Action Research: Project Based-Learning Using Research Projects

Action Research:Action Research:Project Based-Learning Using Project Based-Learning Using

Research ProjectsResearch Projects

Amy WrightAmy Wright

22ndnd Grade Grade

CI 843 Spring 2009CI 843 Spring 2009

Abstract…Abstract… The purpose of this study was to enhance students learning The purpose of this study was to enhance students learning

through project-based research projects. Research through project-based research projects. Research indicates that project-based learning has a powerful effect indicates that project-based learning has a powerful effect on student learning. Eight out of twenty-four students at on student learning. Eight out of twenty-four students at the second grade level participated over a four week the second grade level participated over a four week period. The first week was used to provide background period. The first week was used to provide background information for their assignment. During week two and information for their assignment. During week two and three, students engaged in an individual research setting. three, students engaged in an individual research setting. During week four, each student created a final presentation During week four, each student created a final presentation following specific guidelines primary focused on individual’s following specific guidelines primary focused on individual’s ability to learn, communicate, and problem solve using ability to learn, communicate, and problem solve using project-based learning. Students filled out a self interest project-based learning. Students filled out a self interest survey to show the learning abilities, readiness level, and survey to show the learning abilities, readiness level, and personal interests. Each student created a final personal interests. Each student created a final presentation according to a rubric. The results will presentation according to a rubric. The results will hopefully show the students’ learning increased while hopefully show the students’ learning increased while participating in a project-based learning research project. participating in a project-based learning research project.

Research…Research…

What project-based strategies will What project-based strategies will encourage students to achieve encourage students to achieve

higher learning?higher learning?

Purpose of Action…Purpose of Action…

At the beginning of the year, it At the beginning of the year, it became evident through observation became evident through observation that the second grade students that that the second grade students that are reading above grade level are reading above grade level needed extra motivation to continue needed extra motivation to continue growth of their academic learning. growth of their academic learning.

Hypothesis…Hypothesis…

It is hypothesized that if students It is hypothesized that if students participated in the project-based participated in the project-based learning activities, the student’s learning activities, the student’s overall academic learning would overall academic learning would increase through personal motivation increase through personal motivation to learn based on their ability level to learn based on their ability level and own interests. and own interests.

Population…Population… The participants for the study where in a school district in The participants for the study where in a school district in

the Midwest with approximately 6,273 students enrolled. the Midwest with approximately 6,273 students enrolled. The ethnicity of this district was 84% White, 3% African-The ethnicity of this district was 84% White, 3% African-American, 6% Hispanic, and 7% other. The gender American, 6% Hispanic, and 7% other. The gender breakdown for the district was 49.7% females and 50.2% breakdown for the district was 49.7% females and 50.2% males. The percent of the students that were economically males. The percent of the students that were economically disadvantaged was 11.62% (Kansas State Department of disadvantaged was 11.62% (Kansas State Department of Education, 2007). The particular school had a total of 692 Education, 2007). The particular school had a total of 692 second through fifth graders enrolled. The ethnicity of the second through fifth graders enrolled. The ethnicity of the school was 79.9% White, 4.9% Hispanic, 1.7% African-school was 79.9% White, 4.9% Hispanic, 1.7% African-American, and 13.44% other. The building had 46.8% American, and 13.44% other. The building had 46.8% females and 53.1% males. The percent of students in the females and 53.1% males. The percent of students in the building that were economically disadvantaged was 13.3% building that were economically disadvantaged was 13.3% (KSDE, 2007). Students involved in Special Education in the (KSDE, 2007). Students involved in Special Education in the building were 12.57%. building were 12.57%.

Week 1…Week 1… Students will participate 20 minutes a day Students will participate 20 minutes a day

for four days a week. Teacher will provide for four days a week. Teacher will provide the guidelines for the project-based the guidelines for the project-based learning research through a PowerPoint learning research through a PowerPoint presentation. Students will brainstorm presentation. Students will brainstorm ideas with their high leveled reading group ideas with their high leveled reading group for research. Ideas can be used to help for research. Ideas can be used to help students generate other interests of their students generate other interests of their own research topic. Each student will own research topic. Each student will select a specific topic of choice. Students select a specific topic of choice. Students will take a general ten question pre-test will take a general ten question pre-test about their person, place, or thing. about their person, place, or thing.

Week 2…Week 2… Students will participate 20 minutes a day Students will participate 20 minutes a day

for four days a week. Students will be for four days a week. Students will be required to use a graphic organizer to help required to use a graphic organizer to help organize and develop questions of their organize and develop questions of their own interest. Each student will also be own interest. Each student will also be required to learn about all the questions required to learn about all the questions on their pre-test. Each student will use on their pre-test. Each student will use their graphic organizer or create a sheet their graphic organizer or create a sheet listing each question with a blank for filling listing each question with a blank for filling in the information during the research in the information during the research process. process.

Week 3…Week 3… Students will participate 20 minutes a day for four days a Students will participate 20 minutes a day for four days a

week. Students may begin researching using week. Students may begin researching using encyclopedias, library book and resources, and internet on encyclopedias, library book and resources, and internet on the computers to research. Library resources may include the computers to research. Library resources may include expository text, non-fiction, and encyclopedias. Technology expository text, non-fiction, and encyclopedias. Technology resources may include locating websites or articles found resources may include locating websites or articles found the Internet about the topic. Student have already the Internet about the topic. Student have already participated in a lesson on internet safety and signed participated in a lesson on internet safety and signed consent policy forms for the district. Each student will be consent policy forms for the district. Each student will be required to take notes on for each question developed on required to take notes on for each question developed on their graphic organizer. Students will learn to identify their graphic organizer. Students will learn to identify important or key words to help locate relevant information important or key words to help locate relevant information to the research. Students will use this information for their to the research. Students will use this information for their final presentation. final presentation.

Week 4…Week 4… Students will participate 20 minutes a day for four days a Students will participate 20 minutes a day for four days a

week. Students should be finalizing answers to their week. Students should be finalizing answers to their questions through their research. Teacher will review the questions through their research. Teacher will review the presentation rubric with the students prior to starting the presentation rubric with the students prior to starting the final project. Each student will be required to develop a final project. Each student will be required to develop a final presentation of their choice. Student will be final presentation of their choice. Student will be introduced to a new way of presenting information which is introduced to a new way of presenting information which is called Photo Story. Students may select from several other called Photo Story. Students may select from several other options such as a written essay or paragraph, create a options such as a written essay or paragraph, create a display board, brochure, or a verbal presentation with display board, brochure, or a verbal presentation with pictures. Final projects will either be displayed in the pictures. Final projects will either be displayed in the library or presented for the class. Teacher will grade each library or presented for the class. Teacher will grade each student using a rubric for their presentation. Students will student using a rubric for their presentation. Students will take a post-test of the same ten question test given prior to take a post-test of the same ten question test given prior to their research through project-based learning. Pre and post their research through project-based learning. Pre and post tests will be analyzed for data purposes. tests will be analyzed for data purposes.

Literature Review…Literature Review…

The Differentiated Classroom: Responding The Differentiated Classroom: Responding to the Needs of All Learners to the Needs of All Learners by Tomlinson, by Tomlinson, C. A. (1999).C. A. (1999).

Teaching according to learning styleTeaching according to learning styleUse different research-based Use different research-based

strategiesstrategiesVariety of learning toolsVariety of learning tools

Literature Review Continued…Literature Review Continued…

Celebrating Strengths: A Conversation with Celebrating Strengths: A Conversation with Mel Levine by Scherer, M. (2006, Mel Levine by Scherer, M. (2006, September).September).

Multiple IntelligencesMultiple IntelligencesProvide different learning Provide different learning

experiencesexperiencesStrong vs. weak vary on intelligence Strong vs. weak vary on intelligence

Literature Review Continued…Literature Review Continued… Orchestrating Multiple Intelligences. Orchestrating Multiple Intelligences. Educational Educational

LeadershipLeadership by Moran, S., Kornhaber, M., & by Moran, S., Kornhaber, M., & Gardner, H. (2006, September).Gardner, H. (2006, September).

Environment plays a role on learningEnvironment plays a role on learningUse cognitive and personality Use cognitive and personality

developmentdevelopmentUse evaluation to measure Use evaluation to measure

knowledgeknowledge


Project-Based LearningProject-Based Learning by David, J. L. by David, J. L. (2008, February).(2008, February).

Real-life problem solving skillsReal-life problem solving skillsApply knowledgeApply knowledgeHand-on activitiesHand-on activities


Teaching Beyond the BookTeaching Beyond the Book by Tomlinson, by Tomlinson, C. A., & Jarvis, J. (2006, September).C. A., & Jarvis, J. (2006, September).

Focus on strengthsFocus on strengthsStudents guide instructionStudents guide instruction

Teach positively Teach positively


Project-Based Learning: Pursuits with a Project-Based Learning: Pursuits with a PurposePurpose by Wolk, S. (1994, November).by Wolk, S. (1994, November).

Individual interest for projectsIndividual interest for projectsUse a variety of resourcesUse a variety of resourcesDevelop a plan of action Develop a plan of action


The Power of Projects by Curtis, D. (2002, The Power of Projects by Curtis, D. (2002, September).September).

Provide requirements and guidelinesProvide requirements and guidelinesAssess prior knowledge before Assess prior knowledge before

projectprojectGive opportunity for sharingGive opportunity for sharing

Literature Review Continued…Literature Review Continued…Kids Take On “The Test” by Ewy, C. (1997, Kids Take On “The Test” by Ewy, C. (1997,

December/ January).December/ January).

Strategy proved successfulStrategy proved successfulOrganize information – graphic Organize information – graphic

organizersorganizersSolving real-life problemsSolving real-life problems


Landscapes for Learning by Cochrane, C. Landscapes for Learning by Cochrane, C. (2004, September).(2004, September).

Multiple Intelligence SurveyMultiple Intelligence SurveyPromote self confidencePromote self confidence

Allow to explore possibilities Allow to explore possibilities


From Crockeett to Tubman Investigating From Crockeett to Tubman Investigating Historical Perspectives by Lambert, W. E. Historical Perspectives by Lambert, W. E. (1997, September).(1997, September).

Out of the classroom experiencesOut of the classroom experiencesMake personal connectionsMake personal connectionsProvides hand-on activitiesProvides hand-on activities

A Review of Research on Project-Based A Review of Research on Project-Based Learning by Learning by Thomas, J. W., Ph. D. (2000, Thomas, J. W., Ph. D. (2000, March).March).

Model organized around projectsModel organized around projectsEffectiveness using formative Effectiveness using formative

evaluationevaluationBeneficial way of instructionBeneficial way of instruction



Summarizing Findings and Looking Ahead Summarizing Findings and Looking Ahead to a New Generation of PBL Research by to a New Generation of PBL Research by Ravitz, J. (2008, Spring).Ravitz, J. (2008, Spring).

Type of assessment determines Type of assessment determines outcomeoutcome

Measure on a variety of outcomesMeasure on a variety of outcomes Impact on long term memoryImpact on long term memory

Results…Results… Total high-leveled reading group scores for Total high-leveled reading group scores for

pre-test and post-test in academic pre-test and post-test in academic learning.learning.

32.5

95

0

20

40

60

80

100

Test Scores

Pre-Test Post-Test

Pre-Test Vs. Post-Test

Pre-test

Post-test

Results…Results…

Pre and post test scores for Pre and post test scores for

top and bottom three learners.top and bottom three learners.

46.7

100

23.3

86.7

0

20

40

60

80

100

Test Scores

Top Bottom

Top and Bottom Achievers

Pre-Test

Post-Test


Pre and post test scores forPre and post test scores for

males and females.males and females.

36

92

26.7

100

0

20

40

60

80

100

Test Scores

Males Females

Gender Scores

Pre-Test

Post-Test


Individual scores for Individual scores for

pre and post-tests.pre and post-tests.

30

100

20

100

30

80

50

100

40

100

50

100

20

80

20

100

0

20

40

60

80

100

Test Scores

1 2 3 4 5 6 7 8

Individual Score

Pre-Test

Post-Test

Conclusion…Conclusion… Research does show project-based learning has Research does show project-based learning has

an effect on achieving higher learning of an effect on achieving higher learning of individual’s. “Through hand-on experience, individual’s. “Through hand-on experience, personal connection with adults in the personal connection with adults in the community, and freedom to write and reflect on community, and freedom to write and reflect on their experience, students learn at a deeper level their experience, students learn at a deeper level than is possible solely within the classroom walls” than is possible solely within the classroom walls” stated Cochrane (2004). This study shows that stated Cochrane (2004). This study shows that giving interest surveys, using appropriate giving interest surveys, using appropriate readiness and abilities with different intelligences, readiness and abilities with different intelligences, and requiring final presentations brought about a and requiring final presentations brought about a positive experience of working using project-positive experience of working using project-based learning. based learning.

Documents

Action Research: Project Based-Learning Using Research Projects