exploring vocabulary acquisition in seventh grade math
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Exploring Vocabulary Acquisition in Seventh Grade Math. Ashley M. Fenn. A Need For Effective Vocabulary Instruction. No Child Left Behind Goal for all students to meet proficiency on state tests Link between vocabulary instruction and reading comprehension School Improvement Plans . - PowerPoint PPT PresentationTRANSCRIPT
Exploring Vocabulary Acquisition in
Seventh Grade Math
Ashley M. Fenn
A Need For Effective Vocabulary Instruction
• No Child Left Behind • Goal for all students to meet proficiency on state
tests • Link between vocabulary instruction and reading
comprehension • School Improvement Plans
What the Research Suggests
• Embedded and Small Group Instruction • Post-Graphic Organizer
• Daily Vocabulary Instruction
• Concept Definition Map
• Frayer Model
• Interactive Word Wall
Mulvane Middle School • Approximately 436 Students
• Approximately 40 teachers
• 93.9% Caucasian
• 1.1% African American
• 3.4% Hispanic
• 1.6% Other
• 20% Economically Disadvantaged
• 10% Disabled
How Can We Improve? • School Improvement Plan (SIP)
o Quality Performance Assessment (QPA) Committeeso Analyze Datao Determine Improvement Areas
• MMS 2008-2009 SIP
o Reading Reading Comprehension
Tool: Graphic Organizerso Math
Computation Tool: Spiraled Weekly Mini-Lessons
o All Curriculum Areas Vocabulary Development
Tool: Graphic Organizers, Cross-Curricular Vocabulary Use
Participants:A Seventh Grade Math Class
• 16 Students
o 7 Boyso 9 Girls
• Age Range
o 12 to 14 • Race
o 1 Hispanico 15 Caucasian
• No Special Needs Students
• 1 English Language
Learner • 4 Economically
Disadvantaged • Various Academic
Abilities
The Goal
• Meet or Exceed 80% Proficiency • Incorrect Responses on Posttests
o Write term's definition o Provide at least 2 exampleso Conference with teacher o Discuss misconceptionso Questioning
VocabularyTraditional Strategy
• quadrant• x-axis• positive integer• graph• ordered pair• coordinate plane• integer• y-coordinate• absolute value• y-axis• negative integer• origin• x-coordinate
Research-Based Strategy
• area• formula• ratio• equivalent fractions• percent• simplest form• perimeter• linear equation• two-step equation• prime number• greatest common factor• composite number
The Traditional Strategy
• Pretest• Basic Graphic Organizer
o Page number o Definitiono Example
• Posttest
The Research-Based Strategy:The Concept Definition Map
• Pretest• Concept Definition Map
o Braintstorm examples Choose 3 examples
o Similarities or properties of the examples Choose 4 properties
o Identify categories Choose 1 category
o Create definition• Posttest
Assessment Tools
Traditional Strategy• Pretest• Posttest
Research-Based Strategy• Pretest• Posttest• Field Notes
o Observationso Interviews
Traditional Strategy Results• Posttest
o Lowest Score 62%
o Highest Score 100%
• Gainso Smallest Gain
8%o Greatest Gain
100%o All students increased score from pre to posttesto Not all met proficiency
5 students did not meet proficiency
Traditional Strategy: Results Analysis
• Unsuccessful in meeting proficiency goal • All students improved scores
• Possible Causes
o Definitions on organizer vs. posttesto Need for exampleso Timeo Differences in learning styleso Lack of meaningful connectionso Number of terms learned
Research-Based Strategy ResultsPosttest• Lowest Score
o 52%• Highest Score
o 100% • Gains
o Smallest Gain 9%
o Greatest Gain 75%
o All students increased score from pre to posttesto Not all met proficiency
6 students did not meet proficiency
Research-Based Strategy: Results Analysis
• Unsuccessful in meeting proficiency goal • All students improved scores
• Possible Causes
o Definitions on organizer vs. posttesto Number of terms learnedo Timeo Differences in learning styles
Field Notes Summary • Observations
o Student engagement Provided suggestions and examples Actively engaged
o Student use of background knowledgeo Breaking down of terms o Association of terms
Identifing common properties Make connections
• Interviewso Preferred research-based to traditional strategyo Additional information aided in learning new termso Making more connections with terms o Required more inquiry and thought
A Comparison Of The Results
Traditional Strategy
• 11 of 16 students met proficiency
• Average gain score was 40%
• 8 of 16 students had a larger gain score
Research-Based Strategy • 10 of 16 students met
proficiency• Average gain score was
42%• 8 of 16 students had a
larger gain score
Strategy Comparison: Results Analysis
• Minimal difference in achievement • 2% increase in average gain score per student
using research-based strategy • Both strategies were successful in improving
vocabulary • Neither strategy met the proficiency goal
What Does This Mean?
• Need for further research • Need for modification in methodology • Differentiation
oStudent needsoMay need various strategies
Recommendations
• Examine how specific strategies affect individual students
• Self-created graphic organizers
• Fewer terms
• Examples on pre and posttests
• Longer research period
References
• FOR-PD's reading strategy of the month: Concept Definition Map. (2004, April). Florida online reading professional development. Retrieved September 20, 2008, from University of Central Florida Website: http://forpd.ucf.edu/strategies/stratMap.html
• Lucas, C. A., & Goerss, B. L. (2007, Winter). Using a post-graphic organizer in the mathematics classroom. Journal of Reading Education, 32(2), 26-30. Retrieved October25, 2008, from http://vnweb.hwwilsonweb.com.proxy.wichita.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=E42RIUUE0BY3FQA3DINCFF4ADUNGIIV0
• Trochim, W. M. K. (2008). Qualitative Methods. Retrieved November 5, 2008, from http://www.socialresearchmethods.net/kb/qualmeth.php