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    Research and Action Katrina and Mia

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    Research and Action Katrina and Mia

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    29 views9 pages

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    research and action katrina and mia

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    29 views9 pages

    Research and Action Katrina and Mia

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    © All Rights Reserved
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    Research in

    Action
    By: Mia Ference and Katrina Lin
    Overview
    Research
    Question
    Our School
    Observations
    Strategies
    Results
    Future
    Research
    Resources
    Research Question
    How do we implement a standardized
    program like UFLI while meeting the diverse
    needs of our learners?
    Our School
    Queen Mary Street An Inner City School in the
    Public School Overbrook Community

    Katrina taught Mia taught Grade 4/5/6


    Grade 1 General Learning Program
    (GLP)
    Observations

    Quality vs Quantity Anticipate Student


    Know Your Learners Limited Resources
    Challenges and
    Completing a full Day 1 UFLI Noticed that students benefit Not enough whiteboards and
    lesson in our language block was from flexible seating during UFLI. Needs Prior magnetic letters for each student.
    too much content and too quick ie. carpet, tables, bean bag, bike, Limited printing availability.
    Noticed that there were lots of
    for students to comprehend. etc. Limited support for students
    disruptions during UFLI.
    Maximizing use of time with Some students need many body needs - one Teacher and one EA.
    Anticipate ways there could be
    students who have shorter breaks, fidgets, and to be prompt
    disruptions and find solutions
    attention spans. to engage in learning.
    that will not hinder the learning.
    Strategies

    Identify Modify Provide Choice


    Needs Expectations and Flexibility
    Using prior assessments to
    Following the structure of UFLI Flexible seating
    inform current teaching but at a slower pace Providing leadership roles
    Going back to previous Teaching to the low-middle in and special tasks
    lessons to review concepts large group Providing fidgets, body
    Prompting students to stay Providing challenges to more breaks, drawing breaks
    on task advanced students
    Improvising on supplies
    Postitive Reinforcement Small group support when needed
    Results

    Noticeable Progress in UFLI Noticeable Progress in UFLI Difficulty Transferring UFLI


    Participation Comprehension Skills

    Noticeable progress from Noticeable progress from Students able to


    September to January September to January read/spell/write words
    Increased student participation Progress in naming all letter during UFLI lesson
    and engagement names, letter sounds, and writing Students find the same
    Increase in student eagerness to letters words difficult to
    learn Progress in sounding and spelling read/spell/write in other
    Decrease in student disruptions out words up to three or four contexts.
    phenomes Need reminders to use the
    same strategies used during
    UFLI
    Future Research

    The mainstream use of UFLI in Ontario classrooms is recent.


    As educators gain more practice and experience
    implementing this structured program, more insight into best
    practices and strategies while teaching to a diverse group of
    students will become available.
    Resources
    MINISTRY OF EDUCATION. (2013). LEARNING FOR ALL: A GUIDE TO EFFECTIVE ASSESSMENT AND
    INSTRUCTION FOR ALL STUDENTS, KINDERGARTEN TO GRADE 12. QUEEN’S PRINTER FOR ONTARIO.
    ONTARIO HUMAN RIGHTS COMMISSION. (2022). RIGHT TO READ: PUBLIC INQUIRY INTO HUMAN
    RIGHTS ISSUES AFFECTING STUDENTS WITH READING DISABILITIES.
    UNIVERSITY OF FLORIDA LITERARY INSTITUTE. (N.D.). HTTPS://UFLI.EDUCATION.UFL.EDU/
    WILEY, B. (2017). TEACHING PHONICS & WORD STUDY IN THE INTERMEDIATE GRADES (2ND ED.).
    SCHOLASTIC.

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