LONG-TERM LEARNING GOALS
"I would like students by the end of the year to be capable, when responding to a prompt, of not just asserting useful evidence in support of their claim, but of analyzing why the evidence (ie. the text they’ve chosen to cite) is significant to the author, themselves, and the reader. I want students to aim to understand their own inferences, as they relate to the author’s unspoken intentions or message, and interpret that understanding through writing. If students could analyze a text in this way, it would show significant growth in critical thinking skills and writing skills."
-Excerpt from my Context & Learning Goals
INITIAL RESEARCH PLANS
September 2022
WHAT DATA WILL BE COLLECTED?
Data Set 1
Rubric scores from a formal essay on rhetoric
Data collection will focus on the rubric components which relate closest to inference (support & significance)
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Data Set 2
Support & Significance rubric scores from a formal essay on POV
Video from active literacy activities that are focused on writing components
Support & Significance rubric scores from a formal research essay
Student survey responses about the effectiveness and impact of the active literacy strategies
WHEN WILL IT BE COLLECTED?
Data Set 1
Essays will be collected, graded, and scores analyzed in late October.
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Data Set 2
Active literacy strategies will be implemented in early and mid November. Research essay will be collected and graded in late November, analysis of Data will occur in early December.
HOW WILL THIS DATA BE COLLECTED?
Students will turn in digital, typed essays as a part of their coursework. I will grade them based on a provided rubric. Student survey responses will be collected digitally through a Google Form. Video of activities will be done through my phone.