You are on page 1of 2

Timeline

Since my research question sought to understand what happens when student voice and student reflection guide my teaching and our learning, I collected and analyzed data from the beginning of this school year. I implemented activities throughout the year that furthered my research in response to the data collected and analyzed. 5 month timeline September 2012-January 2013 September Sent permission slips/letters to parents Introduced the research idea to all of my students Conducted initial surveys and developed curriculum, goals, and our learning environment together based upon the co-analyzed data and graphs Began implementation of student voiced curriculum, pacing, learning environment, and goals. Students documented reflections of their learning process in their journals, portfolios, art pieces, and exit cards. Conducted initial district assessments

October Conducted focus group interviews Analyzed data from the focus group interviews Continued implementation of student voiced curriculum, pacing, learning environment, and goals. Students documented reflections of their learning process in their journals, portfolios, art pieces, and/or exit cards.

November Administered district assessments (math and literacy benchmarks) Continued implementation of student voiced curriculum, pacing, learning environment, and goals. Students documented reflections of their learning process in their journals, portfolios, art pieces, and/or exit cards. Compared how students have changed over the first grading period by coanalyzing their journals, art pieces, and work samples. Students used their reflections within a portfolio to articulate goals and next steps in their student led conferences

December Continued implementation of student voiced curriculum, pacing, learning environment and goals. Students documented reflections of their learning process in their journals, portfolios, art pieces, and/or exit cards.

January

Conducted and analyzed focus group surveys, work samples, portfolios, art pieces, and student reflection journals throughout the rest of the year for trends and themes. Implemented student voiced curriculum, pacing, learning environment, and goals taken from reflections from the first grading period for the second grading period.