Action Research Lesson Reflection
The lesson plan that I created and implemented centered around the correct use of apostrophes in contractions and possessions. I used a Smart Board to teach this lesson and students completed it in small groups as they rotated to their word work center. In the lesson, students learned about apostrophes being used to replace letters in contractions and to show possession for possessive nouns. Then students were given sample sentences and asked to move the apostrophes into the correct location for each sentence. This put the concept into context to see if they were able to apply the knowledge. I added sound to the lesson to assist my auditory learners in completing the task. The lesson was given to my second grade students during centers. They were very excited to use the Smart Board for a lesson during the word work center. My students give a lot of attention to technology and the visuals that the Smart Board provides. Therefore, they did very well following the directions and completing the task at hand. Unfortunately, it will be difficult to tell if they carry out the correct use of the apostrophe in future writing because they will be going on summer break and will have a different teacher in the fall. However, I can always check in with the third grade teachers to view some writing samples next school year!
Learning, Curriculum, Technology, and Teaching
Through the lesson, students learned the correct use and placement of an apostrophe in both contractions and possessives. The learning goals were to understand where apostrophes were placed and why they are placed in those spots as contractions and possessions. In planning and implementing this lesson, I assumed that students already knew what contractions and possessions were, what apostrophes look like, and how to use a Smart Board.
The information that students learned was represented visually on the Smart Board, which benefited visual learners. Also students interactively moved apostrophes into sentences, which benefited kinesthetic learners. I added audio to help the auditory learners as well! Therefore the main constraint was that not all students were able to use the Smart Board at once.
Learning took place by manipulating the apostrophes on the Smart Board. Constructivism took place because students worked together in small groups to move the apostrophes into the correct places in the sentences. They learned from one another. Behaviorism occurred as the Smart Board gave students positive reinforcements if they put the apostrophes in the correct places and negative reinforcements if they did not.
Before this lesson, many students associated a “s” at the end of a word with needing an apostrophe in front of it no matter if it was a possessive or not. However, I did notice an improvement in this when reading over students’ responses.
Before this lesson, many students associated a “s” at the end of a word with needing an apostrophe in front of it no matter if it was a possessive or not. However, I did notice an improvement in this when reading over students’ responses.
The Smart Board technology fit into school curriculum by supplementing the English Language Arts grammar standards of understanding when and how to use apostrophes. The technology helped reinforce the concept and taught it in a better way than the traditional paper and pencil method. By using this technology, students’ learning was enhanced and they were more motivated to learn and pay attention with the use of the Smart Board.
Students learn in many different ways and the Smart Board did a great job of reaching visual, auditory, and kinesthetic learners. The large screen created rich images and the touch screen allowed students to manipulate the screen. This made learning more motivating and the stimulation increased students’ attention span to complete the lesson.
In order for the lesson to be successful, teachers and learners both needed to know how to manipulate and use a Smart Board. Learners must have known how to use the touch screen in order to reap the full effects of the lesson. Teachers must have known the options of how to set up a lesson using a Smart Board and how to assess student learning. As a teacher, I must be up to date on current technologies in order to motivate and stimulate my students’ learning. That is one reason why I chose to pursue my Masters Degree in Educational Technology. In order to use a Smart Board, there are teacher trainings on how to use them and many resources on the Internet, including Smart Board software, to help a teacher learn how to use a Smart Board. If a teacher has the skills to use a computer and navigate the Internet, I believe that they will be capable of using a Smart Board as well!
I based my assessment on my learning goals. I wanted my students to know where apostrophes go in sentences and why they go where they do. I assessed whether or not my students knew this based on the sentences that they created using the Smart Board after manipulating the apostrophes into the correct places. These learning goals will also be assessed in their future writing. If students have truly learned this concept, I should be able to see correct contractions and possessives within their writing in the future. This will show that they carried over the grammar concepts learned in this lesson into everyday writing. I will also assess whether or not students still misuse the apostrophe in their writing. Ultimately, putting apostrophes into the correct places should become a natural practice. Students were held accountable for their work because the technology allows me to go back and view how each group manipulated their sentences. If I were to do this using paper and pencil, students may lose their paper, copy off of other groups, or simply not complete the task even though they know that I check their center work. The Smart Board plays a key role in this lesson being effective and meaningful for my students.
Lesson Implementation Using Technology
Technology facilitated the lesson. Students could have learned about the proper use of apostrophes using worksheets, but by teaching with technology, the learning becomes more engaging and meaningful. Technology also helped reach more of my learners by creating visuals on the Smart Board and incorporating movement and interaction in the lesson. When students’ learning styles are incorporated, they are more motivated to pay attention and be successful in the lesson. The only disadvantage of using this technology was that my students could not all complete the lesson at once, but had to do it in small groups.
I expected my students to be very excited to use the technology during their centers and I was proven correct. Some of my students cheered and many had giant smiles on their faces when I explained what the word work center would be for the day. Every time that I looked over at the Smart Board from the guided reading table where I was teaching, the students were staring at the screen and manipulating the apostrophes while collaborating with one another.
Students asked if they could move the apostrophes again after they placed them in the sentence. I told them that they could move them as many times as necessary and explained that if they placed the apostrophe in one spot, but reread the sentence and did not think that it made sense, they could move it again to a new, more-fitting location. They also asked if there was supposed to be more than one apostrophe in each sentence and I explained that it was up to them to determine where the apostrophes are supposed to go and how many fit into each sentence.
Students seemed to make more connections with the content and have more meaningful, content-centered conversations when using the Smart Board rather than paper and pencil. They were more engaged and interested in where the apostrophe needed to be placed. By using the Smart Board for the lesson, my students saw the lesson as more of a game than school work. They were very excited to move the apostrophes into the correct locations in each sentence. Overall, the lesson, including the use of technology, was a success!