Action Research Proposal EDD581 ACTION RESEARCH PROPOSAL DENISE

Action Research Proposal EDD/581 ACTION RESEARCH PROPOSAL DENISE MATSUNO MARCH 9, 2015 ALAIN DUPITON 1

Problem Statement 2 Problem Statement £ The problem is instructors do not engage employees during online learning. Employee dissatisfaction is a result of the instructor’s inability to identify and apply different learning strategies appropriately during online education. Upon narrowing the types of instructional strategies to implement during online learning, an intervention to provide differential instructional learning education will be executed to develop online instructors professionally. Action Research Proposal Power. Point. (2010)

Problem Description 3 Problem Description £ £ This study will target why instructors must use multiple instructional strategies to increase student motivation and engagement during online education. Employees are not engaged during online education because instructors do not know how to implement differential instruction online to meet the various student needs. £ Students who are not motivated by the instructor will not commit to learning, and not be on the job training ready if they do not have a desire to learn the topic. £ Students do not know how to discover their autonomy, or other students autonomy when working in collaborative team work. £ Students are reluctant to initiate communication because they need and want quick responses and meaningful feedback. £ Students Level 1 surveys indicate that they do not feel engaged by the program. Action Research Proposal

Purpose of the Project 4 Purpose of the Project The purpose of this project is to educate instructors with skills to identify learning needs, how to apply differential instructional strategies, and successfully engage new hire students when attending the New Hire Mortgage Servicing Certification online program. Creating awareness to discover learning needs. Apply Differential Learning Strategies. Increase student job knowledge, skills, and OJT readiness. Increasing instructor-student engagement will increase employee knowledge and satisfaction of the learning experience. Action Research Proposal Power. Point. (2010)

Writer’s Role 5 Writer’s Role £ £ £ Power. Point. (2010) My rationale for selecting action research is to address the problem that instructors are not proficient in differential instructional strategy. Also, I am an instructor, and a stakeholder who wishes to grow my professional career. My organization reduces training dollars by delivering over 80% of all training programs online. Differential Instruction Learning (DIL) education is not an area of focus today, because of the tremendous cost savings and quick turn around time that online training benefits. My goal is to bring attention to the need to build an instructor development program to effectively identify and engage students learning needs. As an AVP, Instructor II at Bank of America, improving the learner’s experience is the number one learning objective for the 2015 Global Learning Organization commitments. . Action Research Proposal

Section Two: Problem Documentation 6 £ £ Problem Documentation Literature Review Action Research Proposal

Problem Documentation 7 Problem Documentation £ £ The problem is instructors must practice differential learning methods because it affects student engagement and desire to learn. Instructors must build social constructs, apply differential learning techniques, and provide effective feedback during online instruction to motivate students to learn. Two 10 -item surveys will collect instructional feedback from the students and instructors to determine the effectiveness of the differential strategies. The survey data will track trends for differential learning approaches that correlate with learning satisfaction. £ £ Students will be sent a 10 question survey immediately after completion of the five-week online learning program. Instructors will be requested to complete a 10 question survey to provide supportive feedback regarding what type of instructional strategies were implemented. Also, instructors must specify if the strategies results were effective or ineffective. Action Research Proposal

Instructor and Student Surveys 8 Action Research Proposal

Literature Review Concentration 9 Build 21 st century skills that will transfer to student career Collaborative project work, use of technology, and understanding self-autonomy and others autonomy Instructor must commit to reinforce engagement by responding as soon as possible in online formats. Immediately engage students to form A Learning Community Teacher-Student-Student Media-Student Teacher’s must practice differential learning practices because it affects student engagement Analyze student feedback as if the student were a consumer Motivate students with desire prompts to pursue education Analyze and respond quickly to all student feedback. Action Research Proposal

Authors of the Study Title of the Study Purpose of the Study Edwards, M. , Perry, B. & Janzeen, K. The Making of an Exemplary Online Educator Pertinent Findings That Support Your Project The study reveals that three student perceptions must constantly be present to achieve exemplary practice: Cognitive presence Teaching presence Social presence Focus centers on understanding what are the teacher strategies that students perceive as There are two emerging themes that students also exemplary. appreciate in learning that require further research: Reciprocating Learning where learning is transformational for both student and teacher. Contribute multiple examples of knowledge responsibility is both the student and teacher dependent. Eneau, J. , & Develotte, C. Working together Online to Enhance Learner Autonomy: Analysis of Learner’s Perceptions of Their Online Learning Experience Study explores the importance of the social dimensions of autonomy. Developing autonomy imposes a culture of online learning to develop on an individual and as a collective group. Students must understand their own strengths, weakness, and level of sociability that they want to develop. Students must learn to approach other’s autonomy to find their place in relation to others. Positive effects of collaboration from the contribution of opinions, support, and sharing make up for learning autonomously. Students try to understand each other no matter the difference of point of view. 10 Action Research Proposal

Authors of the Study Goldsmith, L. Title of the Study Purpose of the Study Digital Feedback: An Integral Part of the Online Classroom. Distance Learning Data collection of electronic feedback provides feedback throughout an entire education program from start to end. This study collects the feedback to analyze student feedback as qualitative student satisfaction as if the student were a consumer to predict education satisfaction. Pertinent Findings That Support Your Project Scaffolding helps to reduce cognitive overload. Students are introduced to Web base material topics before and after to remediate a function or make transition to the next steps in learning. Students reported that electronic discussions relate to active learning rather than passive learning. Feedback Results: Teachers: should provide feedback as quickly as possible to the time a student has sent a chat, or turned in an assignment. Peer-to-peer: Recognize higher cognitive learning from collaboration and the development of a lifelong skill. Jacobs, P. Engaging Students in Online Courses Study advises that online learning requires different strategies and dispels to prove that group activity works in online instruction. Students gain deeper understanding by group investigation and analysis. Instructors must set up a participatory learning strategy for students to build cooperative and trust skills. Self-assessments guide individual development Group activities promote skills that are transferable to the workplace Reflection/Minute Papers Role Plays Hook Questions Question Wall 11 Action Research Proposal

Authors of the Study Staddon, E. , & Standish, P. Walker, A. , Recker, M. , Ye, L. , Robertshaw, M. B. , Sellers, L. & Leary, H. 12 Title of the Study Improving the Student Experience Purpose of the Study The study supports the reasons to improve the student education experience and to embrace the contrary to treat the student voice as valid consumer feedback. Pertinent Findings That Support Your Project Findings situate around three precepts: Progression contraries exceed the standards of good pedagogy Progression must allow measures of freedom Stimulate teaching to prompt desire to pursue the educational topic The study includes how to develop desire prompts to create a 21 st Century Learning Study investigates the impact of two TTPD models and concludes: Comparing technology-Related Teacher Study compares two TTPD (Technology Professional Development Designs: A Teacher Professional Development) designs TTPD design technology plus PBL (problem Multilevel Study of Teacher and Student to determine the highest success program for base learning) strategies creates the highest Impacts educators. learning curve for students Teacher learning practice affects student engagement. Action Research Proposal

Authors of the Study Yukselturk, E. , & Bulut, S. Junk, v. , Dringer, N. , and Junk, W. 13 Title of the Study Purpose of the Study Pertinent Findings That Support Your Project Predictors for Student Success in an Online Course Analysis concludes that mature students demonstrate the responsibility of driving their Research to analyze the effect of student own learning. Students who do not take demographic and other student self-regulating ownership must adopt the following: practices. Also, the study examines instructors beliefs Collaborate with other colleagues. of to identify variables that contribute to the student Apply time management online learning disciplines. Set realistic expectations for the production and quality of work. Techniques to Engage the Online Learner The study describes how to prepare materials, and how to implement 20 various Purpose of the study summarizes the most successful techniques for online instruction. techniques to use during online instruction. Also provides background information of the online environment, online instructor, and data on the needs of the online student. Action Research Proposal

Section 3: Solution Strategy 14 £ £ £ Action Goal Selected Solutions Calendar Plan Power. Point. (2010) Action Research Proposal

Student-Instructor Influence Teaching experience Content knowledge Professional certification Qualities of an Effective Teacher Action Research Proposal Overall academic ability

Action Goal 16 Action Goal £ £ £ The goal is to provide professional development to online instructors. The goal of the intervention is to increase the instructors differential learning effectiveness of online teaching by implementing engagement strategies. A three-prong intervention will be applied to meet the goal, which includes student-instructor influence awareness training, differential instruction lesson planning, and presentation practice. Learning Managers will observe and meet with the instructor weekly to provide support and progress feedback. Action Research Proposal

Selected Solutions 17 Selected Solutions Instructors will attend courses to build business acumen of the subject matter, methods of differential learning, lesson planning, collaboration, and technology techniques. Instructors will attend four; four-hour VILT professional development classes beginning in July. Instructors will take the New Hire Certification Assessment at the initial introduction meeting (Appendix – F) to measure business acumen. Power. Point. (2010) Action Research Proposal

Selected Solutions (Continued) 18 Selected Solutions Sessions: Session 1 - Build business acumen from the incorrect answers from the assessment (Appendix-F) and retest instructors (Appendix F). Provide a high overview of what differential learning is and how it will increase student engagement and motivation. Session 2 – Student-Instructor Awareness Training Session 3 - Differential Instructional Leaning (DIL) Activity Planning Instructors will develop how to identify warning signs of learning needs in the online classroom , and create an Excel reporting tool to observe and evaluate each student progress. Instructors will learn how to apply and create the appropriate instructional activities based on educational needs. Session 4 – Differential Learning Presentation, Observation, and Feedback The instructor will apply knowledge gained from session three to develop one collaborative DIL activity to present and receive feedback. The Instructor will practice presentation with colleagues to model DIL collaborative activities, gain hands-on practice and experience student-instructor awareness. Instructors will provide and receive observation evaluations from peers. Action Research Proposal

Selected Solutions (Continued) 19 Selected Solutions Instructors will Continued to design and execute (2) collaborative DIL activities for all new hire certification sessions. Instructors will update the Excel reporting tool to keep weekly record of benchmark test scores, journal of student progress, and collaborative works. Continued instructor professional development. Learning Managers (LM) will meet with the instructor two-hours per week. LM is required to review a live performance or Web. Ex recording of the instructor DIL facilitation. Learning Managers (LM) will complete the weekly Instructor Observation Review form (Appendix I). The LM will present the evaluation during the instructor oneon-one professional development meeting. The LM will present positive and constructive feedback regarding the review of the following: Creation of the lesson plan. Execution and delivery of the DIL activity. Provide additional resources, guidance, and support to revise. Action Research Proposal

DIL Collaboration Elements in Learning Teams Involved instructor Instructor, team collaborate Learners construct individual, team knowledge Effective leadership, vision, goals Individuals Based on adult learning theories Results linked to efficiency discussion responsible for their part of the team’s work Learning is an active process, not passive Action Research Proposal Teaches mastery of traditional, Web 2. 0 production

Selected Solutions (Continued) 21 Selected Solutions Benchmark test employees in September, October, and November to obtain learning gap data. Use benchmark testing data to reveal opportunity to set up tutoring with students showing learning gaps and modification of DIL. Action Research Proposal

Selected Solutions (Continued) 22 Selected Solutions Administer New Hire Certification Final to all new hire employees at end of program. Pull employee transcripts for final grades. Analyze scores for student mortgage fundamental proficiency, and improvement opportunities to modify DIL techniques. Send out employee Level 1 training surveys and instructor reflective surveys. Instructor and LM will conclude an end of training review commence for two-hours during Week Five of the new hire certification program. Instructor and LM will report the review of L 1 results, instructor survey feedback, benchmark assessments, New Hire Certification Final scores, observation review forms, employee artifacts, and instructor DIL lesson plans. Integrate collaboration and technology to drive DIL activities. Provide frequent feedback, knowledge checks, and technology engagement to assist students who disengage online. Action Research Proposal

Calendar Plan 23 Calendar Plan £ £ £ The operational calendar plan will organize how the action research will originate, measure, and monitor the instructor differential professional development and facilitation. The calendar will detail the selected solutions covering a timespan of six months. The calendar will allow collection of data on a weekly, and end of program results. The timeframe will collect research for three Mortgage New Hire Certification classes to commence in August, October, and November. Action Research Proposal

Action Research Timeline Plan 7 -1 to 8 -10 to 09 -14 to 10 -19 to 7 -31 09 -11 10 -16 11 -27 Tasks Pre-Planning - Meet with Instructors & Learning Partners, Student-Instructor/Differential Learning Professional Development X 11 -30 to 12 -11 12 -14 to 12 -31 Instructor Differential Instruction Observation X Instructor Differential Instruction Review Meeting Instructor Development/ Up skilling Set up X X Sep-Oct NH: Student/Instructor Surveys/Assessments Instructor Differential Instruction Observation X Instructor Differential Instruction Review Meeting Instructor Development/ Up skilling Set up Sep-Oct NH: Student/Instructor Surveys/Assessments X X X Instructor Differential Instruction Observation X Instructor Differential Instruction Review Meeting Instructor Development/ Up skilling Set up X Sep-Oct NH: Student/Instructor Surveys/Assessments End of Program: New Hire Certification Final Data Analysis Writing Results X X Work Revisions X X Action Research Proposal X – X X X

Calendar Plan 25 Week One July 1 – July 3 Initial Reflection. Pre-Planning Meeting and Instructor Home Loan Pre-Test Week Two July 6 – July 10 Contact Global Learning Organization Leaders to secure permission for study. Week Three July 13 – July 17 T 3 of curricula missed questions and discuss high overview of Student-Instructor Awareness. Instructor - four hour VILT session. Week Four July 20 - 24 Gather baseline data (student work examples and observational notes on past VILT sessions). Instructor - four hour Introduction to Differential Instructional Learning (DIL) Styles and Resources VILT session. Week Five July 27– July 31 Instructor – four hour training to create one differential learning activity using the principles of collaboration. Action Research Proposal

Calendar Plan 26 Week 6 August 3 – August 7 Instructors curriculum development prep time. Week 7 -12 August 10 – September 11 Launch New Hire Training – Session I Perform Weekly: Instructor- Execute two DIL activities Record/Review/Reflect/ DIL with LM. Provide/Collect Instructor/Student Surveys Collect NH Certification Assessment scores Keep collection of student work (artifacts) Week 13 -18 September 14 – October 16 Launch New Hire Training – Session II Perform Weekly: Instructor- Execute two DIL activities Record/Review/Reflect/ DIL with LM. Provide/Collect Instructor/Student Surveys Collect NH Certification Assessment scores Keep collection of student work (artifacts) Action Research Proposal

Calendar Plan 27 Week 18 -23 October 19 – November 27 Launch New Hire Training – Session III Perform Weekly: Instructor- Execute two DIL activities Record/Review/Reflect/ DIL with LM. Provide/Collect Instructor/Student Surveys Collect NH Certification Assessment scores Keep collection of student work (artifacts) Week 23 -25 November 30 – December 11 Data Analysis (observation notes, transcripts from student, all surveys, assessment scores, and artifacts). Writing results and putting the action research study paper together. Weeks 25 -27 December 14 – 31 Revisions of paper. Action Research Proposal

Section 4: Outcomes and Evaluation 28 Action Research Proposal

Expected Outcomes 29 Expected Outcomes 1. 2. 3. New Hire mortgage employees will demonstrate knowledge of basic mortgage fundamentals to build skills for On the Job Training (OJT) readiness. Specifically, the employee will be knowledgeable in five critical areas of mortgage servicing to prove proficiency in mortgage terminology, loan types, loan documents, customer loan characteristics, mortgage wheel, and origination process. Instructors will attend professional development training to learn how to apply differential learning instruction (DIL) strategies. Upon completion, the instructor will increase DIL strategy awareness and knowledge to increase online learning engagement. Instructors will demonstrate competence to detect employee learning needs to execute DIL strategies appropriately. Action Research Proposal

Measurement of Outcomes 30 Measurement of Outcomes £ £ The Reporting Tool will monitor, collect data, and house artifacts to support qualitative and quantitative data of instructors and students. Indirect measuring methods (qualitative). £ £ £ Collection of Instructor DIL lesson plans £ Appendix A – DIL Learning Plan £ Appendix B – DIL Checklist £ Appendix C – Ku. Do’s Template Collection of Instructor DIL Activity Method Design £ Appendix D – Choice Board - General Reading £ Appendix E – Tic Tac Toe Menu Student and Instructor Survey data coding collection £ £ Appendix G – Survey Codes Student and Instructor observations, reviews, evaluations, and field notes £ Appendix H – Reporting Tool (Instructor tab, Appendix I - Instructor Observation Review Form, and Week 1 -5 tabs) Action Research Proposal

31 Measurement of Outcomes – (Continued) Measurement of Outcomes £ £ The Reporting Tool will monitor, collect data, and house artifacts to support qualitative and quantitative data of instructors and students. Direct measuring methods (quantitative). £ Benchmark testing and final exam will measure DIL engagement effectiveness £ Appendix H – Reporting Tool will monitor action research data to include: spreadsheet tabs, charts, graphs, artifacts, and field notes. £ £ £ Attendance tab – Coding and line graph Assessment tab – Collection of benchmark/final test scores, class average, bar chart, and scatterplot graph Instructor Tab – Instructor artifacts Appendix A-E, Learning Manager review evaluation, instructor feedback. Action Research Proposal

32 Measurement of Outcomes – (Continued) Measurement of Outcomes £ £ The Reporting Tool will monitor student and instructor progress, collect assessment scores, and save artifacts to establish qualitative and quantitative research. Qualitative £ £ Appendix H – reporting tool spreadsheet tabs, graphs, charts, and artifacts £ Attendance tab £ Assessments tab Appendix F – Final Exam £ Measure knowledge readiness for OJT £ 80% or higher passing score Action Research Proposal

Analysis of Results 33 Analysis Findings: q Reporting Tool Observation, Evaluation Records, and Artifacts q Student and Instructor Surveys q Benchmark Assessments and Final Certification Targeted Audience: Learning Managers q Instructors q Employees q Power. Point. (2010) Action Research Proposal

Analysis of Results 34 Analysis of Results £ The Reporting Tool will act as a weekly progress report, to house student artifacts, observations and evaluations. £ The reporting tool will track and monitor the progress of the students. £ Assessment tab reports weekly assessments and Final Examination scores. £ Assessment tracking will increase engagement and permit instructor awareness for any learning need to modify the DIL strategy. £ The Week 1 – Week 5 tabs will keep track of the instructors awareness to monitor the individual learning needs of each student. The tool will special code specifically the students learning style, strengths, weakness, instructor strategies tried, participation, allow for comments for providing extra care for the student. £ A separate Attendance tab will monitor and special code for absences, approved vacation, and tardiness. £ Artifacts to support student learning success and challenges are save in the instructor tab to be discussed during the instructor weekly development. Action Research Proposal

Analysis of Results- (Continued) 35 Analysis of Results £ The Reporting Tool will act as a weekly progress report, to house instructor artifacts, observations and evaluations. £ Week 1 -5 tabs must be complete prior to the instructor two-hour development meeting with the Learning Manager (LM). £ The Instructor tab must also be complete to have attach DIL lesson supporting artifacts, student progress work, classroom observation checklist, instructor and student surveys. £ The instructor must complete the LM Observation immediately after receiving feedback. Action Research Proposal

36 Analysis of Results – (Continued) Sharing Reporting Data £ £ Reporting Information and Sharing £ The instructor will email the reporting tool to the researcher after the completion of the LM observation data is complete. £ A weekly copy of the reporting tool is sent to LM for monitoring of future development of the instructor. £ The Weekly 1 -5 tab information will update weekly classroom performance to the LM and researcher. £ The researcher will determine the fidelity of the instructor from the data in the reporting tool. Action Research Presentation £ Research presentation and findings will be shared with stakeholders. £ Learning Management will sign off recommendation to approve research project and share with Global Learning Organization Leadership. Action Research Proposal

Conclusion 37 Action Research - Differential Instruction Learning (DIL) £ Action research will support instructor DIL professional development increases student online engagement by practice of DIL awareness, methods, and monitoring, to create positive educational experiences for employees. £ Students will become proficient in their knowledge of mortgage fundamentals and will successfully pass the Mortgage New Hire Certification program with an 80% or higher score. £ Knowledgeable employees result in on-the-job training readiness creating higher customer satisfaction. £ The instructor will increase DIL knowledge and awareness to identify individual learning needs. £ Instructors will gain the competence to successfully execute DIL strategy correctly. Action Research Proposal

References 38 Bridge Mohan, C. (2012). Interactional challenges of online community college learners (Order No. 3548932). Available from Pro. Quest Dissertations & Theses Full Text. (1282649069). Retrieved from http: //search. proquest. com/docview/1282649069? accountid=458 Chen, C. C. , Wu, J. , Yang, S. C. , & Hsin-Yi Tsou. (2008). Importance of diversified leadership roles in improving team effectiveness in a virtual collaboration learning environment. Journal of Educational Technology & Society, 11(1) Retrieved from http: //search. proquest. com/docview/1287035518? accountid=35812 Center for Public Education. (2014). Teacher Quality and Student Achievement. Retrieved from http: //www. education. com/reference/article/Ref_Research_Q_consider/ Edwards, M. , Perry, B. , & Janzen, K. (2011). The making of an exemplary online educator. Distance Education, 32(1), 101 -118. Retrieved from http: //search. proquest. com/docview/873031887? accountid=458 Eneau, J. , & Develotte, C. (2012). Working together online to enhance learner autonomy: Analysis of learners' perceptions of their online learning experience. Re. CALL : The Journal of EUROCALL, 24(1), 3 -19. doi: http: //dx. doi. org/10. 1017/S 0958344011000267 Grinnell, L. , Sauers, A. , Appunn, F. , & Mack, L. (2012). Virtual teams in higher education: The light and dark side. Journal of College Teaching & Learning (Online), 9(1), 65. Retrieved from http: //search. proquest. com/docview/1418716105? accountid=35812 Goldsmith, L. (2014). Digital feedback: An integral part of the online classroom. Distance Learning, 11(2), 33 -40. Retrieved from http: //search. proquest. com/docview/1549917627? accountid=458 Action Research Proposal

References (Continued) 39 Hsiung, C. (2010). Identification of dysfunctional cooperative learning teams based on students' academic achievement. Journal of Engineering Education, 99(1), 45 -54. Retrieved from http: //search. proquest. com/docview/217950480? accountid=35812 Jacobs, P. (2014). Engaging students in online courses. Research in Higher Education Journal, 26, 1 -9. Retrieved from http: //search. proquest. com/docview/1637636685? accountid=458 Liu, Y. C. , & Burn, J. M. (2007). Improving the performance of online learning teams - A discourse analysis. Journal of Information Systems Education, 18(3), 369 -379. Retrieved from http: //search. proquest. com/docview/200164469? accountid=35812 Power. Point (Office 2010) [Action Research clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Change Ahead sign clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Comic Strip clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Got Purpose? clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [LEARN Sign clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Online Learner clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Positive Results Figure clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Reporting clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Solutions clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Strategy Button clip art image]. Redmond, WA: Microsoft Power. Point (Office 2010) [Writer clip art image]. Redmond, WA: Microsoft Action Research Proposal

References (Continued) 40 Staddon, E. , & Standish, P. (n. d. ). Improving the student experience. Journal of Philosophy of Education, 46(4), 631 -650. The New Teacher Project. (2015, March 1). Teacher tool box. Retrieved from TNTP: http: //tntp. org/teacher-talenttoolbox/view/observation-and-feedback Waight, C. L. , & Stewart, B. L. (2005). Valuing the adult learner in e-learning: Part one - a conceptual model for corporate settings. Journal of Workplace Learning, 17(5), 337 -345. Retrieved from http: //search. proquest. com/docview/198423992? accountid=35812 Walker, A. J. (1996). Cooperative learning in the college classroom. Family Relations, 45(3), 327. Retrieved from http: //search. proquest. com/docview/213935608? accountid=35812 Walker, A. , Recker, M. , Ye, L. , Robertshaw, M. B. , Sellers, L. , & Leary, H. (2012). Comparing technology-related teacher professional development designs: A multilevel study of teacher and student impacts. Educational Technology, Research and Development, 60(3), 421 -444. doi: http: //dx. doi. org/10. 1007/s 11423 -012 -9243 -8 Yukselturk, E. , & Bulut, S. (2007). Predictors for student success in an online course. Journal of Educational Technology & Society, 10(2) Retrieved from http: //search. proquest. com/docview/1287035946? accountid=458 Action Research Proposal

Appendix Glossary Appendix A Differential Learning Plan Template District, S. A. (2014, September 29). Differential Instruction Templates. Retrieved from James Madison Elementary School: http: //www. sheboygan. k 12. wi. us/madison/DIDocuments. htm Appendix B Differential Learning Lesson Plan Checklist Template District, S. A. (2014, September 29). Differential Instruction Templates. Retrieved from James Madison Elementary School: http: //www. sheboygan. k 12. wi. us/madison/DIDocuments. htm Action Research Proposal

Appendix Glossary Appendix C Differential Learning Ku. Do’s Template District, S. A. (2014, September 29). Differential Instruction Templates. Retrieved from James Madison Elementary School: http: //www. sheboygan. k 12. wi. us/madison/DIDocuments. htm Appendix D Differential Learning Choice Board – General Reading Template District, S. A. (2014, September 29). Differential Instruction Templates. Retrieved from James Madison Elementary School: http: //www. sheboygan. k 12. wi. us/madison/DIDocuments. htm Action Research Proposal

Appendix Glossary Appendix E Differential Learning Tic-Tac-Toe Menu Template District, S. A. (2014, September 29). Differential Instruction Templates. Retrieved from James Madison Elementary School: http: //www. sheboygan. k 12. wi. us/madison/DIDocuments. htm Action Research Proposal

Appendix Glossary Appendix F Mortgage New Hire Certification Final and Answer Key Matsuno, D. K. (2015, March 1). Mortgage New Hire Certification Final and Answer Key. Retrieved from original author artifact. Action Research Proposal

Appendix Glossary Appendix G Student and Instructor Survey Coding Matsuno, D. K. (2015, March 1). Student and instructor survey coding. Retrieved from original author artifact. Action Research Proposal

Appendix Glossary Appendix H Reporting Tool Matsuno, D. K. (2015, March 1). Reporting tool. Retrieved from original author artifact. Action Research Proposal

Appendix Glossary Appendix I Instructor Observation Review Form The New Teacher Project. (2015, March 1). Teacher tool box. Retrieved from TNTP: http: //tntp. org/teacher-talenttoolbox/view/observation-and-feedback Action Research Proposal

Appendix A Action Research Proposal

Appendix B Action Research Proposal

Appendix C Ku. Do’s Template What do you want your students to KNOW, UNDERSTAND, BE ABLE TO DO? KNOW Facts, vocabulary, dates, rules, people, places. Written as a list of things most often memorized UNDERSTAND Concept, principles, generalizations. Written as a sentence describing the BIG IDEAS Action Research Proposal BE ABLE TO DO Basic skills, creative and critical thinking, life skills. Describe independent action, application of learning. Written beginning with a verb (usually Blooms verb)

Appendix D CHOICE BOARD – General Reading Create a comic strip story with at least four vocabulary words. Design an advertisement, poster, or brochure that persuades someone to visit the setting of the story. Appeal to the senses by identifying the senses and part of text that appeals to each sense. Create a matching game: Sort your spelling words. Create and complete a graphic organizer that highlights key points from the story. Cause – effect Problem – solution Author’s purpose – perspective. Write a poem about your favorite character. Include at least five facts and details. Create a sequence chain of the events in the story. Search for words that show mood or describe the setting and create a word search with them. Re-draw an illustration and write the words within the text that Prove the genre. Provide examples from the text that support Make three connections: self, text, world. match the drawing. the genre. Action Research Proposal

Appendix E Tic-Tac-Toe Menu Directions: Chose activities in a tic-tac -toe design. When you have completed the activities in a row— horizontally, vertically, or diagonally—or in the 4 corners, you made decide to be finished. Or you may decide to keep going and complete more activities. Star the activities you plan to complete. Color in the box when you finish the activity. Collect Teach Draw Judge Facts or ideas which are important to you. (Knowledge) A lesson about your topic to our class. Include as least one visual aid. (Synthesis) A diagram, map or picture of your topic. (Application) Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Demonstrate Graph Create Some part of your study to show many or how few. (Analysis) An original poem, dance, picture, song, or story. (Synthesis) Videotape, or film part Something to show of your presentation. what you have learned. (Synthesis) (Application) Dramatize Survey Forecast Build Something to show what you have learned. (Synthesis) Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) How your topic will change in the next 10 years. (Synthesis) A model or diorama to illustrate what you have learned. (Application) Create Memorize Write Compare An original game using the facts you have learned. (Synthesis) And recite a quote or a short list of facts about your topic. (Knowledge) An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Two things from your study. Look for ways they are alike and different. (Analysis) Action Research Proposal

Appendix F – Final Exam Action Research Proposal

Appendix F - Final Exam (Continued) Action Research Proposal

Appendix F- Final Exam (Continued) Action Research Proposal

Appendix F- Final Exam (Continued) Action Research Proposal

Appendix F- Final Exam (Continued) Action Research Proposal

Appendix F- Final Exam Answer Key (Continued) Action Research Proposal

Appendix F- Final Exam Answer Key (Continued) 1. 2. 3. Essay Questions Prime customers can provide verifiable documentation to support two-year good payment history, steady income, and employment. Prime customers can prove three C’s to underwriters which are: Credit worthiness (750 FICO score or higher), Collateral (asset is marketable, salable, and in good condition), and Capacity to pay in the future (can show available liquid assets/savings). Alternative A – Paper customers have lower FICO credit scores than Prime customers, have higher debt-to-income ratios, may be a business for self and not show a steady monthly income. These customers do not qualify for loans under Fannie Mae and Freddie Mac. Alt-A customers are placed into this category when they have a loan amount that exceeds the conventional maximum cap of $417, 000, which is a Jumbo loan and is more risky due to high loan amount. Subprime customers have less than perfect credit, poor FICO scores, high debt –to-income ratios (47%), less than two years employment history in current job. Subprime customers may apply for a mortgage loan one day after bankruptcy discharge, and the lender will charge a significantly higher interest rate for the risk. 4. Owner Occupied, Vacation/or Second Home, Investment/Rental property 5. Mortgage Insurance covers the lender for the deficiency of down payment that the borrower does not meet to equate to 20% of the loan amount. Customer will pay this insurance until the value of the property reaches 80% LTV. Mortgage Insurance permits a homeowner to purchase a home in the event the borrower cannot pay the full 20% down payment to close the loan. This insurance will repay the lender for the loss of down payment that was not paid in full at the time of closing. 6. The primary market is the selling of goods and services directly to the consumer and comprises of the origination process for loan set up, underwriting/ and validation, and closing/ and funding. The secondary market is the pooling of closed loans to create Mortgage Backed Securities to sell loans to investors. Investors purchase a pool of loans in $1 MM commitments, and the lenders are paid in full for the loan principal and interest. The secondary market creates liquidity because the lender’s funds are paid immediately upon sale of these securities, so that lenders do not have to wait for customers to make all installment payments over 30 years to achieve 100% profitability. Action Research Proposal

Appendix F- Final Exam Answer Key (Continued) Action Research Proposal

Appendix G – Survey Coding Code Instructor Student 1 Differentiatial Instruction 2 High Level Questioning 2 2 0 0 3 Appropriate Wait Time 4 Checking for Understanding 5. Validating Personal Preference 6 Results Driven 7 Maintenance /Support 2 1 1 3 2 2 2 1 1 1 Action Research Proposal

Appendix H – Reporting Tool Action Research Proposal

Appendix H – Reporting Tool (Continued) Click icon to open Reporting Tool Action Research Proposal

64 Appendix I – Instructor Evaluation Action Research Proposal

65 Appendix I – Instructor Evaluation (Continued) Action Research Proposal

66 Appendix I – Instructor Evaluation (Continued) Action Research Proposal

67 Appendix I – Instructor Evaluation (Continued) Action Research Proposal

68 Appendix I – Instructor Evaluation (Continued) Action Research Proposal

EDD/581 Action Research Proposal Denise Matsuno March 9, 2015 Alain Dupiton 69 Action Research Proposal