Name: Julie Henks
Artifact number: 2
Title of artifact: Implementation Plan
Course number and name: MAT 733 Research Based Teaching Strategies and Assessment
Type of artifact
Implementation Plan
This artifact is an implementation plan that was created to help solve a problem I was working on in my classroom. I devised a plan to help me better assess the students in my classroom. The plan stated my problem and goals and outcomes to help solve the problem. The plan addressed professional and learner outcomes, as well as procedures and solutions to the problem.
I will have planned and
conducted a series of lessons engaging students using their different Multiple
Intelligences. I will have researched
and identified at least four new ways to assess while using the Multiple
Intelligences in my daily lesson plans.
My students will be able to identify their own level of Multiple Intelligences and use it to assist in learning. Each student will have had the opportunity to participate in at least four lessons using their individual MI as a learning tool.
Describe the results obtained and shown on this artifact.
I did not have the chance to implement this plan into my own classroom, do to the fact that I took this course during the summer. However, I feel that what I have learned from my research that in the following school year I will implement the plan and it will be successful.
This artifact demonstrates that I have learned how to create and implement a plan to help solve a problem in my classroom. Through this artifact I have learned the steps a teacher must take to create an implementation plan. First you have to address the problem, and then do some research to help find ways to solve the problem. You must state the problem and some baseline data. It is very important to have measurable goals for you as well as your students. You have to know what you expect to occur once you implement the plan from the teacher as well as the students. Finally, you have to have specific procedures and solutions to solve the problem. It is important also to have some sort of a timeline, so that you get everything done on time.
Since I was not able to actually implement this plan in my classroom I am not able to write about actual changes in my classroom. However, there are some changes I hope to see in the following year. I hope that as the teacher I am more aware of how each of my students learn best. I plan to create lesson plans that are geared toward each of the MI’s; instead of just the way I prefer to teach. I plan to see my students knowing and understanding the MI’s and being able to discover which one works best for them. I also hope to see each of my students doing a better job on classroom assessments, since there will be a wider variety of assessments given.
I used action research to find new ways of assessing my students. I researched the different multiple intelligences and found what each of them was and what strategies of assessment worked the best with each. By researching and creating a plan based on these new strategies I can link this to the program outcome, “candidates utilize measurements and evaluation accurately and systematically to monitor and promote learning.” After completing my research I will be able to accurately assess my students. Also by creating this artifact I can link it to another program outcome, “Candidates demonstrate the ability to be reflective practitioners by identifying a problem, examining research, advocating solutions, implementing a plan, and measuring and evaluating outcomes.” From this artifact one can see that I was able to create a plan to implement into my classroom.
This artifact has allowed me to show evidence of the National Board for Professional Teaching Standards Five Core Propositions. First, by showing that I am dedicated to my students I have taken the step of making an implementation plan to incorporate balanced assessment into my classroom to help all of my students. Proposition one outlines this by saying, “Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice. They adjust their practice based on observation and knowledge of their students’ interests, abilities, skills, knowledge, family circumstances and peer relationships” (NBPTS, 2008, Proposition #1, para 2.) Through the plan I have been able to make sure that all my students will have the same outcome, and will work to make sure they all reach that outcome. By implementing this plan I demonstrate that I understand, “NBCTs know how to assess the progress of individual students as well as the class as a whole,” (NBPTS, 2008, Proposition #3, para. 3) by using a variety of assessments I will be able to see how each student learns best and what is the best way of assessing them.
National Board for Professional Teaching Standards. (2008). What teachers should know and be able to do. Retrieved July 20, 2008, from http://www.nbpts.org/UserFiles/File/what_teachers.pdf
Assignment form: Implementation
Plan
Name: Julie Henks
Date: 7-12-08
Course Number/Titles: MAT 733 Research Based Teaching
Strategies and Assessment
Implementation plan must include strategies that are
new to the teacher and are derived directly from the course.
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Problem Statement: By addressing the multiple intelligences (MI) of all learners assessment will improve and lead to more effective curriculum and instruction. Baseline Data: At the current time some students are struggling to succeed with the assessments I am using. If they were given assessments created more towards their MI they would have a better chance at succeeding. They would also succeed at a higher level. |
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Measurable Goals |
The goals for my action research project are the following: Professional Goal Upon
completion of this implementation, I will have planned and conducted a series
of lessons engaging students using their different Multiple Intelligences.
Learner Goal Upon completion of this implementation, students will be
able to identify their own level of Multiple Intelligences and use it to
assist in learning.
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Outcomesand planned artifacts |
I expect the following to occur: Professional Outcomes
1. Upon the completion of this
study, I will have researched and identified at least four new ways to assess
while using the Multiple Intelligences in my daily lesson plans. Success Criterion:
A list of 10 strategies for integrating Multiple Intelligence into lesson
plans that will be written to be used now and in the future. Planned Artifact: A
list of 10 strategies 2. Upon completion of this study, I will
have written and taught at least four lessons incorporating Multiple
Intelligences into classroom material. Success Criterion:
Four lessons using Multiple Intelligences will be written
and used during lesson instruction.
Planned Artifact: Lesson Plan using multiple
intelligences
Learner Outcomes
Success Criterion: Develop guidelines as a class about what is expected when completing work based on individual MI’s.
Planned Artifact: Class
guidelines
Success Criterion: 100% of students will have demonstrated their ability to identify and use their MI in a working situation. Planned Artifact: Example
of student work from the lesson |
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Specific Procedures /Solutions & Timeline |
To achieve my goals, I will do the following: Ø Implement Multiple Intelligence strategies one subject at a time. Ø Implement assessment strategies one at a time. Students will be introduced to strategies better fitted to their MI. Ø Observe students to help identify the individual MI. Ø Place children in diverse groups to ensure all students are benefiting from others learning styles. |
Research cited: · Everyone wins with a balanced, effective assessment system, where assessment promotes learning through classroom assessment and documents learning through standardized assessment. Achievement goes up, student and teacher confidence increases, and schools function far more effectively (NEA, 2003). · Research shows that we generally tend to teach using our own learning style; however, our learners may have different learning preferences from ours (Seay, 2004). · The multiple intelligences will allow students many opportunities to participate in different sensory enrichment activities. They will be able to shine in areas they are strong in by helping others and also learn ways to achieve better in other areas (D. Doll, written presentation 2006). ·
No single assessment can meet
everyone’s information needs. Some can be informed by once-a year
tests, while others require the continuous flow of evidence that only can be
provided by classroom assessment (NEA, 2003). |
Doll, Dee (2006). Summary of Research, Answers, and Solutions. Blue Springs, MO.
(I am not sure if I cited this one right?)
National
Educators Association (2003). Retrieved October 1, 2006, from www.new.org Web
site: http://www.nea.org/accountability/images/balanced.pdf
Seay, Ginny (2004). Identifying and using multiple intelligences. Retrieved July 9, 2006, from Pennsylvania Department of Education Web site: www.pde.state.pa.us