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Got Arguments?: GMHS Carp Great Mills High School Sarah Shipley, Blair Dugan, Stephen Warner

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Page 1: Carp Presentation

Got Arguments?: GMHS CarpGreat Mills High SchoolSarah Shipley, Blair Dugan, Stephen Warner

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Justification

Problem facing our school: Students lack experience in identifying arguments in textual sources. Continue to promote use of writing

processes consistently, with an emphasis on organization of ideas, use of relevant supporting detail…

What we have observed: Students are passive readers. Students experiences challenges

supporting their arguments with evidence.

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Research Strategy

Pre and post intervention affective survey.

Content specific pre and post readings

Same prompt and same scoring rubric regardless of content

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Research Questions

Do students feel comfortable dissecting an argument and its supporting points?

Can students dissect an argument and its supporting points?

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Data collection planData source 1 Data source 2

Do students feel comfortable dissecting an argument and its supporting points?

Affective Survey

We will bookend the intervention with an affective survey.

Naturalist observation of our students as they completed the task.

Can students dissect an argument and its supporting points?

Content Analysis: Student Work

Give the same pre and post task with a comparable reading relating to our content

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Affective Assessment Item

We designed a 22 question affective survey that implemented a five point Likert scale.

Examples of questions: o “I feel comfortable identifying a

thesis in a piece of writing.”o “I cannot support and defend my

opinions in writing.”

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Argument Identification Assessment Item

Students were asked to read a document that related to our individual content areas.

Students answered the following prompt: Write a paragraph explaining the author’s purpose and giving three reasons for why you know this.

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Observation Guidelines

We observed the students as they wrote their responses.

We paid close attention to their verbal and non-verbal reactions to the assignment.

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The Data

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Pre-post Findings forWriting Prompt On our grading scale 1=D – 4=A Pretest scores

The average student score was 2.64 On our scale this is about a C

Posttest scores The average student score was 2.77 On our scale this is a slightly better C

Unfortunately not a significant improvement overall T-test: 0.16

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Writing Results Continued

• Sarah and Blair's scores were not significantly different

• But Stephen's Were!!

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Pre-post findings for Affective Survey

Scale of 0 – 110. Greater the score the more positive opinion.

Average Pretest score: 71.57 Average Posttest score: 70.64

This was a difference of -0.93 points Thankfully this was not a significant

decline. T-test result: 0.27

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Findings from observations

General sense of frustration Verbal and physical displays of

dislike

Implications Need to let students know that we

are conducting research Need to conduct a longer

intervention

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Local Events

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First Research Question

Do students feel comfortable dissecting an argument and its supporting points?

From our research, we cannot tell.

Why Inconclusive? School lock downToo intensive for a short period of timeLimited by how much we can do

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Second Research Question

Can students dissect an argument and its supporting points? We cannot tell.

Why was this inconclusive? School lockdown. Too intensive for a short period of

time.

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In The Future...

This is a worthwhile task Need more time Need more support

Ideally we could redo this study and control for crazy life events, but we cannot

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Back to the big picture

Being able to identify an argument in a piece of writing is the first step in the process of being able to make an argument on your own.

Therefore, as teachers we need to provide our students with this valuable life skill.