Tuesday, September 16, 2014
Post 2 - Data Collection Method
At the beginning of the action research, all four sections will be given a vocabulary test in order to determine their base knowledge of the words. For the ease of data collection, and to keep the process as objective as possible, the words and definitions test will be a matching-type test. Therefore, I can eliminate my own subjectivity as to whether a student has an understanding of the word. Once the base knowledge has been determined, I will then proceed to teach using Marzano’s Six-Step Process:
1. Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, pictograph, or symbolic representation of the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that enable them to play with terms.
At the conclusion of the unit, the students will again be given the same vocabulary test given as the pretest, and then the scores will be compared to the original scores to determine the effectiveness of the vocabulary strategy. Additionally, I believe that a Likert scale will be useful in data collection. I want to know how the students rate the learning themselves. Do they, in fact, find the method useful and did it help them to better understand the vocabulary? While the data may reflect one thing, it is important that I understand how the students rate their learning as well.
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I'm using the same scale too, be interested in your results for implementation with my own kids...good work, very well thought out
ReplyDeleteThank you, Anthony. I am hoping to see an improvement! I will let you know.
DeleteI can check, but do you have in your literature review any sources which talk about teaching vocabulary?
ReplyDeleteYes, sir. Here are the sources that I used:
DeleteArmbruster, B. B., & Nagy, W. E. (1992). Vocabulary in content area lessons. Reading Teacher, 45(7), 550.
Marzano, R. J. (1984). A cluster approach to vocabulary instruction: A new direction from the research literature. The Reading Teacher, 38 (2), 168-173.
Marzano, R. J. (2003). Direct vocabulary instruction: An idea whose time has come. Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: ASCD.
Marzano, R. J. (2009). Six Steps to Better Vocabulary Instruction. Educational Leadership, 67(1), 83-84.
Super. The literature sources provide support for your instruction methods. I think the third Marzano step is a good one especially.
DeleteThis reminds me of a vocabulary chart we used in 5th grade for Science and Social Studies called "Own The Word". Students were given a place to write the word, what they think it meant, what it really meant and a symbol to help them remember the word. I think this is a great approach becuase it reaches various styles of learning and it is something that all students can use at any level.
ReplyDeleteThat's essentially the same thing I will be doing with them. We will see how it works out!
DeleteVery interesting to see how this one turns out. I love the sources. I have found little blurbs online about them. Seem like interesting reads.
ReplyDeleteStudies have proven that anytime a student draws a picture with a vocabulary word, retention is increased. That's my hope with this research! We will see how it works out!
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