Goal: To find how effective geometry concept classes are on my campus
Action Step 1: Interviews
Person Responsible: Myself, vice principal, geometry teachers and students
Needed Resources: A compiled list of questions
Time Line: September 1-15, 2010
Evaluation: Interviewing students and teachers about how students bet learn will help create the foundation about the effectiveness of concept classes
Action Step 2: Surveys
Person Responsible: Myself, students, Geometry Teachers
Needed Resources: Survey Monkey, teacher and student cooperation
Time Line: September 16-30, 2010
Evaluation: Gathering information from teachers on campus about their perception concerning concept classes and class size will help create a background for reasons that concept class are or are not effective courses on campus. Questions I will also ask is why we should or should not keep these courses.
Action Step 3: Collect quantitative data
Person Responsible: Myself and data processor
Needed Resources: TAKS and Benchmark scores
Time Line: October 2010- April 2011
Evaluation: What are the average TAKS scores and grade averages for all of the sub population groups in the concept and regular geometry classes.
Action Step 4: Teacher Observations
Person Responsible: Geometry Teachers and myself
Needed Resources: Journals
Time Line: September 1, 2010 - January 20, 2011
Evaluation: Keeping a weekly journal will allow me to write accurate descriptions of the learning that is going on in classes. This relates to research because the journals from both concept and regular geometry classes will be compared and discussed.
I think journaling is an excellent way to provide a springboard for discussion. You might want to make sure you allow plenty of time if you all are going to discuss and compare one another's findings.
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