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Carp powerpoint

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  • 1. Spring Ridge Middle School How much does a penguin weigh? Enough to break the ice! Jessie, Stefanie, Ken, and Megan
  • 2. Justification for our project raise student test scores decreasing the number of D’s and F’s on student assignments develop good study habits increasing their independence and comprehension Evidence/reasoning  Purpose of LINCS: connect familiar knowledge with unfamiliar knowledge  Incorporates different types of learning
  • 3. Research questions Does the use of the LINCS strategy improve students’ retention and understanding of new vocabulary/concepts? How do students respond to the use of the LINCS strategy?
  • 4. Detailed description ofintervention
  • 5. Our strategy Method  1st week: class A uses LINCS strategy for weeks vocabulary, class B does not  2nd week: class B uses LINCS strategy for weeks vocabulary, class A does not  After use: affective survey  At the end of each week: assessment to test student retention of key vocabulary and concepts
  • 6. Data collection plan Week 1 Week 2 Class A Receive LINCS Does not receive LINCS Class B Does not receive LINCS Receive LINCS
  • 7. Affective SurveyStatement Disagree Somewhat Agree1) I enjoyed usingLINCS.2) I would like touse LINCS again.3) Using LINCSwas a waste of mytime.5) Using LINCShelped me toremember themeaning ofvocabulary words.6) I would not useLINCS again.
  • 8. Pre-post findings (t-test values) Megan Jessie Ken StefanieClass A only 0.139178 0.22676 1.98E-10 N/AClass B only .003187 0.25309 2.59E-9 N/AClass A- LINCS .45264 0.262569 .063 .088928Class B- no LINCSClass A- no LINCS .155149 0.200072 .442 N/AClass B- LINCS
  • 9. Pre-post findings (affective data)Statement Disagree Somewhat Agree1) I enjoyed using 15 56 53LINCS.2) I would like to 26 44 50use LINCS again.3) Using LINCS 81 26 11was a waste of mytime.5) Using LINCS 65 40 14helped me toremember themeaning ofvocabulary words.6) I would not use 68 33 17LINCS again.
  • 10. Findings from observations Confusion  Took time to understand the task Mixed reactions  Some got really into it  Others chose not to complete the task Students did not effectively use the strategy
  • 11. Answers to research questions Does the use of the LINCS strategy improve students’ retention and understanding of new vocabulary/concepts?  T-test values showed no significance among the class comparisons
  • 12. Answers to research questions How do students respond to the use of the LINCS strategy?  Overall, they responded positively but did not think LINCS was useful in helping them to better recall vocabulary/concepts.
  • 13. Next steps?LINCS Recommended for high school or honors students  Conditions:  Spend more time on it  Use it consistently  Change flow of boxes on chart  Limit the amount of vocabularyQuizzes Similar quizzes
  • 14. LINCing to the big picture Strategy must be consistent in order for it to be effective Be more prepared

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