Reflection
What I Learned From My Study
Intentional Focus Targeted on Research-Based Strategies
As a result of investigating effective instructional practices through my Literature Review, I was able to develop an intentional research-based action plan. Through this experience, I learned how important research-based strategies are in implementing effective interventions for students. By understanding my end goal and being able to research information supporting that goal, I was able to improve student reading comprehension skills over a 6-week period.
While there were many research-based strategies for comprehension to use, I reflected and found that focusing on two allowed my students to be most successful in their learning. As a teacher, I found that less is more and having the opportunity to teach two things well was more impactful than teaching many different strategies. By taking this approach, I was more deliberative in checking in with students and diving deeper into the skill.
Adapting Instruction
to Best Engage and Challenge Students
There were many times within this research period that I adapted my instruction based on my student's learning and needs. An example of this can be found with how I approached the "Read to Self" Student Logs. In addition to doing questions or connections, students were asked to rate their "personal reading stamina" on a 5-star scale. Around Week 3, I noticed that some students were not fully engaged during Read to Self during reading stations. Despite this, however, these students were still giving themselves "5-stars" for their stamina. This was a large reflection to come out of this research study in how I need to adapt and support my teaching in order to help students become aware of their own learning and begin to take ownership for it. As a class, we had many conversations surrounding what "first grade reading stamina" looks and sounds like. After this discussion, students started to reflect on their personal stamina more accurately and their engagement during Read to Self improved as a result. By increasing self-awareness in my students and how their self-reflect, I was able to not only grow my students as learners, but also as scholars.
Differentiating Instructional Approach
for Students with Varying Skills
Throughout this experience, I learned the importance of differentiating instruction and constantly adapting instruction based on student needs. Every classroom consists of students with varying abilities and it is vital to the individual success of students that all students are pushed regardless of their instructional level. When reflecting on this research, I noticed that a group of my students needed explicit instruction regarding questioning and connections. Other students in my class, however, were ready to stretch their brain and dive deeper into the skill of questioning and connections. I was responsive to this need by providing an appropriate amount of scaffolding to students based on their ability. Additionally, I also varied instructional strategies. Students in developing reading groups were pushed to think of their question or connection with the support of their group. Students in extending reading groups were asked to independently think of questions or connections and share out within the group. Students then compared questions or connections and discussed the similarities and differences. They were also challenged to locate answers to their questions while reading. I learned throughout this study that it is important to be responsive to student needs and differentiate as a result. This allows all students to meet their greatest potential.
My brain was stretched during this study to think about teaching in a new light. After completing this study, I am left with three main questions:
​
1. Are questioning and connections the most important skills in positively impacting students' reading comprehension?
In my Literature Review, I learned that other skills, in addition to questioning and connections, could impact reading comprehension. I am wondering if visualizing, inferencing, or decoding would have a greater or equal impact on student's reading comprehension than the focus skills in this study.
​
2. Is there a more effective way to teach questioning and connections?
My instructional approach surrounding questioning and connections focused mainly on small group instruction and was occasionally incorporated into whole group instruction. I am wondering if more consistent whole group instruction, in addition to small group instruction, would have had a larger or similar impact on student achievement.
​
3. Did the circumstances surrounding my post-test result in accurate data?
My post-test was administered in 25 minutes at the end of the day due to circumstances that school was closing the following day. Because my post-test was scheduled for the following day, my students were asked to quickly take the test before leaving school in case they did not return. Due to the circumstances and time constraints, I wonder if my data for the post-test reflects the impact of the instructional strategies and research design.
What Questions
Remain
Throughout this experience, I had the opportunity to collaborate with many talented and seasoned professionals. This experience opened my eyes to the power of collaboration and the information you can learn by simply being curious and asking questions. From collaboration with my cadre associate, building mentor, literacy interventionist, administrator, and district reading curriculum specialist, I was amazed at the wealth of knowledge and ideas at my fingertips. Continuing on throughout my career, I know that I will be able to continue learning being constantly surrounded by learners and successful professionals. I will benefit from this study as a teacher because I am aware of the large impact teaching with research-based strategies can have on student achievement. This study opened my eyes to the important impact intentionality and differentiation can make in the classroom.