For the complexity of the background of my research, and what I wanted to achieve, my lesson was very simple. So simple, that I didn't create a big fancy lesson plan around it. I already had the standards I wanted to cover, see below, so it was just how to structure the activity.
My students had already been introduced to the vocabulary words in the Read 180 unit, and completed the workbook page where the filled in the definition of the word, and wrote it in a sentence. That was when they took their pre-test where I gathered the base-line data. My project was to simply have my students make a Google slides presentation where each slide was dedicated to a word. They included the definition and the sentence, along with some similar meaning words, and a picture that could go with the word. When they presented them, they were encouraged to do some sort of action with each word to add the kinesthetic aspect to it.
Napa Valley Unified School District has adopted the "4 C's" to focus on in our teaching and learning. They include Communication, Collaboration, Creativity, and Critical Thinking. When I planned out how I wanted to execute this project, I kept these in mind.
Using technology as the main resource, students used creativity to utilize multiple modalities of learning to assist in their study of the words. They were challenged to use critical thinking skills to dive deeper into the meanings of words by looking at definitions, sentences, and other ways words could be defined. They were given opportunities to communicate and collaborate with their classmates in both the building of these projects, and in presenting them to each other.
Common Core State Standards- College and Career Readiness Standards for Reading: 4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Common Core state Standards- College and Career Readiness Standards for Language: 6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Common Core State Standards- English Language Arts- Literacy- 6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Common Core State Standards- English Language Arts- Literacy- 6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Q1: Can technology resources be utilized to make student learning more efficient?
Between the pre-task test and post-task test, the participating students only engaged with the target vocabulary through the technology resources and displayed significant improvement. Therefore, as proven by this study, technology resources can be utilized to make student learning more efficient.
Q2: Can the use of technology resources and multiple modalities of learning help improve students’ vocabulary recollection?
In this study, adding multiple modalities of learning proved to be beneficial to improving students’ vocabulary recollection. The work the students did with the targeted vocabulary words before the task was very simple in the workbooks and on the computers. This was not enough for them to have mastery of the words. When visual aides and physical actions were incorporated into the task, multiple learning style needs were met, therefore, vocabulary recollection increased.