EDLD 5397- Week 3 Web Conference Reflection

I was unable to attend the web conference this week, so I watched the recorded version of it.  Again, I was impressed by Dr. Borel’s straightforward and organized presentation, as well as her humor and genuineness.  As I reflect on the past classes that I have taken with Lamar, I believe this course offers the most comprehensive, organized and well-defined web conferences of the program thus far.  TK20 has provided multiple opportunities for frustration, and Dr. Borel addressed that honestly.  She also mentioned a back-up plan should TK20 not come through with the mass emails to our site supervisors.  Dr. Borel reviewed the weekly assignment expectations and the reasons why we were given this assignment.  Her review of the APA questions, discussion and examples of correct answers was extremely helpful in understanding what was being asked.  Her directions are clear, yet she still encourages us to contact her with any questions.  I appreciate her approach in guiding this course.  She has reviewed items that should have been addressed in the beginning of the program such as the course schedule.  This course is rigorous, but is clear on the expectations.  

Update on Action Research Project-5326

I chose 5 students from each of my two third grade classes for a total of 10 students to establish progress-monitoring folders with.  Two above grade level DRA/Guided Reading scores, 4 on grade level DRA/Guided Reading scores and 4 below grade level DRA/Guided Reading scores were chosen for this particular action research project.  I have 5 boys and 5 girls participating.  Each student has a folder documenting the required TEKS and mastery level expected of each student and their personal progress towards these objectives.  These TEKS coincide with the lesson scope and sequence each week, although if mastery isn’t made the student has the opportunity to continue trying for mastery.  I meet with each student weekly to review progress and complete the goal sheets.  My expectation was that the above grade level students wouldn’t need the motivation of a personal academic challenge, but would value the road map of their personal education.  These two students are already highly motivated to learn.  My on grade level students have not been completely consistent in their level of motivation and I’m considering adding a variable into the equation in the form of an external tangible reinforcer for goals attained.  I do believe they appreciate the personal road map, as well, though.  My below grade level students tend to value the visual of their accomplishments, but are affected more when their goal isn’t reached that week.  They seem to do well without tangible external reinforcers and I would hesitate to add them just because.  Overall, I’m pleased with the progress that is being made by all of the students involved and am considering using this method for all of my students next school year.