Test Runs

A few of us have conducted test runs of portions of our research to determine if there are any adjustments that need to be made to our data collection or intervention.  I did a test run of my data collection process to ensure that the form I had created would work the way I intended.  I conducted two 15-minute behavior observations at the designated pre-and post-intervention times using the following behavior chart:

I coded behavior for each of my four students: two who are traditionally off-task motor and two who are traditionally off-task passive. This process revealed three things:  

• First, coding data every minute on four different students is not as easy as it sounds. There were times that I spent too much time observing one student and then did not spend hardly any time observing another. Sometimes, I found myself watching the clock almost as much as I watched the students.  
• Second, I needed to add a place to record the type of activity that was being done at the time of the observation, as it was apparent that students were more on-task during some activity and less on-task during others. As a result of this test run, I will be modifying my data collection chart accordingly. 
• Finally, this test run revealed there will be times that I might not be able to observe a student at the designated time because another student asks for assistance. If this were to happen during the formal research process, I will put an "x" in the squares that were missed so that the % of time off-task will be calculated solely on the time that that was actually observed.

Rachel has also conducted test runs, but of her intervention. She introduced the Hoberman Sphere breathing exercise to her 2nd grad students several weeks ago. From this process, she learned that students really enjoy the brain break she intends to use, and even ask for it. She also started to think of the best way to instruct in the handling of the sphere, which will improve the implementation of the brain break when she officially begins using it in January.

Prezi

We've spent the last week wrapping up the details of how we will apply the results of our data collection. When we return in January, we'll be putting our research project into ACTION! In the meantime, check out our presentation here.

Applying the Results

Discussion of Findings
And we're back! This week our team met to discuss how we will apply the results after collecting the data. This entailed revisiting our original research questions, discussing the data sources (e.g., the Behavior Tracking Chart) and ways to graphically display the data, and hypothesizing what the key findings may be. Based on the literature review, it would be expected that immediate effects of the brain break would be noticed in the form of decreased off-task behavior. It is uncertain based on the literature review if overall effects will be seen in this short of a time frame. We therefore hypothesize that the brain breaks will decrease the occurrence of students exhibiting off-task behaviors. If the results conclude that the intervention (brain breaks) successfully decreased off-task behavior, then the findings could be shared with other co-workers.

Once we understand the results of our study, we will be able to establish the subsequent course of action. If the intervention proves successful, the results would add validity to the current literature on the topic, as indicated in our Literature Review. Furthermore, we could re-implement the brain break intervention, explore other types of brain breaks, and/or share the findings with other co-workers. If they are interested in trying the intervention themselves, then we could explain our methodology and explain how we did the intervention.  For those of us on the team who are studying both students with Individualized Education Programs (IEPs) or 504 Plans as well as students who do not, we could compare how well the intervention affected off-task behavior.

Implications for Improving Teaching and Learning

Teachers are always looking for way to educate better, in new ways, seeking effective ways to reach their students. If the breaks result in children being able to re-focus and concentrate, then highly effective teachers will realize how powerful this intervention can be when used proficiently. The more time students spend on-task, the less time the teacher spends managing behavior and the more time s/he spends teaching. Furthermore, the students will learn more, retain information better, and/or achieve a higher level of quality work completion.

Implications for Further Research
If the intervention decreases off-task behavior, then further research could inquire as to whether certain types of brain breaks are more effective than others. 

If the research indicates that short brain breaks do not decrease off-task behavior, further research will be warranted to determine if this outcome is the result of the intervention chosen, the length of the brain break, the activity done during the brain break, or a combination thereof.

Producing the Final Report
Our team agreed that presenting the final report in Prezi format lends itself to a more succinct, dynamic presentation. Prezi also allows for videos to be imbedded in the presentation, which would be helpful for providing examples of different brain breaks in action. 

Thanksgiving

Our team has taken a short break to celebrate Thanksgiving with our loved ones. When we return, we'll be sharing our plans for how to apply the results from our data collection.

Data Collection

Over the last week, we've been developing a plan to collect, organize, analyze, and interpret our data collected during our Action Research project.  A few samples of our data collection tools are below.

DATA COLLECTION SHEET

Student's Name: Class/Teacher: Observer: Week: (Number and A or B): Date:

Identify challenging behavior in observable and measurable terms:  Off-task behavior is being observed and measured using interval recording, behavior will be noted twice per class (pre and post intervention during B weeks) every 30 seconds for 15 minutes.  See key below for behavior definitions and codes.

Start Time

End Time

Behavior - Code Recorded Every 30 Seconds

Total On Task

Total Off Task

Definitions of Behavior 1. Off-task motor (OTM) - Instead of working on assigned task, the student is out of seat (six inches or more from seat) without authorization from the teacher, handling objects not involved in the lesson, physically touching other children when contact is not part of the lesson, making gestures not relevant to the lesson, or throwing things. 2. Off-task verbal (OTV) - Instead of working on assigned task, the student is calling out without being called upon, talking during quiet work time, holding a conversation not related to the assigned task, or making non lingusitic noises. 3. Off-task passive (OTP) - Instead of working on assigned task, the student is looking somewhere other than the acknowledged speaker, the board or screen on which the lesson is occurring, or relevant lesson materials, putting head down on desk or in their hands, or delaying starting the assigned task. 4. On-task (ONT) - The student is engaging in behavior that is directly related to the activity established by the teacher.  None of the above behaviors are occuring

Post Intervention Student Interview Survey

Student Name: 

Date:

1. Do you think the brain beaks helped you focus better/stay on task?

                  Yes                                  No                                     A little   

2. Where do you have the most trouble focusing/staying on task?

                 a. Desk   

                                b. Front carpet     

                                                  c. Guided reading group table  

3. Do you have a suggestion for a brain break the class could try next week ?

         a. Hoberman sphere/breathing exercises    

                    b. Yoga        

                               c. Dance   

                                                d. Go Noodle      

Learning How to Analyze the Data

Over the last week our team has been learning about how to analyze the data that we will collect next semester. We learned about several data analysis skills and tools to analyze quantitative and qualitative  data. For quantitative data analysis, there are two major categories of statistical tools: descriptive statistics (e.g., mean, standard deviation, percentage, and correlation coefficient) and inferential statistics (e.g., t-test, sign test, Mann-Whitney U-test, and chi square analysis). For qualitative data, we learned about several strategies, such as organizing the data; generating categories, themes, and patterns; and testing emergent hypotheses. This week we are meeting to decide which tools we will use to collect data and how we will analyze the data.

The Hoberman Sphere!

 
For my specific intervention, I am going to implement my "brain breaks" using the Hoberman Sphere.  While having the entire class participating in my intervention, I will only be taking data on four individual students: two in my AM class and two in the PM section.  I believe that this tool will provide my students with the calming, relaxing rest they need to refocus and return to the tasks at hand while enjoying themselves in the process.  
I can't wait to share this cool new toy with my students!  I am sure they will enjoy it as much as I do!