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    Focus on student strengths

           Overview of MAT research project by A. Kay Alley
           January, 2012                  ED697 -- Black
The purpose of this action research project is to determine if
+   students can become more aware of their strengths and then
    realize that potential in applying those strengths in daily
    activities.
+
    Research question

     Can   SEL skills taught in brief
     lessons followed by
     opportunity for reflection and
     application, increase students’
     awareness and utilization of
     specific strengths as framed
     by SEL competencies?
+                                     Social and
                                                          Character
                                                          strength
This study provides an                emotional           research from
                                      learning -- a       field of positive
    opportunity for the               strength in ASD     psychology


     integration of four
    areas of research…                Nature of the
                                      middle school
                                                           Theory and
                                                           practice of
                                      student – incl       Kinlein
                                      new info from
                                      brain research




     This review is in no way exhaustive; rather materials have been
     selected that are central to the study to be accomplished
+
    Methodology

    A. First step: Design and teach mini-lessons based upon SEL
       curriculum.
+
    Methodology

    Setting and population           Data to be collected and
     • Charter school science          analyzed:
         classes that meet one        •   Student pre- and post-
         hour, twice weekly.              survey of perception of
     •   Class of 6th, 7th and 8th        success as a student in
         grade students.                  science class
                                      •   Student artifacts, ie,
                                          responses to mini-lessons
                                      •   Researcher journal that
                                          documents student
                                          response to instruction.
+ Timeline
July 29:        Submit Chapter 2 draft to committee for feedback
August 15: Submit Chapter 3 draft to committee for feedback
August 30: Submit Chapter 1 draft plus revised chapters to committee for feedback
September 15:        Submit ASD request for approval of research packet.
January, 2012:       Begin ED 697—Research and Data Analysis
January 10, 2012
      Give   pre-survey of student perception of success.
          Begin teaching mini-lessons, focus on use of strategies
          Begin researcher journal

January to March:         Data collection
March 6, 2012
          Give post-survey of student perception of success.
          Complete researcher journal

March 9-25: Data Analysis and Writing of last chapters
March 25:        Submit drafts of chapters to committee, begin final revising
April 2012:      Prepare presentation and schedule it.


Graduate
+
   How did I:

       Accommodate APU
        requirements for action
        research?
       Obtain Anchorage School
        District approval?
       Satisfy my original
        intention for my master’s
        work and my sense of
        integrity?
       Benefit my students and
        their families?
                                    I take delight in assisting students to discover
                                    their own capabilities to reason, to question, to
                                    understand and then to integrate the new
                                    things they have learned.
+
    Last summer, I grew my
    master’s…
    Next summer, I am
    growing my garden!
+
    The end…

        is in sight!
+
    Chapter Two
       What is social and emotional           ASD standards and benchmarks
        learning (SEL)?
                                               ASD Initiative to integrate SEL
       Benefit of SEL for student              into science curriculum, 2010-
        achievement                             2011
       Self-awareness one dimension of
        SEL

       What is self-awareness?

       What are the benefits of focusing
        on self-awareness?

       Child development and self
        awareness (characteristics of the
        middle school student)

       Best practices that might foster
        self-awareness

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Alley mat jan presentation

  • 1. + Focus on student strengths Overview of MAT research project by A. Kay Alley January, 2012 ED697 -- Black
  • 2. The purpose of this action research project is to determine if + students can become more aware of their strengths and then realize that potential in applying those strengths in daily activities.
  • 3. + Research question  Can SEL skills taught in brief lessons followed by opportunity for reflection and application, increase students’ awareness and utilization of specific strengths as framed by SEL competencies?
  • 4. + Social and Character strength This study provides an emotional research from learning -- a field of positive opportunity for the strength in ASD psychology integration of four areas of research… Nature of the middle school Theory and practice of student – incl Kinlein new info from brain research This review is in no way exhaustive; rather materials have been selected that are central to the study to be accomplished
  • 5. + Methodology A. First step: Design and teach mini-lessons based upon SEL curriculum.
  • 6. + Methodology Setting and population Data to be collected and • Charter school science analyzed: classes that meet one • Student pre- and post- hour, twice weekly. survey of perception of • Class of 6th, 7th and 8th success as a student in grade students. science class • Student artifacts, ie, responses to mini-lessons • Researcher journal that documents student response to instruction.
  • 7. + Timeline July 29: Submit Chapter 2 draft to committee for feedback August 15: Submit Chapter 3 draft to committee for feedback August 30: Submit Chapter 1 draft plus revised chapters to committee for feedback September 15: Submit ASD request for approval of research packet. January, 2012: Begin ED 697—Research and Data Analysis January 10, 2012 Give pre-survey of student perception of success.  Begin teaching mini-lessons, focus on use of strategies  Begin researcher journal January to March: Data collection March 6, 2012  Give post-survey of student perception of success.  Complete researcher journal March 9-25: Data Analysis and Writing of last chapters March 25: Submit drafts of chapters to committee, begin final revising April 2012: Prepare presentation and schedule it. Graduate
  • 8. +  How did I:  Accommodate APU requirements for action research?  Obtain Anchorage School District approval?  Satisfy my original intention for my master’s work and my sense of integrity?  Benefit my students and their families? I take delight in assisting students to discover their own capabilities to reason, to question, to understand and then to integrate the new things they have learned.
  • 9. + Last summer, I grew my master’s… Next summer, I am growing my garden!
  • 10. + The end… is in sight!
  • 11. + Chapter Two  What is social and emotional  ASD standards and benchmarks learning (SEL)?  ASD Initiative to integrate SEL  Benefit of SEL for student into science curriculum, 2010- achievement 2011  Self-awareness one dimension of SEL  What is self-awareness?  What are the benefits of focusing on self-awareness?  Child development and self awareness (characteristics of the middle school student)  Best practices that might foster self-awareness