Cross Cat Action Research

Area-of-focus statement

The study will focus on independent learning curriculum.

The purpose of the study is to explore methods of minimizing negative elements of “packets” and maximize the benefits of independent learning when implementing curriculum within the cross-categorical special education setting.

Variables

The variables are:

Method of delivery of materials (i.e. online, online tutorial, online interactive, video, or paper format)

Assessment methods (tests, quizzes, projects, assignments)

Inclusion of applied learning components (projects, assignments, art, research, papers, presentations, group work, creative expression)

Research questions

Will comprehension of material increase with the addition of applied learning components?

Will student interest in learning increase with the addition of applied learning components?

Which methods of delivery are most universally effective?

Which methods of delivery work best with specific groups of students?

Is it realistic for teachers to include these components in their classrooms?

How common is the use of “packets”?

How bad is it to just use “packets”?

What keeps teachers from doing something different?

What is the most realistic way to maximize the number of teachers/schools/districts to actually change curriculum in their classrooms?

Intervention or innovation

Packets are dry, boring, and antiquated.

The goal is to:

Replace packets with alternative delivery methods.  (In an efficient, practical, and realistic way.)

Integrate technology, creativity, peer interaction, and applied learning into independent learning. (In an efficient, practical, and realistic way.)

Membership of the action research group

The cross cat research team.

Negotiations that need to be undertaken

The most practical place to do this action research is alternative high schools that use packets heavily. 

It will be necessary to get permission to modify the material, and amount of time the students will spend on the material. 

Students may currently receive credit by number of packets completed  (i.e. 4 packets = 1 high school credit).

          Altering materials may slow down a student’s ability to crank though packets and get their credit. 

          Administration may be hesitant to make modifications in how high school credit is earned.

Timeline

Packets are typically started and completed within short periods of time  (4 days to 10 days).

The research will be done in similar time periods.

Statement of resources

Materials used will include packets currently used in classrooms, online leaning resources, open source learning materials and texts, the researcher’s websites, and laptops.

Note:  I should be able to acquire a collection of laptops by this point.

Data collection ideas

Student interest levels, and like or dislikes can be assessed with a simple survey using Likert scales and open ended questions.

Comprehension can be measured using quizzes and tests that the teacher currently uses.