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Collaborative Action Research Project

Collaborative Action Research Project

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  • 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

Carp powerpoint Carp powerpoint Presentation Transcript

  • Vocabulary Strategies to Improve SAT Scores
    • Leonardtown High School
    • Christine Chadwick, Stefanie Glorioso, Daniel Morris, Marc Pirner
  • 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”
  • 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
  • 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
  • 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
      • 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
  • 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?
  • 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
  • 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.
  • 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
  • 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?
  • 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
  • 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
  • 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.
  • 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..
  • 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.
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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.