Final Wicked Problem Project

Wicked Problem

Differentiation in reading and writing is important to success in first grade. Yet differentiation in the form of tailored support and individual assessments are very time consuming.  I have hit several obstacles while providing my students with individualized spelling words this year.

The boys and girls begin the year by practicing to read all 220 Dolch words (otherwise known as sight words), and end the year by spelling these same words. The reading tests are quick, yet the spelling differentiation takes quite a bit of time.  I am noticing that this testing time is taking away from other equally important first grade tasks such as guided reading groups as well as additional small group instruction across the curriculum.  The students are also faced with the pressure to test when I have time to test them, and in doing so, they miss out on their own independent practice throughout the day.


Wicked Solution

My ultimate goal is to provide students with open-ended time to complete their differentiated Dolch word testing in a safe and effective way. I met this problem of differentiating sight words with the help of technology. I made a slideshow presentation for 11 groups of Dolch words arranged by reading frequency. Every list corresponds to the Dolch Kit materials that we use in the classroom, and all words have a consistent pronunciation that I have recorded.

The students have access to the spelling slideshow at all times of the day for the remainder of the school year. I set up each student’s testing paper and grade the results during my prep time so as not to interfere with daily classroom instruction. This technology tool has given back teaching time and supports student learning throughout the day.  Success is accomplished as I see my students testing themselves on their individualized spelling words while I carry out small group instruction at the same time!


TPaCK Application

The spelling slideshow used to differentiate Dolch spelling words incorporates several teaching strategies that identically match classroom practices.  I read each word, say the word in a sentence, and repeat each word a second time in isolation… all in an audio clip. At the push of a button students can hear the word again and again through the use of headphones that cancel out background noises. Furthermore, the technology allows better spelling accuracy since the boys and girls are able to go over their work without pressure or time restrictions that arise with one on one teacher testing.

The spelling slideshow used for differentiated spelling tests is accessible on all classroom computers to all students throughout the day. The technology lays out the content almost identically to student practice books and testing sheets. There are a total of 11 lists with 20 Dolch words each that are broken into 10 word segments for easy testing. Students are able to easily access the appropriate lists and hear a clear familiar voice reading each word.

The 220 Dolch words are commonly used in State and District standards throughout lower elementary classrooms. The use of technology to apply best practice regarding content used by all teachers in varied formats is a meaningful solution to solve the problem of time management. Students are also given the opportunity to own their own learning, be responsible for their own progress, and challenge themselves to achieve their highest potential.

Slideshow Script


WPP Presentation

Group Leadership Final Project

Tools Used to Deliver
Many tools were accessed while collaborating with my group to complete a technology tutorial.  Initially my group met on the video conferencing site, Vyew to determine the technology topic:  Collaborating with Google.  We created a storyboard on Google Presentation to outline our video tutorial, and met online using the chat feature several times to clarify materials.  The tutorial storyboard outline was refined in a second Google Presentation where detailed images matching our script were added and continually revised by all group members.  The Google tools were specifically used to give the tutorial on Google Collaboration as an additional demonstration of collaborative technology.  The final project was recorded by a group member using SMART recorder due to its unlimited recording capabilities, and pieced together in iMovie.  The video was then uploaded to YouTube for convenient access and dissemination.

Developing the Project
Developing this project was no easy task, and I was exposed to new technology that I have yet to experience.  While the video conferencing was new to me, I also learned about Google Sites from my group member who was presenting the information in our tutorial.  My learning continued as I collaborated with my group members over a long period of time.  Working with a group is sometimes challenging for me since I would rather define my own final product.  However, this group experience gave me a new understanding of what makes a successful outcome.  I have learned that communication is the key!  My group was in constant communication in chat rooms, email, and the open discussion forum.  Through communication we were able to better organize materials and revise content in a way that everyone was heard.

A ReDo
My experience with this group has brought me through a course of reflection.  If presented with a similar group project I would have liked to record my own part of the presentation to later be connected to the final product.  I enjoy being an active participant and an equal contributor in any group work.  On the same note, I went through a family crisis during the course of the group project that caused me to delay communication with my group for a few days.  This was unavoidable, yet in doing this again I would not expect to perform under the same set of circumstances.

CEP 812: Professional Learning Plan

Check out my Professional Learning Plan for CEP 812!

WPP Part D: Findings and Implications

Project Implementation

The Wicked Problem Project was quite wicked indeed.  The implementation of differentiated Dolch word spelling tests using technology was a challenging process.  I began by recording my voice for all 220 Dolch words in a PowerPoint presentation.  However, the audio files embedded in the presentation did not come through with my district’s outdated Microsoft software.  I hesitantly brought in my personal laptop for students to use while I found another way to accomplish my wicked solution.  Students who used my laptop were excited with the new technology, but I cautiously observed their testing.  Therefore, my plan to save time was not fully addressed. 

Evidence of Success

Although my time to meet with student groups was still tight throughout the day, I still found evidence of student success.    I noticed a few key details that led to higher test results while observing students who used the new technology.   Rather than focusing on a small group I narrowed my study to one student who consistently chose to use the testing technology for two weeks in a row.  The first grade student (Student L), scored 20% higher on his spelling test the second week compared to the weeks before.  The first week I tracked his spelling during a one on one testing environment and he received a 60%.  The second week he used the testing technology with my laptop and he scored 10% higher causing additional pretesting for the following week.  The second week Student L received an 80% resulting in a 20% gain from the one on one testing.  I attribute some of this success to his continual replaying of spelling words while he checked over his work.  When asked for feedback, the student said that he “liked it” (the testing technology) and he thought he “did good,” (words from a first grader).

A Different Approach

Given the chance to address this problem again I would make changes to my approach.  Knowing what I know now, I would have tested one audio file before recording the other 219 files.  I have also found that I need to make changes to my testing paper so that students can better track the words they are spelling from multiple spelling lists.  These changes have already taken place so that the project can be implemented as originally planned. 

WPP: Take 2

With my second wind, I have re-recorded all 220 Dolch words in ActivInspire, and I very politely asked my TOA to install ActivInspire on my student computers.  I am currently coaching students through the new testing procedure and I am altering the testing papers as mentioned above.  I am also in the process of recording an additional 220 challenge words that serve as the next step for students who spell all 220 Dolch words correctly.  I am very determined for this to work, or at the very least, give this testing technology a better advantage. 

A Word to the Wise

I would definitely give several tips to those who attempt a similar project in their own classrooms.  First and foremost, start small!  Try your plan, but scale down your scope until you are sure everything is compatible between home and school.  It was so very frustrating to learn that my hard work at home did not transfer to my school computers.  Secondly, I would open to a target audience.  In doing so, a small group can become familiar with the new technology before opening up the experience to everyone.  These new “experts” can then support new learners making an easier transition from old to new.  I studied one student to assess progress, but I opened up my new testing tool to the whole class.  This brought on some frustrations while I tried to explain what to do again and again.

Mobile Learning

Tools in my Classroom
I have used many mobile learning devices in my teaching career, but just recently I have released these tools into the hands of my students. It was a daunting task to turn over expensive equipment to first grade learners, but a worthwhile opportunity.  This year my students have been touching iPads, iPods, flip cameras, and ActiVotes.  The 6 and 7 year old boys and girls have treated each new tool with the utmost care and respect after a build up of expectations.  I have also noticed that they monitor each other for the safe and proper use of classroom technology throughout the day.  My first graders use the iPads to go on Google Earth during social studies and they make How-To directions with the comic app, Pow.  I have a rule that the mobile devices in class can be used at any time...as long as they are used for learning the topic at hand.  However, I have also opened up a time for free exploration during recess so that there is an appropriate time for everything.  The nerves I had at the beginning of the year have vanished as I put more trust into the capable hands of my mobile learners!

Recently Tried
I just recently tried using Poll Everywhere in my classroom, but certain mobile learning is just not meant for first grade.  I can see the use of this tool being more supportive of upper elementary classrooms where students can have the option of using the computer link or the texting option.  The link below was given to my teaching staff as a means of exploring the site.  I wanted to see if teachers would be interested in purchasing school supplies ahead of time rather than the traditional school supply list.  I may try this mobile tool with parents next!  Feel free to cast your vote with the link below...

School Supply Poll

Future Use
I am anxious to try out new ways of using mobile devices in the classroom.  I have created Show Me's with the Show Me app on our classroom iPads, but my attempts have been less structured.  After the mobile lab I am excited to create Show Me's on an iPad for challenging content in math.  By doing so I can set up a group of students who require additional support with a mini-tutor.  Furthermore,  I can provide extension Show Me's on another iPad for students who need to be challenged while I am working with other groups.  The possibilities are really endless!  I would also like to try using flash-drives with my students.  My school has an existing drive for student use, but the mobility of the flash-drive would allow content to go back and forth from school to home.  Frequently used links can also be stored for easy access to parents.  This is still an idea in the works, and I am open to suggestions!

Mobile Challenges
The expense of mobile learning devices almost goes without saying.  Yet, I know there are opportunities out there to support technology.  I just received a grant for 6 new laptop computers in first grade, and this is the third grant that I have been awarded in three years.  Technology is expensive, but I know there is a way to get students what they need to be successful in the 21st Century.  I am more nervous about keeping up with technology in relation to the cost.  It seems that every time a new tool comes into the classroom, it is already out-dated.  Students know what is out there, even first graders, and they shy away from tools that fall behind personal mobile devices at home.  This seems like a battle that will be ongoing for some time to come.

GP: Part B - Story Board and Script

Connecting Online

After video conferencing in Vyew, my group members and I formally and informally met online to discuss our technology tutorial topic: Collaborating with Google. We connected through email and set up a Google Presentation to begin the process of storyboarding. Being visual I added the movie script images to enhance the look and feel. I also found a basic story board outline that was used to fill in each slide. Over the course of a week I went on the Google Presentation storyboard and added pieces to my part: Google Spreadsheets. During that time I found other groups members online, and we chatted about the storyboard contents. We also scheduled a time for all group members to meet so that we could have a conversation about the distribution of the final group project.

Final Distribution

Liz started the Final Presentation on Google and added transitions, everyone added their slides according to the storyboard outline, Seth and I have been reviewing the contents, and Elise agreed to record the final product. We are continuing to check in with one another for support and advise before the big day.

Storyboard Link

WPP: Part C- Implementation

I have had some ups and downs while Implementing my Wicked Problem Project. I am excited about the final results, but the road to success was a bumpy one. Technology is a useful tool as well as barrier to overcome by being flexible in the classroom. Check out my audio podcast below or the link to my podcast script.

Script

Web-Conferencing Participation

Vyew in my School Setting

The site Vyew is an excellent tool to use for web conferencing, and I am looking forward to incorporating many components into my own teaching practices. Setting up an account was easy to do, and establishing a room sends out a link to all who are invited. Once everyone is together, the fun begins! Files can be uploaded to pages within the room, and these same files can be highlighted, underlined, and referenced throughout the web conference.

Benefits and Pitfalls of Vyew in Comparison

There were many benefits to meeting in Vyew rather than a texting chat room. It was great to hear the voices of the other group members. I strongly feel that many misinterpretations come from email and text chats that can be avoided with audio contact. There was the choice to benefit from the use webcams that we did not take advantage of during our conference time. I would recommend this in a future conference so that group members don't speak over one another. I did find it confusing to keep track of where everyone was located within the conference. There is sync button that can be used to keep everyone aligned, but pushing this seemed quite distracting.

A Helpful Tip for Vyewers

Next time I would recommend filling out an agenda so that all group members could stay on task. This would also help keep everyone on the right page. I also suggest using the agenda (possibly a Google Doc) to take notes since the Comments in Vyew were hard to organize.

A Vyew from Class

I can see myself using this web conferencing tool in my school. I have a classroom of first graders, so web conferencing in class right now seems out of the question. However, I would use Vyew with my staff during professional development days. I especially enjoy the open access to the web conferencing room after the session has ended. I think it would be a great way for absent teachers to join from afar, or catch up when they return.

WPP: Part B - Application of TPaCK

Differentiation of Spelling Tests

My Wicket Problem Project has to do with limited time in a busy first grade classroom. Students are currently given spelling tests one on one in a quiet area of the classroom. I read each word to the student, say the word in a sentence, and repeat the word a second time in isolation. I continue to repeat words when necessary and patiently wait for the student to say, write, and check each spelling word. This process continues until the student has misspelled four words or more that will be tested a week later. Due to time constraints, only four students are tested each day of the week.

Dolch Kit

Technology and Pedagogical Knowledge

The PowerPoint Show used to differentiate Dolch spelling words will identically incorporate all of the teaching strategies listed above to ensure student success. I will be reading each word, saying the word in a sentence, and repeating each word a second time in isolation… all in an audio clip. At the push of a button the student can hear the word again and again through the use of headphones that will cancel out background noises. Furthermore, the technology will allow better spelling accuracy since the boys and girls will be able to go over their work without pressure or time restrictions that may arise with one on one teacher testing. There is also the option to use the technology tool as a resource for practice before the formal test. All completed written tests will be collected and graded outside of classroom instruction.

Spelling Test Example - Word "the"

Technology and Content Knowledge

The PowerPoint Show used for differentiated spelling tests will be accessible on all classroom computers to all students throughout the day. The technology lays out the content almost identically to student practice books and testing sheets. There are a total of 11 lists with 20 Dolch words each that are broken into 10 word segments for easy testing. Students will be able to easily access the appropriate lists and hear a clear familiar voice reading each word. The use of this technology will further engage students so that more individuals may test in a day if they were previously absent or are ready to do so.

Pedagogical and Content Knowledge

The 220 Dolch words are commonly used in State and District standards throughout lower elementary classrooms. The use of technology to apply best practice regarding content used by all teachers in varied formats is a meaningful solution to solve the problem of time management. Students are also given the opportunity to own their own learning, be responsible for their own progress, and challenge themselves to achieve their highest potential.

Group Leadership Project: Part A - Brainstorming

Group 5 Vyew Conference Room

The Meeting Place

To begin our brainstorming session my group, affectionately known as Group 5 in the discussion forum, established an online conference room using Vyew. Everyone met at and agreed upon time and immediately started playing with some of the tools. We uploaded the rubrics, experimented with text boxes, sticky notes, and inserting comments. Our group also split up housekeeping responsibilities such as taking screen captures and notes to keep record of our meeting.

Advantages of Vyew

There were many advantages to using the web conferencing tool, Vyew. The site allowed all of us, unknown to one another, a common ground. We openly discussed the project in real time and we were able to accomplish our brainstorming session without the usual misunderstandings that come with email. Ideas were recorded in the comment section, pages were uploaded to the room for easy explanation, and everyone was able to multi-task online when questions were brought up that required research outside of the conference room. By the end of our session we chose Collaborating with Google as our technology tutorial topic. A timeline was created along with the distribution of work and the facilitation of learning. Before the room was closed we had a clear outline of our group expectations, a Google Presentation set up for collaboration, an email sent out for additional clarification, as well as a future meeting date and time.

Technology Disadvantages

The use of every new technology tool has advantages along with disadvantages. Being my first time using Vyew, I was unsure of the way to maximize efficiency. The layout of pages was challenging to navigate and the comments added up quickly on one page making them scroll out of sight. The organization was also hard to keep track of since comments were arranged at random rather than by order of creation. These were minor obstacles that could be remedied through practice and consistent use overtime. Given the chance to meet again I would make a few changes to increase productivity. It would have been helpful to fill out a template before hand to stimulate discussion. I may also suggest the webcam option as long as I clean myself up for viewing. Overall, the advantages outweighed the disadvantages and I will be sure to try out Vyew in my school setting.

WPP: Part A - Description of Need or Opportunity

Time to Differentiate

Differentiation in reading and writing is very important in first grade. All students begin at their own starting point, and achieve new heights at slightly different rates. Therefore, no two students are practicing exactly the same thing at exactly the same time. This is a problem since one first grade teacher is required to individualize instruction to meet the needs of every student in the classroom.

A Wicked Problem

I am attempting to differentiate first grade spelling words, but I have hit several time constraints along the way. Every student in my classroom has his or her own spelling words. The boys and girls begin the year by practicing to read all 220 Dolch words (otherwise known as sight words), and end the year by spelling these same words. The reading tests are quick, yet the spelling differentiation takes quite a bit of time. Some boys and girls think about the words, slowly write the words, and do many corrections before I can give the next word. There are several wicked problems with this current procedure. I am noticing that this testing time is taking away from other equally important first grade tasks such as guided reading groups and other small groups across the curriculum. The students are also faced with the pressure to test when I have time to test them, and in doing so, they miss out on their own independent practice throughout the day.

A Solution with New Technology

Some teachers have met this wicked problem with parent volunteers, yet this poses additional problems later on. For example, parents may have scheduling issues, different pronunciation of words, unwanted prompting as well as concerns with confidentiality. Moreover, students still miss out on times of independent practice throughout the day. My ultimate goal is to provide students with open-ended time to complete their differentiated Dolch word testing in a safe and effective way. I plan to meet this problem of differentiating sight words with the help of technology. I have begun making a PowerPoint presentation for each set of Dolch words. Every list corresponds to the materials that we are using in the classroom, and all words have a consistent pronunciation that I have recorded. The students will have access to the Spelling PowerPoint at all times of the day as well as all year long. I will set up each student’s testing paper and grade the results during my prep time so as not to interfere with daily classroom instruction. This technology tool will give back teaching time and support student learning.

Relevant Research

First grade is a pivotal year for reading instruction. Students usually enter the year with letter and sound recognition. Over the course of approximately 180 days of school, all first grade students are expected to read with accuracy, fluency, and most importantly comprehension. This is an overarching task that connects to all areas of the curriculum, and not just literacy instruction. The key to reading success is to understand what is being read in picture books as well as other subject area textbooks. Most of the words within picture as well as textbooks are frequently used in the English language. Edward Dolch compiled a list of 220 words that can't be "sounded out," and hence must be learned by sight. These sight words are commonly known as Dolch words. According to the Teaching Resource Center, meaning is dependent on the rapid, automatic, and effortless recognition of such words. Students must be able to read and write these sight words with ease so that they can piece together what they are reading as a whole. According to Patricia Cunningham in Phonics They Use: "In order to read and write fluently with comprehension and meaning, children must be able to automatically read and spell the most frequent words. As the store of words they can automatically read and spell increases so will their speed and comprehension." Through the direct instruction of sight words and the spelling practice of sight words, first grade students learn how to read. This research has motivated me in my quest to use technology for the support of writing Dolch words accurately.

Materials for Success

The Dolch word materials that I use in the classroom come from The Dolch Kit. This site has arranged the Dolch words by frequency of use and created materials that support the practice and assessment analysis of reading and writing all 220 words. I have looked for a stand-alone instructional resource that will test my students, but have come up short. The closest I have come is to a Dolch Website that reads the words to you in a PowerPoint presentation. I have also found an app in the App Store that will test students on a preset word bank as well as several Dolch word apps. The suggestion of the site, Quizlet was also brought up as a resource. After researching the site, I have come to believe that the advanced formatting is not meant for lower elementary students. I have yet to find something that matches my technology needs. I plan to implement my own stand-alone instructional resource to support spelling differentiation and free up my own time and wasted energy. The saying, “Work smart, not hard” is bringing a whole new wave of testing differentiation to my classroom.

Project Evaluation

Success will be had when I see my students testing themselves on their individualized spelling words while I carry out small group instruction at the same time! Through the course of the year I have kept track of student progress by pretesting, recording information, and post-testing. For example, students who are on spelling practice meet with me one day out of the week. I pretest each student on their assigned day, and continue to test until a student has reached 4 to 6 unknown/misspelled words. Therefor, each student is practicing different words on any given day. The following week I retest each student on the 4 to 6 unknown words and the pretesting continues. I keep track of student progress on a progress monitoring page that goes back and forth with each student each day. I will use this progress monitoring page for 6 approaching students over the course of two to four weeks to determine if the use of technology to test students is beneficial for student success. I will also be monitoring the number of reading groups completed during this time to gauge my own time management. Finally, students will take a survey to gain their feedback regarding the use of technology to differentiate their spelling words.

Works Sited

Cunningham, Patricia Marr. Phonics They Use: Words for Reading and Writing. Reading, MA: Addison-Wesley, 1995. Print.

"The Importance of Learning Sight Words | Teaching Resource Center." The Teaching Resource Center. Web. 09 Apr. 2012. .

"Dolch Sight Words." Click N'Kids. Web. 09 Apr. 2012. .

"Dolch Kit." The School Bell. Web. 09 Apr. 2012. .

CEP 812 Video Bio

A Funny Story - CEP 812

Check out the link below to hear a funny first grade Podcast...

A Funny Thing that Happened with Technology

CEP 811 Final Reflection

What are some things that you have learned about effective teaching strategies when integrating technology?

Throughout this whole course I have tried to make sure that the technology I create can be implemented in my first grade classroom. Otherwise I am positive that I will lose the intended skill, and lose interest in the materials. However, successfully and effectively integrating a wide array of technology resources in first grade has been a challenge. I have learned that the teaching strategies must cover a wide range of pedagogical strategies to meet the needs of young learners. The UDL session was most useful in explaining the ways that teachers can reach a wide audience with a variety of features while eliminating barriers.

How did integrating web-based technologies help you think about and evaluate uses of technology?

I strongly feel that the integration and evaluation of web-based technologies has caused me to take a closer look at my own technology based teaching practices. I know that there is a place for WebQuests and Virtual Field Trips in the classroom. Yet, the resources must be meaningful in order to be effective. So many teachers integrate technology just to say it is there, or being used. This causes unsafe usage and mixed messages to young learners.

How have you met your own personal goals for learning about technology integration?

This course has really made me become independent in my own learning. I am getting better at finding answers to my questions without direct support. I am also eager to implement new technologies in my classroom on a trial basis. I am open to see what works, and what works best for me.

Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

I am constantly motivated by technology and what continues to come my way through these courses. I have shown interest in teaching older grades so that I can really dig in deep. I also hope to learn the Ignite program at my school and attend technology conferences to push my own understandings. In addition to receiving my Technology Certification, I have committed to achieving my Masters in Educational Technology in the near future.