Assignment+4+-+Dustin+and+Virginia

Virginia Blais and Dustin Rhoades Taipei American School Session 4
 * Posting 1 in response to exercise 4 **

|| Video with Metaphor || Video without Metaphor || Learning Styles || Learning Styles || Results on 10 Question Quiz || Results on 10 Question Quiz || || Session 4
 * Experimental Group ** ||
 * Control Group ** ||
 * Independent Variable ** ||
 * Independent Variable ** ||
 * Extraneous Variable ** ||
 * Extraneous Variable ** ||
 * Dependent Variable ** ||
 * Dependent Variable ** ||
 * Conclusion: Following the video with a metaphor increased student retention of the principles of electricity. **
 * Conclusion: Following the video with a metaphor increased student retention of the principles of electricity. **
 * Note: According to the researcher, there is no relationship between learning styles and retention of the material in the video – so, the extraneous variable had no impact on the dependent variable. **
 * Posting 2 (Our research question): **

What is the impact of “Words Their Way” (spelling instructional program) on student progression across a spelling continuum?

|| ||  Pre/Post Test || Pre/Post Test || Words Their Way Program || No Spelling Program || 1. Tutors outside of school 2. Activity choice 3. Teacher time with each differentiated group 4. The flexible groupings (different students may work more effectively with one another) 5. Time spent weekly on W.T.W activities may vary somewhat due to scheduling challenges || 1.  Tutors outside of school || Post Spelling Assessment || Post Spelling Assessment || 1. Do we need to have a control group when all we are interested in finding out is if our students are making gains along the spelling continuum? 2. We are also confused about the Likert scale and the kind of conclusions we would want to draw from it. For example, would be trying to draw conclusions about “how students reported feeling about themselves as spellers” before and after the program? Or, would be trying to correlate feelings about spelling and how far students progressed along the continuum? It just seems like it would be difficult to draw any conclusions from this that would be reliable. Maybe we’re missing something. Any ideas/thoughts?
 * Experimental Group **
 * Class A **
 * Fifth Graders ** ||
 * Control Group **
 * Class B **
 * Fifth Graders ** ||
 * Independent Variable ** ||
 * Independent Variable ** ||
 * Extraneous Variable ** ||
 * Extraneous Variable ** ||
 * Dependent Variable ** ||
 * Dependent Variable ** ||
 * A few questions: **
 * A few questions: **
 * 3. ** Lastly, we’re not completely sure how much attention we should give to the extraneous variables above. We feel like we could name many more of these. Ultimately, the big change in the lives of our students will be the 60-90 minutes a week we spend on this new spelling program. ||