1. A N D R E W W A N G
K E N D A L E L A K E S E L E M E N T A R Y S C H O O L
N O V E M B E R 6 2 0 1 5 - D E C E M B E R 4 2 0 1 5
P-12 STUDENT IMPACT
PROJECT
2. INSTRUCTIONAL GOAL
• Identify String Instruments (including the object that one
plays the string instruments) based on size and sound.
• Violin
• Viola
• Cello
• Double Bass
• Harp
3. BENCHMARKS
• Florida Sunshine State Standards
• MU.2.C.1.1- Identify appropriate listening skills for learning about
musical examples selected by the teacher
• MU.2.C.1.3- Identify families of orchestral and band instruments
4. PARTICIPANTS
• Grade 2 ESOL Class (no ESE students)
• ESOL One: 4
• Pointed to what they needed to write down and would also speak Spanish to help
them feel comfortable. In addition, I had a responsible student assist in helping the
ESOL one students while I helped teach the rest of the class
• ESOL Three:5
• I would say what I was writing on the board and have the students copy it on their
paper the exact same way it is shown on the board. I would also explain where I
would want the students to write down the information. If we were answering a fill-in
the blank question, I would write the answer for the blank word in all caps to
differentiate it from the rest of the sentence,
• ESOL Four: 5
• I would say what I was writing on the board and have the students copy it on their
paper the exact same way it is shown on the board. I would also explain where I
would want the students to write down the information. If we were answering a fill-in
the blank question, I would write the answer for the blank word in all caps to
differentiate it from the rest of the sentence,
• Two students are not ESOL
• 16 students (2 were not able to participate)
5. ASSESSMENT
•Pre and posttest
• Part One: Labeling (using a word
bank)
•Part Two: Multiple Choice
(Listening)
•Part Three: Short Answer
6. TREATMENT
• Four lessons for four weeks (30 min each lesson)
• 11/6
Students take the Pretest
• Identifying size and sound of two smallest four string instruments-
violin and viola
11/13
• Identifying size and sound of two largest four string instruments- cello
and double bass
11/20
• Identifying the object that string players use when playing (bow) and
identifying sound, how it is played and amount of strings on the harp
12/4
• Watching a video on how these string instruments are played and
using a review sheet to identify the size of the string instruments and
audio clips to identify the sounds of the different string instruments.
Students take the Posttest.
7. ACTIVITIES USED TO MAKE MATERIAL
COMPREHENSIBLE AND INTERESTING
PART ONE
• http://artsedge.kennedy-
center.org/interactives/perfectpitch/
12. RESULTS
• Huge Improvement
• Average pretest score: 4.6/10 or 46%
• Average Posttest score: 7.1/10 or 71%
• Average Difference: 2.5/10 or 25%
• Median of Pretest-4/10 or 40%
• Median of Posttest- 8/10 or 80%
• Median Difference: 4/10 or 40%
• Mode of Pretest- 4/10 or 40%
• Mode of Posttest- 10/10 or 100%
• Mode Difference: 6/10 or 60%
• Standard Deviation Pretest- 2.09
• Standard Deviation Posttest- 3.20
• Pooled SD: 2.645
• Effect Size- 0.94
• One student was absent from the Posttest and therefore had 0/10 or 0% on the Posttest
13. ANALYSIS OF DATA
• Expected Results
• students were taking the correct notes
• answering the questions correctly that I presented to them about the string instruments
• students were actively engaged in the lesson and were not distracted by the other classmates
• students were very focused when it came to listening to the audio examples of the different string
instruments
• Students were focused when watching the video of the different string instruments being played
• I knew the students would do better on the Posttest than the pretest as they actually retained the
information learned by having good engagement.
• Surprising Results
• Two of my students actually did worse on the Posttest than the pretest
• That both of these students were ESOL level three (grammatical errors and distortion to words)
• These students spelled the words correctly grammatically and knew the meanings but had placed
the size of the instruments in the wrong order and had trouble understanding the listening portion
• not sure if it was lack of engagement during the lessons or having difficulty with aural listening
examples.
14. HOW FINDINGS WILL INFLUENCE MY TEACHING
• These findings will influence my teaching because from
now on I will always make sure I provide exact
information that students will need to copy down in order
to understand the topic. I will also always have a review
right before the quiz so they can feel confident that they
retained the information and will be successful on their
quiz or test. I will also make sure to have visual and
audio aid of what I discuss in class to help fit different
individuals approaches to learning.
15. TAKEAWAYS FROM THE PROJECT
• Manage time between students taking notes and moving
on to the next part of the lesson
• Its best to make lessons interactive
• For ESOL 1 students pointing is helpful
• For ESOL 1 students if you know their native language,
feel comfortable in the beginning speaking to them in it
until they start comprehending English
• Students find it easier to know something from one
extreme to the other extreme, but it is hard for students
to know the item in-between.
