Respond to 2 students discussion using the rise Model
Friday December 1 2023 by 11:00 pm
Must Read Everythin:
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here's an example of how the response should look. Please don't copy it.
The response to the classmate need to be just like this.
Example Response (Response Needs to be writen just like the response below No copying)
RISE Feedback:
REFLECT: I concur with "Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services" because it is in line with Hatch and Hartline's intentional school counseling guidelines in regards to determining students needs.
INQUIRE: Can you further explain what "closing-the-gap action plans" are?
SUGGEST: I encourage you to revisit Hatch and Hartline's MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts.
ELEVATE: What if you re-purposed "For example, after a needs assessment, the school is having problems with bullying" as "Following Trish Hatch's MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could... citation..." for a more weighted argument?
ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
****PLEASE RESPOND IN DEPTH***************************************************
See below for the two classmate discussion post that you will need to respond to
Response 1- Ashley
Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any interventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.
Reference
McMillan, J.H. (2016). Educational Research: Fundamentals for the Consumer (7th ed.). Pearson.
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Response 2- Angie
Action research is a systematic inquiry conducted by educators with the goal of improving their own practices and ultimately the outcomes for their students (McMillan, 2016). Action research starts with the identification of a specific problem or area for improvement. Teachers may use student data or their own observations to pinpoint aspects of their teaching or the classroom environment that may be hindering student achievement. Through action research, teachers establish clear and specific goals for improvement. These goals are often linked to student achievement and will help to guide the interventions taken during the action research process. These interventions can range from changes in instructional strategies, modifications to the current curriculum, adjustments to classroom management techniques, or incorporation of technology into the students' learning. In order to determine the impact that these interventions have on the class, action research combines both qualitative and quantitative data. The educator might do this by utilizing student feedback and their own observations (qualitative data) as well as test scores and grades (quantitative data).The use of multiple sources of data provides a more comprehensive understanding of the effects of the interventions than the educator would gain from only using one method of data collection (McMillan, 2016). In addition to conducting a systematic analysis of any data that is collected, action research also requires a reflection component. Teachers critically reflect on their own practices, the outcomes of interventions, and the overall learning environment. This reflective process encourages educators to consider alternative strategies and continuously refine their methods (McMillan, 2016). Based on the analysis and reflection, educators can make informed decisions about whether to continue, modify, or discontinue any inter ventions. The practice of action research serves as a powerful tool that allows educators to systematically examine and improve their teaching practices, leading to positive outcomes in terms of student achievement and overall classroom performance.
