Education PlanEducation Plan

Richard PardoEDIT 690

Spring 2014Dr. Martínez

New York Institute of Technology

Richard PardoEDIT 690

Spring 2014Dr. Martínez

New York Institute of Technology

Purpose of Education PlanPurpose of Education Plan

The main question I am trying to answer with this plan is…

What technological tools are most beneficial in helping to teach students speaking skills when learning a foreign language?

The main question I am trying to answer with this plan is…

What technological tools are most beneficial in helping to teach students speaking skills when learning a foreign language?

How Long?How Long?

This educational plan will last for a quarter

(10 weeks). This will allow for plenty of time

with the pre and post-tests as well as fourtopics.

This educational plan will last for a quarter

(10 weeks). This will allow for plenty of time

with the pre and post-tests as well as fourtopics.

Why are speaking skills important?Why are speaking skills important?It’s plain and simple; speaking is one of the two main standards

of Foreign Language in New York State and often times, it is the most ignored and hardest to practice and measure

improvement. After all, how can one teacher assess a students speaking ability when there are often times up to 29 other students in the room? With this educational plan, I hope to figure out what is the most effective tool when it comes to

communication in a foreign language so an educator can focus and include it in their classroom lessons and have every child

work on their speaking abilities.

It’s plain and simple; speaking is one of the two main standards of Foreign Language in New York State and often times, it is

the most ignored and hardest to practice and measure improvement. After all, how can one teacher assess a students

speaking ability when there are often times up to 29 other students in the room? With this educational plan, I hope to figure out what is the most effective tool when it comes to

communication in a foreign language so an educator can focus and include it in their classroom lessons and have every child

work on their speaking abilities.

New York State Learning Standards for Foreign Language

New York State Learning Standards for Foreign Language

Standard 1: Students will be able to use a language other than English for

communication. (This is the standard that will be addressed.)

Standard 2: Students will develop cross-cultural skills and understandings.

Standard 1: Students will be able to use a language other than English for

communication. (This is the standard that will be addressed.)

Standard 2: Students will develop cross-cultural skills and understandings.

How do I plan to get my initial feedback?

How do I plan to get my initial feedback?

The main way I hope to get my feedback from other educatorsis through a GoogleDocs survey (click here) which will be sent

to all the world language teachers in the district. On thesurvey, I include questions that will provide information as to

what teachers feel are the most beneficial when working on thespeaking standard with their students as well as what they feel

does not help them. This connects to my main question because

I can get input from other teachers as to what tools they findthe most helpful and least helpful in terms of speaking skills

and try to focus on what devices a majority of the teachers sayhelps their students learn.

The main way I hope to get my feedback from other educatorsis through a GoogleDocs survey (click here) which will be sent

to all the world language teachers in the district. On thesurvey, I include questions that will provide information as to

what teachers feel are the most beneficial when working on thespeaking standard with their students as well as what they feel

does not help them. This connects to my main question because

I can get input from other teachers as to what tools they findthe most helpful and least helpful in terms of speaking skills

and try to focus on what devices a majority of the teachers sayhelps their students learn.

Format of Pre and Post-TestsFormat of Pre and Post-Tests Part 1: Answering 5 basic questions in the target

language (ex: Do you like horror movies?, Do you have a pet?, Does your mother cook often?, etc.)

Part 2: Guided Dialogue: Dialogue will have 5 lines and will take turns conversing with the teacher.

Part 3: Picture: Student will tell a mini-story verbally of at least 5 sentences about the picture given.

Part 1: Answering 5 basic questions in the target language (ex: Do you like horror movies?, Do you have a pet?, Does your mother cook often?, etc.)

Part 2: Guided Dialogue: Dialogue will have 5 lines and will take turns conversing with the teacher.

Part 3: Picture: Student will tell a mini-story verbally of at least 5 sentences about the picture given.

Pre and Post-TestsPre and Post-TestsTo get my initial data and the data after my trial is over, I plan

on giving pre and post-tests that encompass four topics; family, clothing, town and school objects. Both the pre and post-tests will have the same material and format to see

student growth and development.

These tests will be given in a week time span. A substitute will be in the room with the rest of the class while the teacher is

out in the hallway giving the test to each student individually.

With these tests, the teacher will be able to see concrete data of the percentage of the students who improved as well as how well the students do with speaking tasks.

To get my initial data and the data after my trial is over, I plan on giving pre and post-tests that encompass four topics;

family, clothing, town and school objects. Both the pre and post-tests will have the same material and format to see

student growth and development.

These tests will be given in a week time span. A substitute will be in the room with the rest of the class while the teacher is

out in the hallway giving the test to each student individually.

With these tests, the teacher will be able to see concrete data of the percentage of the students who improved as well as how well the students do with speaking tasks.

What will I be looking for on these pre and post-tests?

What will I be looking for on these pre and post-tests?

With this exam, the teacher will look for the following characteristics (the same rubric class exercises, so students will already be familiar with it):

Task completion Comprehensibility Fluency Vocabulary Level of Discourse Grammar

With this exam, the teacher will look for the following characteristics (the same rubric class exercises, so students will already be familiar with it):

Task completion Comprehensibility Fluency Vocabulary Level of Discourse Grammar

Topics on Pre and Post-TestsTopics on Pre and Post-Tests

Each of the four topics on the pre and post-test will have been learned with a corresponding technology device, so the teacher can see which tool was most efficient. All topics have the same difficulty and amount of vocabulary.

Family – voice recognition software Clothing – video camera Town – voice recorders School objects – interactive computer games and

programs

Each of the four topics on the pre and post-test will have been learned with a corresponding technology device, so the teacher can see which tool was most efficient. All topics have the same difficulty and amount of vocabulary.

Family – voice recognition software Clothing – video camera Town – voice recorders School objects – interactive computer games and

programs

Methods of Measurements In Between Pre and Post-Tests

Methods of Measurements In Between Pre and Post-Tests

The teacher will use the following methods to evaluate deviceeffectiveness and students speaking skills through the following activities:

The teacher will use the following methods to evaluate deviceeffectiveness and students speaking skills through the following activities:

voice recorders

voice recognitionsoftware

interactive computergames and programs

video cameras

Other Ways of Data Collection

Other Ways of Data CollectionAfter each days lesson with the technology, I plan on doing various mini-

assessments to see what tools worked in terms of improvement of language skills.

For example, if the students main task with the voice recorders were to invite to a friend to three different locations and provide a reason why, after reviewing the tapes, the next day I would have each student “invite” another student in class to somewhere they practiced the day before. This is good for a couple of reasons. The first is I can see the students’ speaking abilities and if this exercise and tool was beneficial. The second is it allows the students to reinforce the information and practice their speaking skills.

Students will also receive a grade for each day’s technology lesson the day before. Teacher will review each student’s videotape, voice tape, recorded practice session on the computer, etc. and use the following rubric to grade each task (see next slide)

After each days lesson with the technology, I plan on doing various mini-assessments to see what tools worked in terms of improvement of language skills.

For example, if the students main task with the voice recorders were to invite to a friend to three different locations and provide a reason why, after reviewing the tapes, the next day I would have each student “invite” another student in class to somewhere they practiced the day before. This is good for a couple of reasons. The first is I can see the students’ speaking abilities and if this exercise and tool was beneficial. The second is it allows the students to reinforce the information and practice their speaking skills.

Students will also receive a grade for each day’s technology lesson the day before. Teacher will review each student’s videotape, voice tape, recorded practice session on the computer, etc. and use the following rubric to grade each task (see next slide)

RubricRubric

Data AnalysisData AnalysisSince I would have a lot of different activities and assessments, data analysis would be more accurate and reliable. I could consult other world language teachers who did the same trial as me to get their opinions on what worked and what did not.

My main data would come from my pre and post-tests. This would give me the overall information on if the use of technology was beneficial or not for the students as well as how much the students improved, or if they did not.

Other data that would need to be analyzed would be my grades for each individual tasks assessment. I would be interested to know in which tool the students scored the highest in. Did students score higher using Rosetta Stone or video cameras? Voice recorders or computer recognition software? Then I would need to figure out why the students did better or worse on each individual task. Were the assessments more difficult? Were the devices too complicated to use? Were the students repeating the information more with the voice recorders so it helped them retain the information? All this data would be beneficial in evaluating which tools were most successful for the students.

Since I would have a lot of different activities and assessments, data analysis would be more accurate and reliable. I could consult other world language teachers who did the same trial as me to get their opinions on what worked and what did not.

My main data would come from my pre and post-tests. This would give me the overall information on if the use of technology was beneficial or not for the students as well as how much the students improved, or if they did not.

Other data that would need to be analyzed would be my grades for each individual tasks assessment. I would be interested to know in which tool the students scored the highest in. Did students score higher using Rosetta Stone or video cameras? Voice recorders or computer recognition software? Then I would need to figure out why the students did better or worse on each individual task. Were the assessments more difficult? Were the devices too complicated to use? Were the students repeating the information more with the voice recorders so it helped them retain the information? All this data would be beneficial in evaluating which tools were most successful for the students.

Objective MapObjective Map Necessities: voice recorders, video cameras, computers,

microphones, headphones, computer software, teacher-created lessons

Outcomes: Increased fluency, stronger knowledge of vocabulary and grammar, higher student confidence in speaking abilities

How will my main objective link to performing objectives?: Because my main goal is to figure out what technological tools are more helpful in getting students to increase their speaking skills, the modes of assessment are crucial. Through my lessons and reflections, I will be able to see which devices were most beneficial in helping students to increase their oral proficiency and skills. Which tools did the students work best with and why? Which were the lowest and how could I change it to be more helpful?

Necessities: voice recorders, video cameras, computers, microphones, headphones, computer software, teacher-created lessons

Outcomes: Increased fluency, stronger knowledge of vocabulary and grammar, higher student confidence in speaking abilities

How will my main objective link to performing objectives?: Because my main goal is to figure out what technological tools are more helpful in getting students to increase their speaking skills, the modes of assessment are crucial. Through my lessons and reflections, I will be able to see which devices were most beneficial in helping students to increase their oral proficiency and skills. Which tools did the students work best with and why? Which were the lowest and how could I change it to be more helpful?

Sample Student Data: Pre and Post TestsSample Student Data: Pre and Post Tests Pre-Test Score Post-Test Score

Adams, Jalan 51% 74% Bowen, John 90% 92% Brown, Jacob 77% 86%

Castillo, Esteban 89% 85% Figuroa, Maria 73% 91%

Jackson, Daikiah 44% 60% Johnson, Sarah 56% 73% Marks, Joseph 80% 88% Patillo, Mark 63% 81%

Patterson, Stephanie 84% 98%

Sample Student Data Interpretation:Pre and Post Tests

Sample Student Data Interpretation:Pre and Post Tests

After looking at this chart, this is a Spanish I class that has not had any previous Spanish knowledge. The class consists of ten students, all ranging from 9th to 12th grade. The data shown is good news for our trial. It shows that almost all of the students have improved their speaking skills by using technology throughout the duration of the quarter; most of them by 10 to 20 points. Only one student had their score decrease from their original pre-test, so it would be important for the teacher to figure out why that happened and see if there is a different way to help this child succeed with this standard.

Sample Student Data: Mini-

Assessments Sample Student Data: Mini-

Assessments Voice

Recognition Soft ware

Video Camera

Voice Recorders

Interactive Computer Games and Programs

Adams, Jalan 70% 65% 92% 80% Bowen, John 79% 77% 88% 56% Brown, Jacob 100% 82% 94% 69%

Castillo, Esteban 62% 40% 74% 62% Figuroa, Maria 90% 100% 100% 70%

Jackson, Daikiah 69% 80% 97% 100% Johnson, Sarah 76% 64% 82% 30% Marks, Joseph 88% 71% 75% 72% Patillo, Mark 75% 83% 100% 65%

Patterson, Stephanie 74% 60% 93% 50% AVERAGE FOR TASK 78% 72% 90% 65%

Sample Student Data Interpretation: Mini-Assessments

Sample Student Data Interpretation: Mini-Assessments

I found looking at this data to be very interesting. From the information provided in the chart, it looks like the students did the best when using the voice recorder device and the poorest with the interactive computer games and programs. Based on the following data, I would try to include more assessments that included the voice recorder and less that involved computer programs.

I found looking at this data to be very interesting. From the information provided in the chart, it looks like the students did the best when using the voice recorder device and the poorest with the interactive computer games and programs. Based on the following data, I would try to include more assessments that included the voice recorder and less that involved computer programs.