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Caroline Barrett | Uncomplicated Didactics

Reflective Inquiry Inquiry Project; How Specialized Minor Groups Improve Literacy Achievement | Click here to view presentation

This intervention and presentation stand for the reflective inquiry projection working with four first-grade students, who all scored all composite scores below the benchmark in the DIBELs assessment. In this intervention, I began with strengthening students' letter-proper noun recognition and letter of the alphabet-sound correspondence, to support their ability to decode CVC and nonsense words. With this targeted support, students will be able to increase their phonemic sensation and begin their growth in reading fluency.

Paige Baxter | Unproblematic Didactics

Paired Reading Effects On Reading Fluency and Comprehension | Click hither to view presentation

This research is focused on the furnishings of heterogenous pairings of students on students reading accurateness and fluency. This research will be conducted in a fourth-grade classroom at Lakeland Unproblematic/Center School in Baltimore City, MD. Our classroom has 24 students with varying levels of reading skills. The group I will exist working with consists of 6 students in the mid-level reading group. They are all beneath form level for reading, some more than others. I will pair a slightly higher-level reader with the slightly lower-level reader and piece of work with them every Mon, Wednesday and Friday using stories slightly to a higher place their reading levels short stories. On Monday, they will receive a new story in which they will take turns reading with their partner. Midweek they will reread the story and make full out a worksheet answering questions about the story. On Friday they volition reread the story, only this time for time. 1 partner will accept a stopwatch and time the other for sixty seconds to come across how many words they tin can read. I volition accept one running tape at the beginning of this inquiry and one at the end to compare.

Lisa Becker | Elementary Teaching

Strategies for Improving Multiplication Fact Fluency Skills | Click here to view presentation

This Cogitating Enquiry Projection focused on improving mathematical fact fluency in multiplication for fifth-grade students. These math skills are an essential foundation for the grade-level expectations inside the curriculum. The inquiry question is, to what extent volition a combination of explicit strategy pedagogy and mastery practice increment my students achievement in math fact fluency? The study reflected on a selected group of 12 students from a 5th-grade mathematics class in a public elementary schoolhouse. These students were chosen based on results from a baseline assessment, with data demonstrating below grade-level performance in fact fluency. Throughout the project, these students completed various activities to build their skills in math fact fluency through a combination of whole-group and individualized instructional formats. Over the form of 6 weeks, I worked with pocket-size groups of students on explicit strategies and mastery practice exercises relating to multiplication fact fluency. These sessions involved fluency exercises, games, and/or directly instruction of strategies to use when solving multiplication problems. The outcomes of this study volition be measured from pre-assessment data, teacher notes, and post-assessment information to determine educatee growth in math fact fluency.

Shannon Bedrossian | English language

Classroom Read-Alouds and Reading Comprehension | Click here to view presentation

The purpose of my study was to explore the effect of reading texts aloud in the classroom on students reading comprehension, meaning that my research question was as follows What is the effect of reading texts aloud in the classroom on students™ reading comprehension? Moreover, through my enquiry, I also sought to explore whether or not reading texts aloud in the classroom would bear on students appointment with complex texts also. I conducted my research in three of my English 12 classes at a suburban, public loftier schoolhouse, meaning that approximately sixty twelfth-grade students participated in the study; nonetheless, data was collected from a specific focus grouping, consisting of 15 students. Over a iv-week menses, read-alouds were conducted in the classroom; and, during and after those read-alouds, qualitative and quantitative data was nerveless through student writing samples, reading quizzes, and classroom observations. This data was then analyzed to decide the effect of the strategy on students reading comprehension and engagement with texts.

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Melissa Campanini | Simple Education

Exploring the Connection Between Vocabulary Acquisition and Reading Comprehension in English language Linguistic communication Learners | Click hither to view presentation

This inquiry seeks to answer the question of the extent to which targeted vocabulary instruction increases student reading comprehension in English language learners at the tertiary class level. In this enquiry, diverse methods of vocabulary education were used with the goal of increasing student understanding of a grade level text.

Mariana Carrillo Obregon | Elementary Education

Improving Writing Operation through Writing-based Interventions | Click here to view presentation

Incorporating not-native English speakers various backgrounds, cultures, and experiences in writing instruction can assistance students feel confident and comfortable when expressing their ideas in a new language. Hence, this research sought to investigate: To what extent will model, shared, and interactive writing accelerate English Language Learners (ELLs) achievement in writing? This research was conducted with seven Spanish-speaking first-grade students enrolled in the dual-language program. The baseline information, a writing pre-assessment, revealed they all scored a 1.0 based on the WIDA rubric, demonstrating few writing skills when copying words provided, while too demonstrating a lack of writing conventions. These students met with a teacher intern for 15 minutes, at least twice a calendar week, for seven weeks. For the beginning week, the intern teacher collected pre-assessment data through word lists, reading, and writing mental attitude surveys. In the next two weeks, the instructor intern engaged in modeled and shared writing activities with students. Beginning in calendar week iii, the instructor largely changed the mode of instruction to interactive writing, giving the students more independence. Outcomes volition be measured based on the students writing samples and scored based on the WIDA Rubric as well as the Education Northwest (2014) Traits Rubric for Conventions K-ii.

Gillian Chambres | Social Studies

Positive Advice Abode & Student Engagement: How Intrinsic and Self-Determined Extrinsic Motivation Influence Students Performance | Click here to view presentation

This enquiry sought to answer the question: How practice positive reports home influence students in-class participation, test scores, and rates of returning piece of work? The inquiry was conducted on nine high school seniors in World History and Economic science classes who attended a Title 1 middle and high school in a large, urban metropolis in the mid-Atlantic. By methodically and intentionally communicating students positive and productive behaviors and habits to their caregivers, this enquiry aimed to identify a positive trend in students test scores, participation, and rates of returning piece of work. The validity of this hypothesis was tested by comparison students engagement earlier the intervention and their engagement after the 6 weeks of positive communication home. The data did not demonstrate a significant or positive shift in students appointment. Students also self-described their motivators which revealed a partial a correlation betwixt the intervention and the results. This research sought to provide an intervention strategy that educators could hands use in their classrooms without meaning preparation and ultimately improves individual pupil date and the course civilisation. While the intervention was not successful in increasing engagement, it fostered relationships with students and their families creating a more positive learning environs.

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Ryan Devlin | Elementary Educational activity

Using Number Charts & Math Games to Meliorate Students' Addition Fact Fluency | Click hither to view presentation

This study aims to answer the question to what extent does the usage of number charts and math games assist improve student achievement in addition fact fluency. The elementary school the students in the study attend is located in a suburban surface area and contains pre-kindergarten through fifth form learners. The students in the study are in 2nd grade and in a course of 26 students. Addition fact fluency within the numbers 0-20 had been identified as an area in which many students in the class struggled. Iv focus students were chosen for the written report, and were pulled for 15 minute pocket-sized group lessons iii times each calendar week for three weeks. In the small group, students learned how to use a number chart, played engaging math games involving addition fact fluency, and were assessed weekly to monitor whether or not comeback with improver fact fluency had occurred.

Reema Dogra | Science

Laboratory Corrections and Science Content | Click here to view presentation

Students struggle with gaining noesis from laboratories. This is due to their lack of experience. When grading laboratories feedback is ever provided, but students never use it to improve their laboratory understanding. This is because they are not given an opportunity to use the feedback. This inquiry project focuses on how students understanding of science content, learned from laboratories, change when they are given the opportunity to make laboratory corrections based on the feedback provided by the instructor? The research focuses on 7 students that attend a suburban loftier school. These students are in tenth course and are in a standard living systems form. Afterward students completed a laboratory, they were graded with feedback and handed back to the students inside 2 weeks. Students then had the pick to utilise the feedback to better their answers to the mail laboratory questions. Those who did laboratory corrections had theirs regraded and took a survey asking their opinion of the procedure. Responses to the survey and earlier and after scores were nerveless and analyzed.

Joseph Doyle | English

The Furnishings of Grouping Size on Collaborative Student Learning | Click hither to view presentation

This research project attempted to find if at that place is an 'optimal' group size when instituting student group work in the classroom. The study planned to record feedback in the class of both student opinion surveys and assignment grades, however formal feedback to the experimenter and changing classroom weather narrowed the focus to just assessment grades. Equally a result the study compares scores when students are working on their own, when they are in pairs, and then for when participants worked in their table groups of 4. Designed to take place over the course of ii to three weeks in a 10th grade English classroom, this report responded to a educatee request for more group work in a way that explores the nature of student accomplishment. The results revealed interesting trends most how students were best able to interact and make use of their resources while still representing their own knowledge and achievement authentically

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Mia Ferri | Unproblematic Pedagogy

Integrating SnapWords Cards and Word Games to Increase Sight Word Literacy | Click here to view presentation

Sight give-and-take literacy is essential in improving students' reading and writing skills and contributes to their overall academic success. Based on students' Fountas and Pinnell reading levels, their functioning in Wilson's Fundations program, and a baseline pre-primer sight discussion assessment, a need for focused sight word educational activity was clear. To what extent will a consistent review of sight words in a focused small group increase students' sight word literacy? The inquiry focuses on the use of SnapWord cards and a variety of word games to develop automaticity with sight words. This inquiry project was implemented at a suburban K-5 elementary schoolhouse with a group of three second grade students who demonstrated reading levels below form level and who scored less than 80% accuracy on the Dolch pre-primer sight word listing. This group met three times a week over the course of five weeks. Each session ran for 20 minutes and consisted of a review of 10-fifteen sight words using SnapWords cards, then an activeness to practice the words. A sight discussion recognition assessment was given at the terminate of each calendar week and analyzed to rail pupil growth and determine which sight words to focus on in the following week.

Marisa Finkelstein | Uncomplicated Didactics

Family Involvement with English Linguistic communication Learners | Click here to view presentation

This inquiry projection seeks to analyze the affect of family involvement and weekly small grouping intervention on English language Language Learners (ELL) reading performance and engagement. The projection takes identify in a 3rd-grade classroom at an elementary school (grades P-5) in Towson, Maryland. The school has a diverse student population, containing 700 students, with 15% of the student population identified equally Hispanic. In the focus classroom (third class), eight of the 22 students are native Castilian speakers, five of them being bilingual and three of them learning English for the first time. The participants of this inquiry project are six of those seven students, and they worked together weekly in a small grouping or as partners. In this study, family outreach is accomplished via weekly dwelling house assignments to be completed with students, and weekly newsletters from the teacher. Information on home date, performance in small-scale groups, and responsiveness to newsletters was tracked in a spreadsheet. This project is designed to accept identify over 4 weeks in a third-course classroom. The investigator will look at student work samples, responses from families, and her own observations to analyze the nerveless data and place potential impacts on student appointment.

Katie Forsythe | Elementary Educational activity

Power to Meliorate ESOL English Proficiency | Click here to view presentation

Within our schoolhouse districts each year more ESOL students enter the programs. Schools attempt to pull each educatee multiple times a week, merely some students demand more individualized help than others. These ESOL students need help with phonological sensation in order to exist successful in the classroom. This phonemic awareness is typically used in everyday classrooms for younger students. The classroom I wished to implement this in is a 4th grade room, with an even amount of boys and girls. The school equally a whole is within Baltimore County and has 698 students from P-five. Each day during discussion piece of work, where other students would do spelling, I would pull these 2 students and work on letter-proper name and alphabetic character-sound correspondence through onset and rhyme. After working together for a few weeks, I will add in site words, and brusque CVC words to ameliorate phonemic awareness. At the start and end of each calendar week I would appraise the students separately and track their growth.

Victoria Frank | Uncomplicated Pedagogy

Using Minor Grouping Rotations to Increase Achievement in Mathematics | Click hither to view presentation

This inquiry focuses on the effects that small group rotations accept on students who are below grade level in mathematics and volition assess students' accomplishment in mathematics. This research was carried out in a third-class classroom at a Title I unproblematic schoolhouse, focusing on the mathematics groups with half dozen to eight students in each grouping who were performing below grade level. Each group would spend 15 to twenty minutes meeting with the instructor during mathematics time while the other groups would accept dissimilar assignment. The groups would accept differentiated instruction to best support their needs. Later on the time ends, the students would switch to some other rotation and another group would encounter for educational activity. Piece of work samples and field notes were collected and analyzed throughout the intervention. Post-assessments were given at the end of each unit to assess students' progress and growth.

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Kari Gillman | Visual Arts

Exploring Trauma-Informed Teaching Practices in the Arts Classroom and Its Consequence On Student Engagement and Confidence. | Click here to view presentation

Even as students take (for the near part) returned to brick and mortar schools, we are non back to normal. We as a commonage gild have struggled through the past couple of years and our students are not immune to that. Trauma may crusade students to have difficulty self-regulating, be on high alert, have problem trusting adults, and engage in negative thinking patterns. This written report explores how implementing trauma-informed practices in the arts classroom affects student date, confidence, and feelings of prophylactic. The co-ed 8th grade class participating in the report consists of 30 students in an urban simple/middle school. Throughout this study, students engaged in choice-based artmaking aiming to express their emotions and/or identity. The teacher nerveless multimodal forms of data such as visuals (photographs of students artwork), linguistic communication (text and spoken language), and a pre and mail service student surveys to gauge the level of educatee appointment and confidence.

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Abigail Haines | Elementary Education

Improving Fifth Form Students' Multiplication Fact Fluency Through Daily, Varied Fact Exercise | Click here to view presentation

This Cogitating Enquiry Projection is focused on improving students math fact fluency, specifically multiplication facts, through daily and varied fact practice. Noesis of multiplication facts is a vital skill for 5th grade students to successfully achieve grade level math learning standards and objectives. This study was performed at a public school in Maryland with a grouping of fifth-grade students. Although daily fact practice was provided to all 23 students in the class, the focus group for this research consisted of half-dozen students. In club to ameliorate multiplication fact fluency in these fifth-course students, students practiced multiplication facts daily for 10 minutes. This was accomplished through a multifariousness of approaches including Kickoff In Math, multiplication fact flashcards, and interactive games, Around the World and Kahoot. Data was collected in the form of First In Math reports (pre, mid and mail service assessments), fact practice worksheets (weekly) and anecdotal teacher notes (daily). Each of these practices were designed to answer the question, To what extent will daily, varied fact practice increase my students achievement in multiplication fact fluency?

Sharon Houlihan | Elementary Education

Reflective Research Project Multiplication Fluency | Click here to view presentation

This projection follows the question, to what extent will fluency in multiplication facts increment students' achievement in solving multi digit problems? This study takes place in a city school with fifth grade students. The students selected are on a second to kindergarten level. Due to them being at this level nigh exercise non take their multiplication facts memorized. The intervention involves surveys, give-and-take nearly why math is hard, timed tests and actress practice and games. With these steps two of the three students showed some growth with memorization of facts. Outcomes were measured by how many multiplication facts a student could make it one or two minutes. The students were not competing against each other but rather trying to beat their ain score. By allowing them to compete with themselves information technology reduced stress and made math more interesting. Based on survey data taken at the start of the intervention and at the end ii of the three students felt that math was not as bad every bit they thought in the beginning. Students need to be able to rapidly remember multiplication facts to exist successful in multi digit multiplication problems and sectionalisation.

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James Kavanagh | Social Studies

Integration of maps and other geographic tools into the social studies classroom to improve geographic literacy | Click here to view presentation

This inquiry aims to place how secondary social studies teachers can apply maps and other tools in lesson plans in order to ameliorate the geographic literacy of their students. The research was conducted with seventh grade World History students in a public middle school. Information was collected in the form of a pre-test prior to the intervention, and a post-exam after the intervention. During the intervention, maps and references to geography were incorporated frequently into lessons in order to familiarize students with bones geographic concepts. Participants completed the pre-test and post-test, answering basic geography questions to check for their understanding. Students also responded to several open-ended questions where they explained their attitudes towards geography. A total of 74 students were tested across differing ability levels (GT and standard classes). Later the tests were completed, results were compared to cheque for any changes in average scores in order to appraise the effectiveness of this intervention.

Danny Kelly-Buckley | Elementary

Intervention Through Multiplication Fluency Games | Click hither to view presentation

Research Question: To what extent will playing math games related to fluency in mathematical operations increase my students achievement in multiplication fluency?

Context:
I am at an elementary/centre school, located in Baltimore. The third grade grade I focused on for the projection contains approximately 25 students, with most students performing below grade-level. There are two students with IEPs in the class, and many students who struggle with basic mathematical fluency skills. Four students were involved in the intervention, all four being students who needed actress support in mastering their multiplication facts. These students were below grade-level in math.

Methodology:
Before beginning the intervention, I looked over the results of the students Fact Principal multiplication quizzes to see where my target students were in regards to their power level in multiplication. I nerveless data through pre-tests and post-tests each week of intervention, and through a final post-test that was an assessment of the multiplication facts the students were learning throughout the intervention. I conducted an interview with the students at the end of the intervention to determine the effectiveness of my assessments and fluency games. I made graphs of my students cess scores to provide visuals on the students progress.

Seungmin Kim | Simple Education

Dual Language Classrooms and Translanguaging Touch on on English language Linguistic communication Learners | Click hither to view presentation

My enquiry is near dual language classes and if teaching students in deal language is effective for students with beneath grade level reading skills through the usage of translanguaging. For my research I mainly looked at fifth form as that is the course that I worked with the most. I used 5 students in regular class and 5 students from dual language class. These students are mostly ELL, but they are not a newcomer equally the newcomers English language Language is very low. The method that I have implanted is to collect data of their Dilate scores to option the 5 students that are in below grade level and their scores are close to each other. That way, when I compare the data, the data will not be skewed. Then, I will take the information over 3 weeks to get their QRI three times per student to see if their scores grow. During this fourth dimension, their teachers volition be given lesson plans by me which they will follow to teach the class. After collecting the information of their QRI scores, I will run the t-test for both dual language class and normal form to run across who grows more than.

Jessica Kirkner | Unproblematic Instruction

Improving Phonics Skills By Implementing Different Word Studies | Click here to view presentation

Phonics instruction has been something students have been working on since the beginning of the twelvemonth. A suburban uncomplicated school, in a 4th form classroom of nineteen students has phonics instruction every day. Students were used to phonics word study that included looking upwardly the definitions and writing a sentence using the word correctly. By implementing an updated version and a new intervention into their phonics instruction, it could draw more interest and could lead to college scores. This inquiry projection focuses on the students using new and changed discussion study to improve their overall ability in phonics. To what extent will changing and implementing new discussion study improve students' achievement in phonics? Over a 6-week menstruation, 5 students in one phonics group will be given this intervention in guild to monitor their overall progress with their give-and-take lists. Students will be using the aforementioned action of lexicon definitions. We will be updating and changing their sentences to be super sentences and implementing a picture dictionary activity. At the end of each week, cess scores for that give-and-take ready will be collected. At the end of the intervention, they will exist collected to make up one's mind the overall effectiveness.

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Ellen Larson | English

Creative Writing Workshopping on Academic Writing | Click hither to view presentation

Creative writing workshopping strategies (interpretation without writer feedback, deliberately respecting the writer'due south procedure of craft, nonverbal feedback, and preservation of vocalism) all have individually shown positive impacts on factors of a student's performance, such as cocky-confidence, retentivity of growth, and power to run into standards. However, at that place is not much research into the application of a creative writing workshop format on academic writing. How does the application of 4 cadre creative writing workshopping strategies to provide feedback on academic educatee writing impact the quality of their bookish ELA writing? This inquiry project seeks to expect at student growth in their writing before and subsequently the creative writing workshopping model is used as a peer editing strategy in a 6th course urban ELA classroom consisting of mainly low-income students with Hispanic/Latinx racial backgrounds. In that location are three target groups looked at additionally within the enquiry: Students with IEPs/504s, English Linguistic communication Learners, and identified struggling readers. Students were introduced to the workshopping model earlier participating, and then afterward participated in it and were assessed earlier and after for both writing growth and effect on their feelings virtually their writing. Their feedback and scores were analyzed to determine the affect of the workshop.

Amanda Lecuona | Elementary Education

Inquiry Proposal | Click hither to view presentation

The inquiry topic that I accept chosen to study in my internship is the importance of reading comprehension and how it is taught in the classroom. For this written report, I chose to piece of work with a modest group of four students. These students are in fourth grade and are at different reading and comprehension levels. These students attend a suburban uncomplicated schoolhouse. The 4th-course classrooms in this school are departmentalized, and these students are in their ELA course for two and a half hours every day. Given the corporeality of fourth dimension students had in their ELA form, this study took place over the grade of 3 weeks, three days a week for thirty minutes. This research was conducted through a series of lessons, followed by assessments to rail student progress. A preliminary cess was given on the commencement mean solar day to be able to clarify the 4 pupil's abilities and decide where we needed to showtime. At the end of the 3 weeks, a final cess was given to assess their progress throughout the written report.

Nicole Levine | Elementary Instruction

Small-scale Group Decoding and Blending Activities and Reading Fluency | Click hither to view presentation

This reflective inquiry project focuses on improving first class students reading fluency. The focus question of the study asks What bear on does the implementation of decoding and blending activities and strategies during small group time have on reading fluency? And, what activities are effective? The research was conducted in a first-grade class composed of 19 students in a Baltimore Canton Public School in Towson, Maryland. The class is diverse: students are of varying races, ethnicities, genders, abilities, and needs. 6 students were involved in the small group intervention lessons in this study. Early in the twelvemonth I noticed that many students struggled with decoding and blending, which was inhibiting their reading fluency. Nevertheless, throughout the grade of my fourth dimension in this classroom I noticed that students decoding skills had improved, while they were still struggling with their comprehension skills, then the implementation of the intervention was modified to encounter students' needs and abilities. Students were pre and post tested using DIBELS data. Over six weeks, students partook in small group guided reading lessons 2-3 times a week, which focused on decoding and comprehension skills. Lessons were interactive and involved discussions, games, and manipulatives.

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Bridget O'Neill | Elementary Didactics

Improving Phonemic Awareness through Pocket-size Group Focus on Letter-Audio Fluency & Phonological Awareness | Click here to view presentation

This intervention and presentation reflect the procedure of a reflective inquiry project working with three first graders on improving their phonological abilities and awareness. These students are categorized as below grade level in regard to literacy ability. The intervention consisted of drilling the students on alphabetic character-name fluency, letter-sound fluency, and bettering phonemic awareness through blending and reading.

Content Area: Reading and Literacy.

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Summertime Pearson | Music

Differentiation Strategies for Music Students with Cognitive Disabilities | Click here to view presentation

This is a enquiry study proposal which seeks to place effective differentiation strategies for utilize in elementary schoolhouse full general music classes that improve agreement and engagement of students who have cognitive disabilities. This study will also explore how elementary general music teachers can interact more with special educators and full general educators to improve educatee understanding and engagement for students with cognitive disabilities. In this study I volition apply a mixed methodology arroyo to collect data at Solley Elementary Schoolhouse. Specifically, I will collect information based on interventions designed to improve student understanding of course-advisable rhythm concepts. I will use thematic assay to analyze the data collected from assessments, observations, interviews, and my notes and reflections. The written report is designed to take place in one case/calendar week over the course of three weeks in an uncomplicated general music classroom.

Kayla Puccio | Elementary Education

Targeted Pedagogy to Improve Math Fact Fluency | Click hither to view presentation

My research focuses on the question: to what extent volition targeted teaching on developing number sense increase my students achievement in fact fluency? This question was developed aslope the math SLO that was existence created in the fourth-grade classroom where I am placed. The school where this project took identify in an elementary school in Glen Burnie, Doctor, where the grade levels range from pre-K to fifth grade. The school is located in a suburban neighborhood. At that place are a group of ten students in this project who were chosen based on the math SLO. To conduct my research, I worked with these students who are a grade level beneath fourth course math expectations. A baseline and a post assessment were administered to each educatee to rails the growth that they had. The practices implemented in this project include fluency folders where the students track personal goals, iReady math lessons, concrete and representational strategies, flexible grouping, and Commencement in Math- Very Important Facts. Improving math fact fluency is an important area to study because it aligns to students applying these skills to real-world scenarios. Math fact fluency is an of import skill that all students need to have a strong understanding of.

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Abigail Ross | Elementary Educational activity

Strategies to Improve Regrouping Subtraction Problems | Click here to view presentation

Math is my topic for this enquiry and my inquiry question is: To what extent will math manipulatives increase my student's achievement in subtraction? The context of my school is that it'south a public unproblematic schoolhouse, I am in a 2nd course class and 10 students were involved in the study; the small groups consisted of 5 each from that 10. The x students were a part of the SLO math grouping because they were the students who seemed to struggle the nearly with subtraction problems that involved regrouping. To collect data from these students, they were given a pre-assessment to meet where exactly they were struggling with these math problems. Moving forward, I would piece of work with some of them in a minor group where they were given math problems focused on the subtraction. When the students were solving these issues I provided them with math manipulatives such equally a 120 chart and didax counting cubes. These manipulatives are supposed to assist the students visualize the problems and discover their answers accurately.

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Blair Skeffington | 4th Class Mathematics

To what extent will utilize math manipulatives in minor group instruction increment my students' accomplishment in mathematics? | Click hither to view presentation

I pulled a pocket-sized group of fourth graders for two weeks in my cogitating inquiry project. I worked with the students and provided math manipulatives with whiteboards. I began the intervention with learning cubes and whiteboards with addition 1 digit by one digit equations. I noted the data of the student's accuracy in their showing of the manipulatives, equations, and answers. Throughout the intervention, I was able to see the conviction in the students. They began participating more in whole group pedagogy and their scores on exit tickets. The students really enjoyed using the math manipulatives and show an increase in their agreement of the operation of addition.

Sarah Swanson | English

Audio Feedback and Standard English Conventions | Click here to view presentation

Graduating seniors are expected to exist able to demonstrate a mastery of Standard English grammatical conventions in their writing. This was a claiming for many of the 12th grade students in 1 small urban high school where the majority of the student population is Black. Well-nigh students there scored a one or 2 out of iii points on this category of their essay rubric in the first quarter. How will audio feedback on educatee writing impact their mastery of grammatical conventions? Throughout the third quarter, the teacher provided links to grammer instruction YouTube videos in the comments on students' piece of work in Google Classroom. She and then compared the students' score on the grammatical conventions portion of their first quarter and third quarter essays.

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Vy Tran | Elementary Education

Reading Fluency Among English Language Learners | Click here to view presentation

This is a qualitative enquiry that aims to focus on the reading fluency growth of English linguistic communication learners. The research will accept identify at an Simple school in a third-grade full general education classroom. There are 29 students in the class just simply 8 students will be role of the research. The students who are in the inquiry are English language learners. The research volition focus on both an experimental and control grouping of students within a third-grade form. Both groups of students will exist assessed on their reading fluency earlier and later on the intervention. The intervention will take place in a small grouping setting. The students in the experimental group will meet with me for reading intervention instruction. We will focus on building reading fluency by doing sight word recognition, blendings multisyllabic words, and reading form-level passages. At the end of the intervention period, I will re-assess the two groups and compare the data. The data will be able to testify me if there is any growth and how reading intervention strategies work to support English language learners in the classroom.

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Olivia Ventola | Elementary Educational activity

Reflective Research Project | Click here to view presentation

The topic I am investigating is reading fluency. I will implement an intervention targeted at improving the reading fluency of a pocket-sized grouping of 3rd grade students. The data collected from students' Oral Reading Fluency Beginning of Year scores, likewise as Blended BOY scores reveals a need for these students to accept extra practise with fluency (InTASC 1a, 6l). To be in the 75th percentile for ORF Boy scores in third grade it is 83. The ORF BOY scores for these students were 1, v, 8, 13, xviii, and 45. All four of the students I am working with are English Language Learners. One of the students receives IEP services and one receives reading intervention from the program Success for All.

Sydney Votruba | Mathematics

Developing Automaticity in Mathematics | Click here to view presentation

After analysis of educatee get out tickets, exams, class work, homework, and quizzes, it is quite evident that they need support in integer arithmetics. The majority of students are defective the basic computational skills of adding, subtracting, multiplying, and dividing with integers. Without that foundation, students are already at a massive disadvantage in successfully fulfilling the algebraic objectives and curriculum standards they are currently learning. This study aims to assistance students develop automaticity in math facts through repeated intervention of daily minute math quizzes. Pre and post data volition be collected to determine if students' scores improve after the intervention.

Through this project, I am aiming to answer the question: To what extent will timed minute math quizzes increase my students' achievement in integer computations? The data collected in this research will be the scores each student achieves on the quizzes. This volition exist done prior to taking the quiz and analyzed over again at the finish of the semester. The quiz scores will be compared with the baseline test scores to determine the effectiveness of the intervention. If students have been consistently scoring higher than their baseline score, I tin be confident that this intervention was successful. Throughout the form of 13 days, I implemented a daily xx question fact fluency quiz for the Practice Now. I put a timer on the board for 5 minutes, and students had until the timer ran out to complete the quiz. These quizzes were xx questions, consisting of five addition problems, 5 subtraction problem, 5 division problems, and 5 multiplication problems.

Overall, this intervention was an effective way to reinforce basic skills that might have declined due to the COVID-xix pandemic and switch to virtual learning, or lack of repetition and repeated exercise. Information collected showed that the average number of questions the students got correct increased from 15 to xviii.12. I was likewise happy to see that the range of scores decreased over time, significant that there was not equally much differentiation between scores at the end of the intervention. I noticed that at twenty-four hour period 6 and almost every day after that the way score included a 20, meaning that a twenty was scored virtually oftentimes out of all the scores. This information indicated that the intervention was successful. Going forwards, I will continue to execute minute math quizzes, but I will modify the quizzes based on students' needs. Implementing this scaffold is a great way to develop students' automaticity in math facts which will back up them in solving more advanced problems for their grade level. This intervention can be differentiated and applied across different form levels and content areas.

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Hannah Wolf | Elementary Education

Implementation of Systematic Education in Phonological Sensation, Phonics, and Sight Words (SIPPS) | Click here to view presentation

The topic being researched was guided by my enquiry question: To what extent will implementing Systematic Instruction in Phonological Sensation, Phonics, and Sight Words (SIPPS) increase my students achievement in phonemic awareness and decoding? The research took place in a Title I public school located in the suburbs. I was specifically in a third-grade general educational activity classroom where I implemented the pedagogy with a small group of four students to ensure intervention was intensive and a focused environment. The students were placed into the group because they displayed deficits in their ability to decode words and in their phonemic awareness based on their DIBELS scores from the showtime of the school twelvemonth. I worked with students on a full of ten lessons throughout the course of five weeks on days that were available due to having an affluence of snow days during implementation of the intervention. Students progress was compared to their commencement of the year DIBELS assessment scores at the end of the intervention past re-assessing the students. They as well took a pre and mail-cess with the SIPPS skills that should be mastered by the last lesson of the five weeks, lesson 35.

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XYZ

Matthew Zamow | Social Studies

Strategies to Incorporate Effective Cyberspace Usage | Click here to view presentation

This is a research study proposal seeks to analyze the effects of internet devices for students learning Social Studies. In this study, students will exist educated through devices that use the internet and through paper materials. This study is designed to have place for four weeks in a 9th grade Social Studies classroom at Overlea Loftier Schoolhouse. Research volition look to analyze the impact of the apply of primarily device pedagogy on the students.

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