photo. Students can be given scene prompts and write a scene between two characters in the photo before, during, or after the event in the photo that takes place. Students can also be given character prompt to practice writing characters profiles. Although photo-based writing is a new strategy, it has been proven effective for teaching important writing skills and assisting students with their creativity. This strategy would be an innovative strategy to implement at any grade level.

Janette Bosetin's demo lesson:

Demo

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Janette Bosetin's Research Question: HOW WILL VOCABULARY CARTOONS INCREASE WORD ASSOCIATIONS, COMPREHENSION AND READING SKILLS? Dr. Janette Bosetin, English 4 and Intensive Reading Immokalee High School PURPOSE: This inquiry replicates previous studies in high school settings to determine if using vocabulary cartoons increase word associations and comprehension and readingskills, promoting writing. Using various research-based instructional approaches, an integration of mnemonics was implemented advancing vocabulary words, word links, and connections for advanced student learning. Vocabulary approaches used repetitive strategies personalizing individual learning methods while using all modes of learning styles.Mnemonic approaches provided visual appeal and rhyming word patterns to engage students in learning. Using these approaches challenged and engaged students in learning advancing academic progress. Vocabulary word associations developed consistent curricular pathways for students to learn in a variety of ways. The outcome of this comparable study showed students scored higher on tests and quizzes made higher academic connections and gains using a variety of vocabulary word strategies. The higher percentage of students showed an increase in vocabulary and word associations using this methodology verified through assessments and data analysis. This approach engaged students in learning through intentional instruction increasing vocabulary skills and word associations in a thoughtful manner. METHOD: The method used, as within the components of inquiry and logic, determined that students’ increased vocabulary skills and word associations advancing academic progress and motivation in writing. Intentional instruction exposed students to a variety of meaningful mnemonics; providing whole-student to group-student supportsfor learning.Given these approaches, student engagement increased, as students spent more time on learning and discussion, as seen through engaged and thoughtful conversations. During the first 2 quarters of school, at the beginning of each class, vocabulary instructional approaches underpinned thoughtful and concisemethodologies. These purposeful approaches advanced word associations increasing student academic progress and participation. Challenging, engaging, and intentional instruction created a cyclical and consistent pathway for learning while engaging students in the process. Mnemonics provided supports advancing personal, thoughtful and meaningful modesfor student learning. DATA COLLECTION: The methods of data collection employed were consistent with qualitative and quantitative research data collections, synthesis, and analysis of data sets. This process of methodological approaches and research-based practices were diversified, as consistent to the perspectives of individual and personal learning (Duffy-Hester, 2002). This evaluative outcome determined that students consistently made academic progress using this approach, as students noted this process was enjoyable. Data from tests and quizzes were synthesized and analyzed determining student understanding and academic progress. DATA RESULTS AND ANALYSIS: Collections of data supported valid and reliable information that determined this method and approach increased students’ vocabulary and word associations with given visuals, rhymes and word links to increase student performance and participation in tasks and activities. Data analysis and survey formats included responses from fifty-five students who chose to participate in surveys sharing their experiences. Surveys were synthesized, analyzed and integrated into data sets and categories. The totals were extracted from data sets to display outcomes of information that included 5 different student responses: 5)I strongly agree, 4) I agree, 3) I feel neutral, 2) I disagree, and 1) I strongly disagree. Data sets displayed categories of 5, 4 and 3 ratings, as the other categories were not chosen or marked by students. Student’s highest scores strongly agreed with these instructional approaches, as compared to not agreeing with these approaches, as seen in the table below. The above student survey outcomes determined student participation increasing skills in vocabulary words and usage, while using mnemonics and cartoon pictures to enrich learning experiences while advancing writing skills. This survey supports meaningful learning, as intentions were to increase word associations, comprehension and reading skills enhancing writing. Additionally, students scored 75% and above on vocabulary and word association assessments using vocabulary to advance personal writing activities. Furthermore, quantitative approaches were analyzed, synthesized, and evaluated on the following skills which included: 1) cloze sentences, 2) matching definitions to vocabulary words, 3) writing creative stories with words, and 4) writing complex sentences with vocabulary words. EXPECTED OUTCOMES: High school students increased word associations, vocabulary and comprehension skills using this methodology. Mmnemonic approaches supported and aligned intentional and thoughtful instruction increasing student vocabulary and word applications. Therefore, using this approach increased student learning and academic progress. Furthermore, given participatory and interactive approachesfor learning, students engaged in class activities and tasks supported by purposeful and meaningful learning tasks and assignments. Using these instructional approaches, students increased word association and application skills, making academic progress. REFERENCES Baumann, J.F., & Duffy-Hester, A.M. (2002). Making sense of classroom worlds: Methodology in teacher research. (Eds.), Methods of literacy research: The methodology chapters from the Handbook of Reading Research volume III (pp.1-22). Mahwah, NJ: Erlbaum. Burchers, B. & Burchers, S. (2007). Vocabulary Cartoons II: SAT Word Power. Florida:New Monic Books. Erickson, F. (1986). Qualitative methods in research on teaching. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.