Description
Action research is intended to result in increased knowledge and insights that lead to actionable steps that improve the professional environment. The final stage of action research involves reflecting on data and planning informed action.
For this assignment, create an informed action plan based on findings from the data collection and analysis process throughout this course.
Create a 750-1,000 word proposal describing your action plan, including the following:
- Review of your research proposal and theory of action, including any necessary revisions based on the research
- Stakeholder specific tasks – what will be done and by whom
- Timetable for completing each task and the plan
- Resource allocation – what specific resources are necessary to implement the action
- Outcomes or improvements you anticipate based on your action plan being implemented
- Measures of success for your action plan
- Rationale and data that support your proposed action plan
Support your proposal with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
Running head: ACTION PLAN
1
Action Research Plan
Breanna Mitchell
Grand Canyon University: TCH 539
03/18/20
ACTION PLAN
2
Action Research Plan
Research Topic: Improving Reading Comprehension
Summary
Reading comprehension is a student’s ability to demonstrate understanding and
interpretation of a text. Strong comprehension skills are vital because they lead to success in
other subject areas, as well as further down one’s societal career (Importance of Comprehension,
n.d.). This action research aims to improve reading comprehension utilizing effective reading
strategies during the scheduled whole group reading block, as well as during guided group time.
Fluency checks were a measure of quantitative data added as a revision. Students were
given one-on-one fluency checks before guided group time. Fluency checks determine how
accurately a student is reading. A fluent reader spends less time decoding words and creates
stronger connections within the text. Students who demonstrate strong fluency can
simultaneously decode and create meaning (Reading Rockets, 2020).
Tasks
Stakeholders are vital parties of the research plan. They will be more eager to cooperate if
they understand the importance of the program and how to complete the tasks (Sagor &
Williams, 2017). The tasks that are assigned are crucial for all parties involved in the research
study and for its success. Each task is shown in the figure below.
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Figure 1. Stakeholder Tasks
Teacher
Prepare all learning materials
Teach and implement strategies
Facilitate assessments
Collect, record and interpret data
Provide take-home books if necessary
Promote a school-wide reading program
Students
Actively participate in class
Engage in appropriate peer interactions
Use reading comprehension strategies effectively
Read to and with family members
Parents
Communicate effectively with teachers
Promote reading habits at home
Facilitate comprehension strategies
Return take-home books to receive new ones if provided
Actively participate in school reading events and programs
Administrators and Leadership Team Provide school-wide communication to all stakeholders
Create and promote a school-wide reading program
Facilitate school reading events
Timetable
The figure below would have been the suggested timetable for the action plan had school
been in session. Figure 2.1 shows a timetable that would have begun in March two weeks before
spring break. This table would have had two months for implementation, but the action plan still
could have been attainable with the approval of school administrators. Furthermore, the
completion and timeline for the action research is unknown due to the school district being
closed indefinitely.
Figure 2.1 Timetable for Spring 2020
March 16
Submit proposal
March 23
Planning
March 30
Spring Break
April 6
Preparation (communication, calendar, materials)
April 13
School Night Event Promotion
April 20 – May 15
School-wide implementation
May 18
Developmental Reading Assessment (DRA)
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One of the most crucial parts of the proposed timetable is the implementation of a school
night reading event. In order for stakeholders to feel confident about their contribution to the
research plan, holding an event planned by the school to demonstrate how to effectively
contribute to the action plan would be beneficial. This way parents can observe and participate in
utilizing reading strategies at home to extend their child’s learning beyond school.
Resource Allocation
To effectively implement this plan, a variety of books will be needed in and out of
school. Learning continues beyond school, so it is important that families have access to books at
home to practice using comprehension strategies. If students have limited access to books at
home, a take-home book program can be implemented. This is where teachers allow students to
borrow books to take home to read with their families. The five-finger retell checklists will also
be needed, as well as fluency passages. These can easily be sent home for parents to utilize.
Because this research plan is focused heavily on reading and comprehension, the availability of
books is the most vital resource.
Anticipated Outcomes or Improvements
It is anticipated that students will demonstrate an improvement in their reading
comprehension by increasing their reading level. Ultimately, the goal is for students to reach
appropriate grade level score. The strategies that will be implemented are designed to meet
students’ needs by catering to a variety of learning styles such as: visual, kinesthetic, and aural.
Utilizing these strategies will guide students to demonstrate their interpretation of the text, while
decoding words at grade level.
ACTION PLAN
5
Measures of Success
Weekly fluency checks will be utilized to determine how they are interpreting the words
they read. Fluent readers simultaneously decode words and form strong understandings of the
text. A 90% and above fluency accuracy will be considered successful. Observations will be used
during whole group peer interactions to observe how these interactions impact students’
understanding of different texts. A checklist using the five-finger retell strategy will determine
how well students understand the five essential components of comprehension. Students will be
expected to successfully recall at least four out of the five (80%) components. The last measure
of success will be utilizing the Developmental Reading Assessment (DRA). This assessment
combines accuracy and comprehension to determine a student’s independent reading level.
Rationale and Supporting Data
Implementing this action research plan is vital. Now that students can read basic pattern
books and are learning strategies to improve their general reading skills, it is crucial to provide
them with strategies to improve their comprehension as well. Research has shown that problems
with reading comprehension can contribute to lack of educational success and even further down
their career as they continue to grow (Okkinga, vanSteensel, van Gelderen,
van Schooten, Sleegers & Arends, 2018). After one week of implementing the reading strategies
proposed in this action plan, six out of seven (86%) of students’ fluency increased, as well as
their reading level. If this is the data that appeared after one week, the results at the end of the
school year could be substantial for all students.
ACTION PLAN
6
References
Fluency. (2020, January 3). Retrieved from https://www.readingrockets.org/teaching/readingbasics/fluency
Importance of Comprehension. (n.d.). Retrieved
from http://performancepyramid.miamioh.edu/node/385
Okkinga, M., van Steensel, R., van Gelderen, A. J. S., van Schooten, E., Sleegers, P. J. C., &
Arends, L. R. (2018). Effectiveness of reading-strategy interventions in whole
classrooms: A meta-analysis. Educational Psychology Review, 30(4), 1215.
Sagor, R.D. & Williams, C. (2017). The action research guidebook: a process for pursuing
equity and excellence in education. Thousand Oaks, CA: CORWIN a Sage Publishing
Company. Retrieved from https://viewer.gcu.edu/AcWWgD
Running head: ACTION PLAN
Action Plan
Courtney Lyles
Grand Canyon University: TCH-539
October, 2 2019
ACTION PLAN
Action Plan
This proposed action research plan examines the benefits of thematic-based instruction
on high school students through the promotion of historical thinking skills in order to improve
student engagement and learning in history courses. In states that require end of course
assessments in social studies, such as the United States History and the Constitution course in
South Carolina, there has been an increase in teachers abandoning best instructional practices in
favor of teaching methods that are aimed at improving student test scores on these assessments
(O’Connor, Heafner, & Groce, 2007, p. 257). However, this method of teaching social studies
leads to decreased student engagement and a promotion of rote memorization skills instead of
critical thinking skills. The National Council for the Social Studies stated that the teaching of
social studies should “provide strategies and activities that engage students with significance
ideas, and encourage them to connect what they are learning to their prior knowledge and to
current issues, to think critically and creatively…and to apply that learning to authentic
situations” (2008, p. 180).
The incorporation of thematic-based instruction in teaching social studies allows for
“integrating the curriculum and eliminating isolation and reductionist nature of teaching” (Okoro
& Okoro, 2016, p. 65). Thematic-based instruction also promotes historical thinking, which
“…involves the construction and application of analytical thought…to generate ideas and apply
critical thinking in a creative fashion” (Culminas-Colis, Reyes & Garcia, 2016, p. 57). The use of
thematic-based instructional strategies such as primary source analysis and inquiry-based
learning projects should reflect increased student engagement or attitude toward history courses.
As aforementioned, the mandated social studies assessments, which were a form of data
collected during this action research, can affect the implementation of the proposed action to use
ACTION PLAN
thematic-based instruction. Therefore, in order to examine the effects of thematic-based
instruction, this action research will compare the proposed method of teaching the United States
history course to a traditional approach.
The proposed action research plan presents three research questions that are addressed
through quantitative and qualitative data analysis: 1) What instructional strategies promote
thematic-based instruction and the development and use of historical thinking skills? 2) What is
the relationship between the instructional strategies used and the changes in student engagement
and performance? 3) What affect can outside factors, such as: state social studies standards,
standardized assessments, class time, planning periods, etc. have on the instructional strategies
that a teacher can use?
This study will examine two classes of a high school United States History course during
a ninety-day semester. One class, is comprised of gifted and talented students, who will be
receiving thematic-based instruction approach. The other class, a general education class, will be
receiving traditional approach to teaching history. The research design involves the collection
and analysis of quantitative data, which includes a pretest, posttest, student surveys, and progress
monitoring. In addition, the collection and analysis of qualitative data will consist of lesson
plans, classroom observations, and state social studies standards.
Before the semester begins, the teacher will collect historical data on students, focusing
on previous grades in social studies classes. This information will be used to get a picture of
students’ attitudes towards the learning and study social studies. At the start of the semester, the
teacher will administer a student survey to add to the picture of students’ attitude toward the
learning and study of social studies. This survey will ask students of their previous learning
experiences in social studies classes, such as whether they examined primary sources,
ACTION PLAN
participated in class discussion, or primarily worked from textbook. The student survey will be
preceded by a teacher-created and administered pretest and a posttest at the end of the ninety-day
semester. The pretest and posttest will resemble the end of course assessments administered by
the state, a 56 question with random selection of multiple-choice, standards-based questions.
Throughout the course, the teacher created lesson plans will serve as qualitative data to see what
instructional strategies promoted thematic-based instruction and historical thinking. Classroom
observations, performed daily by teacher through journaling, and by the instructional coach or
other available teacher or administrator at least once a month, will be used to determine student
engagement as a result of the use of thematic-based instructional strategies. The posttest and
another student survey will be administered at the end of the semester.
The quantitative and qualitative data should demonstrate positive impact in student
learning and ability to retain and demonstrate knowledge of learned content, as well as attitude in
the study of social studies. In addition, the comparison of both courses, the one taught
thematically and the other using a traditional approach, should demonstrate that the thematicbased instructional approach will serve better to promote historical thinking skills. However,
when comparing student performance on end of course assessment based tests, there may not be
noticeable difference between the two classes. This is mainly because the teacher-created
assessments do not focus on skills taught in thematic-based instruction of history.
The resources needed to implement this action plan involve access to technology for
students. The assessments and surveys can be given online using student assigned Chromebook,
which allows the teacher to easily compile information. In addition, access to primary source
documents, for implementation of thematic-based instructional strategies, may require
technology.
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This study will provide support for the use of a thematic-based instructional approach to
teaching history courses in order to improve student engagement and development of historical
thinking skills. This research may also inform how “state testing programs and standards-based
reform are barriers that prevent the teaching of social studies” (O’Connor, Heafner, & Groce,
2007, p. 257). This proposed action research plan would demonstrate the need to focus social
studies instruction on the development of historical thinking skills, through thematic-based
instruction, in order to “prepare students for their post-secondary futures, including the
disciplinary practices and literacies needed for college level work…and the critical thinking,
problem solving, and collaborative skills needed for the workplace” (National Council for the
Social Studies, 2008, p. 180).
ACTION PLAN
References
O’Connor, K. A., Heafner, T. & Groce, E. (2007). “Advocating for social studies: Documenting
the decline and doing something about it.” Social Education 71(5), pp. 255-260.
Retrieved from
https://pdfs.semanticscholar.org/6a0f/afd9790e743a640ea3a74e3ae419dd504514.pdf
Okoro, C.O. & Okoro, C.U. (April 2016). “Teachers’ understanding and use of thematic
approach in teaching and learning of social studies in rivers state.” International Journal
of Education, Learning and Development, 4(3). Retrieved from
http://www.eajournals.org/wp-content/uploads/Teachers—-Understanding-and-Use-ofThematic-Approach-in-Teaching-and-Learning-of-Social-Studies-in-Rivers-State1.pdf
National Council for the Social Studies. (2008). “A vision of powerful teaching and learning in
the social studies.” Social Education 80(3), pp 180-182. Retrieved from
https://www.socialstudies.org/publications/socialeducation/may-june2016/vision-ofpowerful-teaching-and-learning-in-social-studies
Running head: ACTION PLAN
1
Action Plan
Emily O’Dell
Grand Canyon University: TCH-539
1/8/2020
ACTION PLAN
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In review of my research proposal and analyzed data, my action plan will aim to
continue the process of reaching my target of decreasing the amount of interrupting behaviors
amongst students in my classroom. My research proposal asked the question of whether
socioemotional interactive readings have any effect on helping students monitor and decrease the
amount of interrupting behaviors. Through review of my conducted research and analyzed data, I
have found that using a storybook on the topic of interrupting, combined with discussion has
increased the awareness of interrupting behaviors amongst my students, as well as student
understanding of why interrupting is undesirable in social settings. However, there are revisions I
will put in place to continue to decrease student interruptions in my classroom, as well as student
self-awareness of these behaviors.
To start, my findings suggest that students typically interrupt more towards the end of the
day. According to Albright (2019), social emotional learning involves knowing students
personally and using multiple strategies to promote positive behavior. Therefore, I will continue
to use other activities to promote the positive behavior of waiting before speaking. I know that
my students are not only young, but new to a school environment, therefore at the end of the day
I assume that they are tired and worn out, thus making it harder for them to focus on selfawareness and regulation. I also plan to give students more time to understand the concept as
well as refer to the story in a positive way to remind students of positive behavior.
Another revision I have made is based on research conducted by Dunlap which explains
that students must understand the concept and its importance before realizing behaviors and be
able to monitor behaviors (Dunlap, 2010). I realized through my research that I never stated the
specific expectation I had for my students. Therefore, I will clearly state expectations on
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interrupting and teach students ways to avoid and monitor these behaviors throughout the various
activities and resources I continue to use.
My last revision comes from my question of “In what ways did reading the story help
students monitor their interrupting behaviors?”. In review of this question, I found that my
students connected with the main character in the story, Lois, and understood how he felt
throughout the story. The story also increased their understanding of what it means to interrupt
someone, and why the behavior is undesirable based on Lois’ feelings in the story. Prior
research tells us that teachers should establish purpose when using interactive read aloud to
address social emotional behaviors in the classroom by addressing characters’ actions, feelings,
and thoughts help students to make deeper connection to the text (Britt, 2016). Based on my
findings, and this research, I have decided to use anchor charts based on purpose and character
feelings to provide students with a visual reminder of the text and the expectations I state from
the text.
Upon discussing my research with my colleague, it was noted that she had noticed no
decrease in interruptions during class. We discussed prior research which states that reminding
students of behavior expectations before transitions may help decrease unwanted behavior
(Dunlap, 2010). The actionable step brought upon by this discussion is that I will talk about this
topic and clearly state the expectations, giving student a reminder before they transition to her
classroom. She also agreed that it would be beneficial for her to use the same strategies and
language about the topic I am using, as well as state expectations and give students time to
regulate their behavior.
Below I have included a time table for each task which demonstrates the revisions that
were discussed previously:
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Task
Plan/Time
Clearly state expectations, especially before
Before transitions. I will continue to do this
transitions.
throughout the year.
Allow more time for students to grasp concept
I will plan a once a week lesson on this topic to
by including more discussions, readings, and
be conducted during our SEL time for three
activities.
weeks. Each lesson will aim at positively
reinforcing the concept, as well as stating the
expectation, and focusing on character
feelings/thoughts/actions.
Create visual anchor charts which represent
I will create these anchor charts each of the
expectations and character
three lessons over the course of three weeks.
feelings/actions/thoughts.
Connect with colleague on expectations,
After three weeks, I will re-open the discussion
changes noted, and language used.
with my colleague to gather whether stating the
expectation before her class time, as well as
having reinforcement through the use of our
similar language had any effects on
interrupting behaviors in her classroom.
The resources needed for my action plan are time, consistency, reinforcement, and
common classroom materials (storybook, anchor chart paper, markers, etc.). The outcomes I
anticipate is the continuation of students recognizing their interrupting behaviors as well as a
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decrease in interrupting behaviors, especially towards the end of the day. I will measure the
success based on overall observations of interrupting behaviors, as well as the discussion I will
have with my colleague at the end of the three-week period. Altogether, I propose that by giving
my students more time and opportunities to monitor and adjust their behavior, there will be an
overall decrease of interrupting amongst my students.
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References
Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Socialemotional learning practices: insights from outlier schools. Journal of Research in
Innovative Teaching, 12(1), 35–52. https://doi-org.lopes.idm.oclc.org/10.1108/JRIT-022019-0020
Britt, S., Wilkins, J., Davis, J., & Bowlin, A. (2016). The benefits of interactive read-alouds to
address social-emotional learning in classrooms for young children. Journal of Character
Education, 12(2), 43–57.
Dunlap, G., Iovannone, R., Wilson, K. J., Kincaid, D. K., & Strain, P. (2010). Prevent-teachreinforce: A standardized model of school-based behavioral intervention. Journal of
Positive Behavior Interventions, 12, 9–22.
Purchase answer to see full
attachment
1
Action Research Plan
Breanna Mitchell
Grand Canyon University: TCH 539
03/18/20
ACTION PLAN
2
Action Research Plan
Research Topic: Improving Reading Comprehension
Summary
Reading comprehension is a student’s ability to demonstrate understanding and
interpretation of a text. Strong comprehension skills are vital because they lead to success in
other subject areas, as well as further down one’s societal career (Importance of Comprehension,
n.d.). This action research aims to improve reading comprehension utilizing effective reading
strategies during the scheduled whole group reading block, as well as during guided group time.
Fluency checks were a measure of quantitative data added as a revision. Students were
given one-on-one fluency checks before guided group time. Fluency checks determine how
accurately a student is reading. A fluent reader spends less time decoding words and creates
stronger connections within the text. Students who demonstrate strong fluency can
simultaneously decode and create meaning (Reading Rockets, 2020).
Tasks
Stakeholders are vital parties of the research plan. They will be more eager to cooperate if
they understand the importance of the program and how to complete the tasks (Sagor &
Williams, 2017). The tasks that are assigned are crucial for all parties involved in the research
study and for its success. Each task is shown in the figure below.
ACTION PLAN
3
Figure 1. Stakeholder Tasks
Teacher
Prepare all learning materials
Teach and implement strategies
Facilitate assessments
Collect, record and interpret data
Provide take-home books if necessary
Promote a school-wide reading program
Students
Actively participate in class
Engage in appropriate peer interactions
Use reading comprehension strategies effectively
Read to and with family members
Parents
Communicate effectively with teachers
Promote reading habits at home
Facilitate comprehension strategies
Return take-home books to receive new ones if provided
Actively participate in school reading events and programs
Administrators and Leadership Team Provide school-wide communication to all stakeholders
Create and promote a school-wide reading program
Facilitate school reading events
Timetable
The figure below would have been the suggested timetable for the action plan had school
been in session. Figure 2.1 shows a timetable that would have begun in March two weeks before
spring break. This table would have had two months for implementation, but the action plan still
could have been attainable with the approval of school administrators. Furthermore, the
completion and timeline for the action research is unknown due to the school district being
closed indefinitely.
Figure 2.1 Timetable for Spring 2020
March 16
Submit proposal
March 23
Planning
March 30
Spring Break
April 6
Preparation (communication, calendar, materials)
April 13
School Night Event Promotion
April 20 – May 15
School-wide implementation
May 18
Developmental Reading Assessment (DRA)
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One of the most crucial parts of the proposed timetable is the implementation of a school
night reading event. In order for stakeholders to feel confident about their contribution to the
research plan, holding an event planned by the school to demonstrate how to effectively
contribute to the action plan would be beneficial. This way parents can observe and participate in
utilizing reading strategies at home to extend their child’s learning beyond school.
Resource Allocation
To effectively implement this plan, a variety of books will be needed in and out of
school. Learning continues beyond school, so it is important that families have access to books at
home to practice using comprehension strategies. If students have limited access to books at
home, a take-home book program can be implemented. This is where teachers allow students to
borrow books to take home to read with their families. The five-finger retell checklists will also
be needed, as well as fluency passages. These can easily be sent home for parents to utilize.
Because this research plan is focused heavily on reading and comprehension, the availability of
books is the most vital resource.
Anticipated Outcomes or Improvements
It is anticipated that students will demonstrate an improvement in their reading
comprehension by increasing their reading level. Ultimately, the goal is for students to reach
appropriate grade level score. The strategies that will be implemented are designed to meet
students’ needs by catering to a variety of learning styles such as: visual, kinesthetic, and aural.
Utilizing these strategies will guide students to demonstrate their interpretation of the text, while
decoding words at grade level.
ACTION PLAN
5
Measures of Success
Weekly fluency checks will be utilized to determine how they are interpreting the words
they read. Fluent readers simultaneously decode words and form strong understandings of the
text. A 90% and above fluency accuracy will be considered successful. Observations will be used
during whole group peer interactions to observe how these interactions impact students’
understanding of different texts. A checklist using the five-finger retell strategy will determine
how well students understand the five essential components of comprehension. Students will be
expected to successfully recall at least four out of the five (80%) components. The last measure
of success will be utilizing the Developmental Reading Assessment (DRA). This assessment
combines accuracy and comprehension to determine a student’s independent reading level.
Rationale and Supporting Data
Implementing this action research plan is vital. Now that students can read basic pattern
books and are learning strategies to improve their general reading skills, it is crucial to provide
them with strategies to improve their comprehension as well. Research has shown that problems
with reading comprehension can contribute to lack of educational success and even further down
their career as they continue to grow (Okkinga, vanSteensel, van Gelderen,
van Schooten, Sleegers & Arends, 2018). After one week of implementing the reading strategies
proposed in this action plan, six out of seven (86%) of students’ fluency increased, as well as
their reading level. If this is the data that appeared after one week, the results at the end of the
school year could be substantial for all students.
ACTION PLAN
6
References
Fluency. (2020, January 3). Retrieved from https://www.readingrockets.org/teaching/readingbasics/fluency
Importance of Comprehension. (n.d.). Retrieved
from http://performancepyramid.miamioh.edu/node/385
Okkinga, M., van Steensel, R., van Gelderen, A. J. S., van Schooten, E., Sleegers, P. J. C., &
Arends, L. R. (2018). Effectiveness of reading-strategy interventions in whole
classrooms: A meta-analysis. Educational Psychology Review, 30(4), 1215.
Sagor, R.D. & Williams, C. (2017). The action research guidebook: a process for pursuing
equity and excellence in education. Thousand Oaks, CA: CORWIN a Sage Publishing
Company. Retrieved from https://viewer.gcu.edu/AcWWgD
Running head: ACTION PLAN
Action Plan
Courtney Lyles
Grand Canyon University: TCH-539
October, 2 2019
ACTION PLAN
Action Plan
This proposed action research plan examines the benefits of thematic-based instruction
on high school students through the promotion of historical thinking skills in order to improve
student engagement and learning in history courses. In states that require end of course
assessments in social studies, such as the United States History and the Constitution course in
South Carolina, there has been an increase in teachers abandoning best instructional practices in
favor of teaching methods that are aimed at improving student test scores on these assessments
(O’Connor, Heafner, & Groce, 2007, p. 257). However, this method of teaching social studies
leads to decreased student engagement and a promotion of rote memorization skills instead of
critical thinking skills. The National Council for the Social Studies stated that the teaching of
social studies should “provide strategies and activities that engage students with significance
ideas, and encourage them to connect what they are learning to their prior knowledge and to
current issues, to think critically and creatively…and to apply that learning to authentic
situations” (2008, p. 180).
The incorporation of thematic-based instruction in teaching social studies allows for
“integrating the curriculum and eliminating isolation and reductionist nature of teaching” (Okoro
& Okoro, 2016, p. 65). Thematic-based instruction also promotes historical thinking, which
“…involves the construction and application of analytical thought…to generate ideas and apply
critical thinking in a creative fashion” (Culminas-Colis, Reyes & Garcia, 2016, p. 57). The use of
thematic-based instructional strategies such as primary source analysis and inquiry-based
learning projects should reflect increased student engagement or attitude toward history courses.
As aforementioned, the mandated social studies assessments, which were a form of data
collected during this action research, can affect the implementation of the proposed action to use
ACTION PLAN
thematic-based instruction. Therefore, in order to examine the effects of thematic-based
instruction, this action research will compare the proposed method of teaching the United States
history course to a traditional approach.
The proposed action research plan presents three research questions that are addressed
through quantitative and qualitative data analysis: 1) What instructional strategies promote
thematic-based instruction and the development and use of historical thinking skills? 2) What is
the relationship between the instructional strategies used and the changes in student engagement
and performance? 3) What affect can outside factors, such as: state social studies standards,
standardized assessments, class time, planning periods, etc. have on the instructional strategies
that a teacher can use?
This study will examine two classes of a high school United States History course during
a ninety-day semester. One class, is comprised of gifted and talented students, who will be
receiving thematic-based instruction approach. The other class, a general education class, will be
receiving traditional approach to teaching history. The research design involves the collection
and analysis of quantitative data, which includes a pretest, posttest, student surveys, and progress
monitoring. In addition, the collection and analysis of qualitative data will consist of lesson
plans, classroom observations, and state social studies standards.
Before the semester begins, the teacher will collect historical data on students, focusing
on previous grades in social studies classes. This information will be used to get a picture of
students’ attitudes towards the learning and study social studies. At the start of the semester, the
teacher will administer a student survey to add to the picture of students’ attitude toward the
learning and study of social studies. This survey will ask students of their previous learning
experiences in social studies classes, such as whether they examined primary sources,
ACTION PLAN
participated in class discussion, or primarily worked from textbook. The student survey will be
preceded by a teacher-created and administered pretest and a posttest at the end of the ninety-day
semester. The pretest and posttest will resemble the end of course assessments administered by
the state, a 56 question with random selection of multiple-choice, standards-based questions.
Throughout the course, the teacher created lesson plans will serve as qualitative data to see what
instructional strategies promoted thematic-based instruction and historical thinking. Classroom
observations, performed daily by teacher through journaling, and by the instructional coach or
other available teacher or administrator at least once a month, will be used to determine student
engagement as a result of the use of thematic-based instructional strategies. The posttest and
another student survey will be administered at the end of the semester.
The quantitative and qualitative data should demonstrate positive impact in student
learning and ability to retain and demonstrate knowledge of learned content, as well as attitude in
the study of social studies. In addition, the comparison of both courses, the one taught
thematically and the other using a traditional approach, should demonstrate that the thematicbased instructional approach will serve better to promote historical thinking skills. However,
when comparing student performance on end of course assessment based tests, there may not be
noticeable difference between the two classes. This is mainly because the teacher-created
assessments do not focus on skills taught in thematic-based instruction of history.
The resources needed to implement this action plan involve access to technology for
students. The assessments and surveys can be given online using student assigned Chromebook,
which allows the teacher to easily compile information. In addition, access to primary source
documents, for implementation of thematic-based instructional strategies, may require
technology.
ACTION PLAN
This study will provide support for the use of a thematic-based instructional approach to
teaching history courses in order to improve student engagement and development of historical
thinking skills. This research may also inform how “state testing programs and standards-based
reform are barriers that prevent the teaching of social studies” (O’Connor, Heafner, & Groce,
2007, p. 257). This proposed action research plan would demonstrate the need to focus social
studies instruction on the development of historical thinking skills, through thematic-based
instruction, in order to “prepare students for their post-secondary futures, including the
disciplinary practices and literacies needed for college level work…and the critical thinking,
problem solving, and collaborative skills needed for the workplace” (National Council for the
Social Studies, 2008, p. 180).
ACTION PLAN
References
O’Connor, K. A., Heafner, T. & Groce, E. (2007). “Advocating for social studies: Documenting
the decline and doing something about it.” Social Education 71(5), pp. 255-260.
Retrieved from
https://pdfs.semanticscholar.org/6a0f/afd9790e743a640ea3a74e3ae419dd504514.pdf
Okoro, C.O. & Okoro, C.U. (April 2016). “Teachers’ understanding and use of thematic
approach in teaching and learning of social studies in rivers state.” International Journal
of Education, Learning and Development, 4(3). Retrieved from
http://www.eajournals.org/wp-content/uploads/Teachers—-Understanding-and-Use-ofThematic-Approach-in-Teaching-and-Learning-of-Social-Studies-in-Rivers-State1.pdf
National Council for the Social Studies. (2008). “A vision of powerful teaching and learning in
the social studies.” Social Education 80(3), pp 180-182. Retrieved from
https://www.socialstudies.org/publications/socialeducation/may-june2016/vision-ofpowerful-teaching-and-learning-in-social-studies
Running head: ACTION PLAN
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Action Plan
Emily O’Dell
Grand Canyon University: TCH-539
1/8/2020
ACTION PLAN
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In review of my research proposal and analyzed data, my action plan will aim to
continue the process of reaching my target of decreasing the amount of interrupting behaviors
amongst students in my classroom. My research proposal asked the question of whether
socioemotional interactive readings have any effect on helping students monitor and decrease the
amount of interrupting behaviors. Through review of my conducted research and analyzed data, I
have found that using a storybook on the topic of interrupting, combined with discussion has
increased the awareness of interrupting behaviors amongst my students, as well as student
understanding of why interrupting is undesirable in social settings. However, there are revisions I
will put in place to continue to decrease student interruptions in my classroom, as well as student
self-awareness of these behaviors.
To start, my findings suggest that students typically interrupt more towards the end of the
day. According to Albright (2019), social emotional learning involves knowing students
personally and using multiple strategies to promote positive behavior. Therefore, I will continue
to use other activities to promote the positive behavior of waiting before speaking. I know that
my students are not only young, but new to a school environment, therefore at the end of the day
I assume that they are tired and worn out, thus making it harder for them to focus on selfawareness and regulation. I also plan to give students more time to understand the concept as
well as refer to the story in a positive way to remind students of positive behavior.
Another revision I have made is based on research conducted by Dunlap which explains
that students must understand the concept and its importance before realizing behaviors and be
able to monitor behaviors (Dunlap, 2010). I realized through my research that I never stated the
specific expectation I had for my students. Therefore, I will clearly state expectations on
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interrupting and teach students ways to avoid and monitor these behaviors throughout the various
activities and resources I continue to use.
My last revision comes from my question of “In what ways did reading the story help
students monitor their interrupting behaviors?”. In review of this question, I found that my
students connected with the main character in the story, Lois, and understood how he felt
throughout the story. The story also increased their understanding of what it means to interrupt
someone, and why the behavior is undesirable based on Lois’ feelings in the story. Prior
research tells us that teachers should establish purpose when using interactive read aloud to
address social emotional behaviors in the classroom by addressing characters’ actions, feelings,
and thoughts help students to make deeper connection to the text (Britt, 2016). Based on my
findings, and this research, I have decided to use anchor charts based on purpose and character
feelings to provide students with a visual reminder of the text and the expectations I state from
the text.
Upon discussing my research with my colleague, it was noted that she had noticed no
decrease in interruptions during class. We discussed prior research which states that reminding
students of behavior expectations before transitions may help decrease unwanted behavior
(Dunlap, 2010). The actionable step brought upon by this discussion is that I will talk about this
topic and clearly state the expectations, giving student a reminder before they transition to her
classroom. She also agreed that it would be beneficial for her to use the same strategies and
language about the topic I am using, as well as state expectations and give students time to
regulate their behavior.
Below I have included a time table for each task which demonstrates the revisions that
were discussed previously:
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Task
Plan/Time
Clearly state expectations, especially before
Before transitions. I will continue to do this
transitions.
throughout the year.
Allow more time for students to grasp concept
I will plan a once a week lesson on this topic to
by including more discussions, readings, and
be conducted during our SEL time for three
activities.
weeks. Each lesson will aim at positively
reinforcing the concept, as well as stating the
expectation, and focusing on character
feelings/thoughts/actions.
Create visual anchor charts which represent
I will create these anchor charts each of the
expectations and character
three lessons over the course of three weeks.
feelings/actions/thoughts.
Connect with colleague on expectations,
After three weeks, I will re-open the discussion
changes noted, and language used.
with my colleague to gather whether stating the
expectation before her class time, as well as
having reinforcement through the use of our
similar language had any effects on
interrupting behaviors in her classroom.
The resources needed for my action plan are time, consistency, reinforcement, and
common classroom materials (storybook, anchor chart paper, markers, etc.). The outcomes I
anticipate is the continuation of students recognizing their interrupting behaviors as well as a
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decrease in interrupting behaviors, especially towards the end of the day. I will measure the
success based on overall observations of interrupting behaviors, as well as the discussion I will
have with my colleague at the end of the three-week period. Altogether, I propose that by giving
my students more time and opportunities to monitor and adjust their behavior, there will be an
overall decrease of interrupting amongst my students.
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References
Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Socialemotional learning practices: insights from outlier schools. Journal of Research in
Innovative Teaching, 12(1), 35–52. https://doi-org.lopes.idm.oclc.org/10.1108/JRIT-022019-0020
Britt, S., Wilkins, J., Davis, J., & Bowlin, A. (2016). The benefits of interactive read-alouds to
address social-emotional learning in classrooms for young children. Journal of Character
Education, 12(2), 43–57.
Dunlap, G., Iovannone, R., Wilson, K. J., Kincaid, D. K., & Strain, P. (2010). Prevent-teachreinforce: A standardized model of school-based behavioral intervention. Journal of
Positive Behavior Interventions, 12, 9–22.
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