PLO 6- Evaluate technology resources to facilitate effective assessment and evaluation.

PLO 6- Evaluate technology resources to facilitate effective assessment and evaluation.

 

Data collection for evaluation assessment is vital in educating our students. To redesign EDU 675 I use videos about stories in the Bible and I will also use online games to enhance student’s knowledge about the Bible. Our church Sunday school is growing. Just standing and lecturing about the Bible is not learning our students in the Sunday school classes. As the director of the Sunday School Department, I will be conducting an action research on how the use of video of short stories about the Bible and online games can enhance students’ knowledge about Bible.

Students will be assessed and evaluated about their learning through formative and summative assessment. We have four classes in our Sunday School Department. The games and videos will be used in each class. As the director, I will be observing in Bible study and During Sunday school. Most games and videos have privacy and terms to agree to before accessing the website. There are some many different games and videos from subjects in the Bible. The director will present a PowerPoint presentation alone with Jing to present what is expected of the project. Instructor will have step by step instructions.

This is because so many people in the church are not familiar with the use of a computer. The director will use the video of the Good Samaritan to demonstrate as to how the videos will give better understanding of the Bible. The video can be found at http://www.cogwriter.com/quizzes/. This website will be used so that everyone will be on the same page of learning. The director will give instructions each week on the social media of the classes’ choice.

The instructions will be about what subject will be discuss in Bible study and Sunday school. The choices will be Facebook, Twitter or E-mail. To assess the students using formative assessment the Bible quizzes provided by http://www.cogwriter.com/quizzes/ will be used for that purpose. The students that do not want to take the quizzes can do puzzles. Students will be assessed by each game.

The online Bible games assess at the end of every activity. The director the assessments and examine to see the results. The quizzes, trivia, puzzles all assess at the end of each session. We have older adults in a class. For them I will use printable activities from http://www.bibleactivitieszone.com/. These games are for all ages. Making the Bible simple to learn and comprehend is my goal. Students will be evaluated each week for three week.

The Oregon Trail was the first educational computer game. It was a game to help you and your virtual family members safely to the destination (Concordia University, 2012). This assignment is based on Game-Based Learning theory. This learning theory balance game play with subject matter (Concordia University, 2012). Also the use of cognitivism /pragmatism is where this assignment examines the mental structure and processes related to learning (Dabbage, 2006).

The input of the knowledge of the Bible can be confusing. With the use of the videos and online games are able to examine the mental structure and processes related to learning more about the Bible (Dabbage. 2006). The summative assessment will be done by the use of http://www.bibleactivitieszone.com/.  It will consist of Bible Trivia Quiz or Spot the Difference. These games will assess themselves. The results from each assignment can help director to know if the games and videos enhance Bible learning.

Challenges

The more challenging of this redesign was to choose the right games and videos from the same website. To overcome this challenge I combined all that I needed to accomplish my goal. I research different games that had videos too. Another challenge that I had in redesigning this assignment was to find activities that the older adults can participate in. Most of them do not have computer skills.

 

 

 

References

 

Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from 

http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

 

 

 

Original assignment

 

How is My Research Relevant? A Work in Progress

Mary Scott

EDU 675 Change Leadership for Differentiated Educational Environment

Instructor: Regina Miller

July 28, 2014

 

 

 

How is My Research Relevant? A Work in Progress

Research Focus:

The area of focus for the research in EDU 671 was done in setting of schools. I had to change my proposal. I don’t work in a school setting so I have to revise my proposal. EDU 671 area of focus were to get the parents, teachers, community members and students to work together to prevent school violence. My area of focus now is to improve the Sunday school teachers study and teaching in my church by using reading comprehension strategies. These strategies will allow the teachers to break the lessons down so that they can better understand and their students can better understand. Learning to comprehend what you are reading is the key to gaining knowledge. Knowledge and understanding is what the Bible requires. I will assist teachers in creating a timeline to accomplish this proposal. When giving feedback I will give it to the group as a whole. Because we trying to reach the goal together.

Literature (2 Points):

The literature that I found that will help to support my proposal is websites that deal with comprehension like http://www.readingrockets.org/article/3479. With website it tell how comprehend strategies help readers make sense of any text. Here the Sunday school teachers will be in control of their own reading comprehension of the Bible. According to (Adler, 2014), teachers can use metacognition to think about and have control of their reading. http://www2.ed.gov/programs/readingfirst/support/compfinal.pdf this website will allow teachers to explore other strategies that can be used to enhance their studying and teaching.  These websites help me to look at what has already been done by using reading comprehension to improve understanding (Mills, 2011). I only listed five strategies. I could not use the literature EDU 671, because is a whole different proposal. The textbook help support my proposal by helping teachers use the strategies to create a learning community in the Sunday school department. Trust built in a learning community help teachers to be not afraid of taking risks with one another (Buczynski & Hansen, 2014). With this teachers can expand and the proposal can too. We will conduct this proposal as a group, so that it will benefit all.

Defining Variables:

I will as the superintendent of the Sunday school department will work with the adult Sunday school teachers to understand the Bible lesson to better teach their classes. We have four teachers in this department. Each one of the teachers has completed high and is familiar with reading and comprehending what they read. The reading comprehension strategies will be implemented into the study of their Sunday school lesson. This will help them to break down their study into steps to better comprehend and teach their students. Teacher’s skills will be measure from the beginning to the end. I chose the adult teachers because they have adult students. With adults you need to be able to teach the Bible in a way that they can apply it to their adult lives in real situations. The Bible designed to persuade people to live according to what God said. This will allow students to use their critical thinking skills. Technology is a part of building knowledge and understanding will have the use of the church computer and their smart phones to research foe information.

Research Questions:

• How students will renew their reading and comprehension skills?
• Will students be able to apply lessons to real world situations?
• What are the benefits of using reading comprehension strategies?
• How will the Sunday school as a whole benefit?

Intervention/Innovation:

My intervention is for the Sunday school to better understand their lessons by using the reading comprehension strategies. When using these strategies teachers will engage in a process of building more knowledge of the Bible. By doing this they can relay it back in their teaching skills. Reading comprehension can be very beneficial to students in a school classroom. These strategies can build up students reading and comprehension. During classroom activities students can learn to better express themselves on paper and doing classroom discussions. Students need to learn to read and understand so that they can put ideas, information, knowledge and feeling into a format for other to understand. Many students in school classroom are failing behind because of the lack of understanding.

Data Collection:

Data collection will be done through interview and observation. Teachers will be interviewed all together and then individual (Does, 2012). I will use observation to observe the outcomes of the reading comprehension strategies. I will also sit and observe each teacher teaching their class. I will grade the teachers on their teaching skills using the strategies. They will also be graded on how well they address and presented the information to the class. Teachers will ask the class to response to different part of their teaching. For example, ask the students how these situations in the Bible apply to today’s society. How the students response will be used to improve the strategies. Improving instructions and learning is not about the quality of the data it is how the information is used (Hamilton et al., 2009).

 

 

 

References:

Adler, C. (2014, January 1). Seven Strategies to Teach Students Text Comprehension. Reading Rockets. Retrieved July 24, 2014, from http://www.readingrockets.org/article/3479

Buczynski, S., & Hansen, C. B. (2014). The change leader in education: Roles and strategies in the differentiated environment.Bridgepoint Education. 

DOES, S. V. (2012, January 1). DESCRIBING COMPREHENSION: TEACHERS’ OBSERVATIONS OF STUDENTS’ READING COMPREHENSION. . Retrieved July 27, 2014, from http://digitalcommons.ric.edu/cgi/viewcontent.cgi?article=1057&context=etd

Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Mills, G. E. (2011). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc.

Noons, L. (2010). A Review of the Current Research on Comprehension Instruction. Retrieved, from http://www2.ed.gov/programs/readingfirst/support/compfinal.pdf