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gy   as
                       olo
                  chn ading
         ion  Te       Re
   im at          t to
An plemen
   Su p           uct ion
 a         In str
                          Leonardtown Elementary
                           Emily Davis & Jessica Morgan
Justification
• Leonardtown did not make AYP last year
  o As a result, SIP is almost singularly focused
    on improving amount of students reading at
    proficient or advanced by county benchmark
    and by DIEBELS
  o Students in 3rd grade received lower than
    proficient scores in identifying and defining:
  o Setting and mood (38%)
  o Words, lines, and stanzas(56%)
  o Main ideas and themes (57%)
Justification
•   Professional Development Goal:“Teachers will use these best practices to
    change instruction if necessary after reviewing student work samples”
     o Differentiation
     o Learning styles

•   Animation Technology
     o Technology allows students to experience different types of writings
       while still remaining in their digital comfort zones
     o Supplements culturally relevant teaching
     o Incorporation of these tools and applications is merely a natural
       extension of the way these students are currently living and
       learning outside of that classroom.
•   Bakhoum (2008) explained that students test scores made a significant
    improvement as a result of introducing animations to traditional
    classroom instruction.
Strategy
• Choose two appropriately leveled texts of similar level
  and type
   o First Text  
       Will be taught using typical classroom strategies 
       Pre- and post-test for content comprehension
   o Second Text
        Will again use typical classroom strategies
       Review of the text will be done using
        animation/cartoons constructed by the intern that
        will ask students to sequence main events 
       Pre- and post-test for content comprehension
Research questions
• Does sequencing of cartoon technology increase
  student content comprehension?

• Is cartoon technology more effective than
  discussion in increasing students’ reading
  comprehension?
Data collection plan
                     Data Source 1       Data source 2
 Does sequencing of Pre-test and Post-
 cartoon technology test with cartoon
 increase student   images
 content
 comprehension?

 Is cartoon          Pre-test and Post- Pre-test and Post-
 technology more     test without       test with cartoon
 effective than      cartoon images     images
 discussion in
 increasing
 students’ reading
 comprehension?
Pre-post assessment items
        • Grandma’s Records
           o Text-specific questions
             assessing vocabulary, story
             sequencing, and overall
             content comprehension
           o Ex. “How does Grandma use
             this tradition to connect with
             her culture?”
        •  The Talking Cloth
        • Text-specific questions similar
          to those for the previous text
        • Sequencing question included
          pictures from cartoon
          supplement used in review
Pre-post findings
• Our findings!
  o There was a significant increase in reading
    comprehension for both Grandma’s Records
    (p = .00000001) and Talking Cloth
    (p = .000006).

  o However,  there was not a significantly
   higher increase in reading comprehension
   when using cartoon technology rather than
   traditional classroom strategies. (p = .38)
Answers to research
        questions
• Does cartoon technology increase student
  reading comprehension more then
  discussion?
   o There was a greater increase in
     reading comprehension when using
     animations vs. discussion (39 points vs.
     42 points)
   o However, this difference in reading
     comprehension scores was not
     significant.
Limitations
• Timing
   o The cartoon handout was done the Thursday
     before the Halloween weekend, so the school
     as a whole was off task.
• Curriculum Demands
   o Due to passing guides and test schedules,
     activities such as these are difficult to work
     into the classes tight schedule.
• Small sample size/less data due to unforseeable
  events
Next steps?
• Yes, this strategy would be
  recommended for future
  application.
   • Next time, we would like to have
     the students create their own
     cartoon strip of the story. This
     gives each student responsibility
     for their own instruction and
     comprehension.  
   o Also, due to lack of resources the
     cartoon had to be printed out in
     black and white, rather than
     color. Color would appeal to a
     larger variety of learning styles.
The Big Picture!
• Animation and cartoon technology has been
  proven by various research to be not only useful
  as an instrument of instruction, but also as a way to
  connect with students in a digital age.
 
• Even though our experiment did not prove that
  animation technology significantly improved
  reading comprehension over traditional teaching
  methods, including the arts in instruction appeals
  to multiple learning styles and student skill and
  ability.
References
• Bakhoum, E. G. (2008). Animating an Equation: a
  Guide to using Flash in Mathematics Education.
  International Journal of   Mathematical Education
  in Science and Technology, 39(5), 637-655.  

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Leonardtown CARP

  • 1. gy as olo chn ading ion Te Re im at t to An plemen Su p uct ion a In str Leonardtown Elementary Emily Davis & Jessica Morgan
  • 2. Justification • Leonardtown did not make AYP last year o As a result, SIP is almost singularly focused on improving amount of students reading at proficient or advanced by county benchmark and by DIEBELS o Students in 3rd grade received lower than proficient scores in identifying and defining: o Setting and mood (38%) o Words, lines, and stanzas(56%) o Main ideas and themes (57%)
  • 3. Justification • Professional Development Goal:“Teachers will use these best practices to change instruction if necessary after reviewing student work samples” o Differentiation o Learning styles • Animation Technology o Technology allows students to experience different types of writings while still remaining in their digital comfort zones o Supplements culturally relevant teaching o Incorporation of these tools and applications is merely a natural extension of the way these students are currently living and learning outside of that classroom. • Bakhoum (2008) explained that students test scores made a significant improvement as a result of introducing animations to traditional classroom instruction.
  • 4. Strategy • Choose two appropriately leveled texts of similar level and type o First Text    Will be taught using typical classroom strategies   Pre- and post-test for content comprehension o Second Text   Will again use typical classroom strategies  Review of the text will be done using animation/cartoons constructed by the intern that will ask students to sequence main events   Pre- and post-test for content comprehension
  • 5. Research questions • Does sequencing of cartoon technology increase student content comprehension? • Is cartoon technology more effective than discussion in increasing students’ reading comprehension?
  • 6. Data collection plan Data Source 1 Data source 2 Does sequencing of Pre-test and Post- cartoon technology test with cartoon increase student images content comprehension? Is cartoon Pre-test and Post- Pre-test and Post- technology more test without test with cartoon effective than cartoon images images discussion in increasing students’ reading comprehension?
  • 7. Pre-post assessment items • Grandma’s Records o Text-specific questions assessing vocabulary, story sequencing, and overall content comprehension o Ex. “How does Grandma use this tradition to connect with her culture?” •  The Talking Cloth • Text-specific questions similar to those for the previous text • Sequencing question included pictures from cartoon supplement used in review
  • 8. Pre-post findings • Our findings! o There was a significant increase in reading comprehension for both Grandma’s Records (p = .00000001) and Talking Cloth (p = .000006). o However, there was not a significantly higher increase in reading comprehension when using cartoon technology rather than traditional classroom strategies. (p = .38)
  • 9. Answers to research questions • Does cartoon technology increase student reading comprehension more then discussion? o There was a greater increase in reading comprehension when using animations vs. discussion (39 points vs. 42 points) o However, this difference in reading comprehension scores was not significant.
  • 10. Limitations • Timing o The cartoon handout was done the Thursday before the Halloween weekend, so the school as a whole was off task. • Curriculum Demands o Due to passing guides and test schedules, activities such as these are difficult to work into the classes tight schedule. • Small sample size/less data due to unforseeable events
  • 11. Next steps? • Yes, this strategy would be recommended for future application. • Next time, we would like to have the students create their own cartoon strip of the story. This gives each student responsibility for their own instruction and comprehension.   o Also, due to lack of resources the cartoon had to be printed out in black and white, rather than color. Color would appeal to a larger variety of learning styles.
  • 12. The Big Picture! • Animation and cartoon technology has been proven by various research to be not only useful as an instrument of instruction, but also as a way to connect with students in a digital age.   • Even though our experiment did not prove that animation technology significantly improved reading comprehension over traditional teaching methods, including the arts in instruction appeals to multiple learning styles and student skill and ability.
  • 13. References • Bakhoum, E. G. (2008). Animating an Equation: a Guide to using Flash in Mathematics Education. International Journal of   Mathematical Education in Science and Technology, 39(5), 637-655.