Your SlideShare is downloading. ×
Carp powerpoint
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Carp powerpoint

646
views

Published on


0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
646
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Before moving to the next slide, talk about why Chemistry words were used more- possibly because they are more practical and used in a more concrete way than words like oligarchy or imperialism
  • Transcript

    • 1. Vocabulary Strategies to Improve SAT Scores
      • Leonardtown High School
      • Christine Chadwick, Stefanie Glorioso, Daniel Morris, Marc Pirner
    • 2. Justification 35 Strategies for developing Content Area Vocabulary by “ Content area achievement depends closely on students’ mastery of specialized vocabulary”Our Strategy: Semantic Mapping SIP: Improve SAT scores- “Offer the entire school testing skills and vocabulary words”
    • 3. Content Area Examples
      • English- students write the way they talk (or text), emphasis on vocabulary to help overall academic English
      • English- explicit academic vocabulary instruction is not being observed in some classes
      • Government- there are many words and concepts that are specific to government that are fundamental to learning / high performance in social studies
      • Chemistry- there are many vocabulary words that are highly specific to chemistry that are need to be successful in the sciences
    • 4. Problem and Population
      • Students could improve their verbal SAT scores and content area achievement with more explicit vocabulary instruction.
      • Population:
        • Honors Chemistry
        • English 11 and 12 Standard and CM
        • Government 10 CM
    • 5. Semantic Map
      • Structured word map
      • write the vocabulary word in the center
        • connect words that are synonyms, antonyms, definitions, examples, parts of speech etc.  
      • Gives students
        • context rather than dictionary definition
        • usage rather than memorization
      • more vocabulary
      • Example of student work
    • 6.
        • Allows for a visual/spatial representation of vocabulary
        • Students see the relationships between concepts and vocabulary
        • Requires higher order thinking skills
        • Can help activate prior knowledge
      Benefits of Strategy
    • 7. Research questions
      • Affective Question:
        • Do the students feel comfortable using content area vocabulary?
      • General Questions:
        • Are the students using the vocabulary?
        • Are students’ vocabulary scores rising?
    • 8. Data collection plan Pre-post Tests Observation Student Work Do students feel comfortable using content vocabulary? X X X Are the students using the vocabulary? X X X Are vocabulary scores rising? X X X
    • 9. Pre-post Assessment I
      • Half of the questions on the pre-post assessment will look like the following question:
        • (Vocabulary Word)
          • A. I have never encounter this word before.
          • B. I have seen this word before.
          • C. I can define this word.
          • D. I have used this word before
      • Other half to check student understanding of each vocabulary word.
    • 10. Pre-post Assessment II
      • 10 vocabulary words
      • Words will be used in context
      • Students will determine whether the word is used correctly
      • Selected response format
      • Post assessment- vocabulary quiz
    • 11. Observation guidelines
      • Specific items to observe:
        • If the students used vocabulary words
        • When and how often students use vocabulary words in speech and writing
        • Tally of how many times students use vocabulary words
      • Questions to think about during observation:
        • Do students hesitate when attempting to use vocabulary words?
    • 12. Timeline
      • Each group member will complete every step on the decided day in their respective classrooms.
        • October 18: pre-test 1 will be given with the vocabulary for the week.
        • October 22: post-test 1 will be given for the same vocabulary.
        • October 25: pre-test 2 given with vocabulary for the week.
        • Week of October 26: strategy implemented
        • October 29: post-test 2 will be given for the same vocabulary
        • November 8 and 9: analyze data
    • 13. English 11 Results Quantitative Data
      • Vocabulary words used correctly
      • Pre-post 1: p=1.846E-12 Significant
      • Pre-post 2: p=0.308 Not Significant
      • Post-post 1: p=3.153E-11 Significant
        • The semantic maps made a significant difference in increasing vocabulary scores.
      • Student view on vocabulary knowledge
      • Pre-post 3: p=3.787E-23 Significant
      • Pre-post 4: p=3.376E-16 Significant
      • Post-Post 2: p=6.182E-5 Significant
        • Semantic maps made a significant difference in increasing student self view of vocabulary knowledge
    • 14. English 12 Results Quantitative Data
      • Vocabulary words used correctly
      • Pre-post 1: p=0.102 Not Significant
      • Pre-post 2: p=2.37x10^-4 Significant
      • Post-post 1: p=0.0516 Not Significant
        • The semantic maps made a significant difference in increasing vocabulary scores.
      • Student view of vocabulary use
      • Pre-post 1: p= 3.16x10^-5 Significant
      • Pre-post 2: p=1.28x10^-10 Significant
      • Post-post 1: p=8.51x10^-3 Significant
        • The semantic maps made a significant difference in increasing vocabulary scores.
    • 15. Chemistry Honors Results
      • Vocabulary Words Correctly Used
        • Pre test 1: Post test 1 Ttest p.= 2.03x10-6
          • This shows that the students made significant improvements on their knowledge of the vocabulary words from the pre test to the post test.
        • Pretest 2: Post test 2 Ttest p.= 8.95x10-13
          • This shows that the students made significant improvements on their knowledge of the vocabulary words from the pre test to the post test.
        • Post test 1: Post test 2 Ttest p.= 0.0769
          • There is no statistical significant difference between the two post tests, but is approaching significance..
    • 16. Chemistry Honors Results
      • Student View on Vocabulary Knowledge
        • Pre-test 1: Post test 1 Ttest p . = 3.55x10-9
          • This shows that the students made significant improvements in their knowledge of the vocabulary words from the pre test to the post test.
        • Pre-test 2: Post-test 2 Ttest p.= 1.37x10-16
          • This shows that the students made significant improvements in their knowledge of the vocabulary words from the pre test to the post test.
        • Post test 1: Post test 2 Ttest p.= 0.0215
          • This shows that the students felt they knew the words more after they did the semantic maps than when they did not use any type of formal strategy.
    • 17. Experiment Variation
      • With this variation of the experiment, the same test was given 3 different times:
      • Pre-test- first time they see the test
      • Post-test – second time- still no intervention
      • Final- third time after semantic mapping
      • Data is compared between pre-post, pre-final, and post-final to determine whether or not the intervention was successful
    • 18. Government Results
      • Vocabulary words used correctly
      • Pre-post: p= 0.341761 Not significant
      • Pre-final: p= 0.000149 Significant
      • Post-final: p=4.75131E-05 Significant
      • The semantic mapping technique made a significant difference in increasing vocabulary scores.
      • Students view on vocabulary knowledge Pre-post: p= 0.003989 Significant Pre-final: p= 1.34406E-12 Significant Post-final: p= 2.80948E-07 Significant The semantic mapping technique made a significant difference in increasing student comfort with vocabulary.
    • 19. Findings from observations
      • Few observations were made:
        • rarely using vocabulary words in English or Government class
        • used more in practice in Chemistry
        • used when explicitly asked to
      • Students recognized words when used by others
    • 20. Overall Findings
      • Vocabulary scores increased from Post 1 to Post 2
      • Student view of vocabulary use increased
      • Rare student use of vocabulary words in the classroom setting, more confidence and use in Chemistry
      • Recognition of vocabulary words when used
    • 21. Answers to research questions
      • Are the students using the vocabulary?
      • Students use vocabulary rarely
      • Students reported using vocabulary words more often after the implementation of semantic mapping
      • Therefore- semantic mapping increases student use of vocabulary words
    • 22. Answers to research questions
      • Are students’ vocabulary scores rising?
      • Yes, scores are rising in English and Government, but not in Chemistry
        • could be due to a lack of vocabulary routine in Chemistry.
    • 23. Discussion
      • This strategy yielded overall positive results although reimplementation would help to provide more reliable results
      • Reasons data could be flawed:
        • Faulty selected response questions
        • Strategies were not implemented identically in all classrooms, nor did they follow a specific procedure
        • difficulty of vocabulary words varied across data sets
        • Timing of the tests
        • Deviation from observation guidelines
      • Too many words in a short amount of time for Chemistry
    • 24. Next steps?
      • Implications for Future Research:
        • strategy should be implemented identically across all content areas
        • use fewer vocabulary words of relatively equal difficulty
        • could be broken into two separate studies
          • One study on vocabulary scores
            • specify use as a study tool
          • One study on student view on vocabulary use
    • 25. Back to the big picture
      • Semantic mapping is one of many study tools
      • Students need to learn about different study tools
        • encouraged to use other visuals as study tools to study for the SAT.