I. Design space to develop your 250-300 word abstract that summarizes your question, rationale, and your findings.

  • What is your question?

How do I incorporate web 2.0 tools and other instructional strategies effectively in instruction with struggling readers in an elementary school setting?

  • What is your rationale?

Many of my students throughout the my first three years of teaching have been considered struggling readers. They also live in a part of the county that has a lower income and where technology is scarce and not used on a daily basis. Therefore, I wanted to not only incorporate web 2.0 tools to provide the opportunity to investigate new technologies, but also wanted to make sure that it was effective in helping with their reading instruction. Many of the students that I work with also come from families where reading and education is not a priority in their school. I came in to the program to try and find ways that I could not only motivate these students to care about reading but also to help them become more strategic readers in this process.

  • What are your findings?

Many of my students enjoy using web 2.0 tools rather than ordinary techniques. Students are more engaged and willing to participate in reading instruction if these tools are used. Giving the Motivation to Read profile several times has helped establish a report with students and has helped me to find materials that are of interest to them. Using the web 2.0 tools, such as Voki, VoiceThreat, Animoto, KidsBlog, etc. has not only motivate the students when responding to something they have read, but it has also helped build the 21st century skills that so many lack because they are not exposed to these resources on a regular basis.

II. Design space to plan out your creative synthesis that will visually represent your findings. Remember to include your abstract in your visual representation.

  • Compelling Question:

    How do I incorporate web 2.0 tools and other instructional strategies effectively in instruction with struggling readers in an elementary school setting?

  • Gather & Analyze Information:

    Use coursework (including core courses ECI 546, 524, 523, 508 and your content specialty courses), individual investigations, and outside experts to explore different aspects of your question. Actively analyze information from multiple sources and perspectives as you explore answers to your question. Make a list here of the information you are analyzing. As you proceed with your analysis make some notes here about your initial findings and where you anticipate needing more information. Also, make sure to note if and how your compelling question has changed.

List of Artifacts from Classes Throughout NLGL Coursework:

  • PBI Project and Video showing how Voki can be used to ask questions throughout the reading of a text; demonstrates how student motivation was present because of web 2.0 tools Vimeo Showing PBI Project
  • Action Research project - presents research from various articles stating that motivation is a key factor in reading; also shows an action research approach in a third grade classroom. I gave the Motivation to Read Profile to the entire class and compared the data from both girls and boys. The extended essay portion was then given to one struggling reader who was reading below grade level. The paper proves the point that students are more likely to read challenging and harder text if it is on a topic that interests them rather than one that is chosen for them by the teacher on a topic that is not of interest.
  • Motivation prezi that shows research on reading motivation. Reading Motivation Prezi
  • Prezi showing Reciprocal Teaching and description of how this method of instruction is likely to increase motivation in the classroom. (An uploaded version with a voiceover will be added to the Weebly) Reciprocal Teaching Video
  • Motivation to Read profile done with student in Reading Clinic and description of how it affected my teaching.

  • Creatively Synthesize Information:

    Synthesize the information from and across your sources to create a unique response to your question. You should be able to distill your synthesis into 4-6 bullet points (to be included in your written abstract) as well as provide a creative visual representation of your findings. You may use a variety of media and tools to design your visual representation of your Creative Synthesis. Think carefully about the tools that you will use to represent your findings. The first draft of your Creative Synthesis should be developed no later than Midterm/NCSU Spring Break while you are taking the ECI 508, Teachers as Leaders class. Click here to see sample products from former students.

You can see my weebly as I continue to add and update it throughout the course of the semester here. This will be the place where my creative synthesis will be housed.

  • Critically Evaluate and Revise:

    Seek out at least two colleagues in the NLGL program in addition to your advisor to provide peer feedback on your abstract and creative synthesis based on the NLGL Creative Synthesis Rubric. Based on the feedback you receive, you may choose to make revisions to more fully meet the rubric criteria.

  • Share, Publish, Act:

    Be prepared to present your Creative Synthesis at the NLGL Design Studio Showcase during your final semester of your degree program, in conjunction with the ECI 508, Teachers as Leaders course.