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Kosinski

COMPARING NOTE-TAKING STRATEGIES: OEDIPUS REX


INQUIRY QUESTION: WHICH NOTE-TAKING STRATEGY (JOURNALING FORMS OR STICKY NOTE ANNOTATIONS)
IS MORE EFFECTIVE IN HELPING STUDENTS TO LEARN THE ARISTOTELIAN ELEMENTS OF TRAGEDY?

Context & Data Collection

English 12; 3rd and 6th Hours


Analyzed data from those students who submitted the Pre-Test, Post-Test, and Notes

3rd Hour (21 students): Pre-Test (17), Post-Test (18), Notes (18)

6th Hour (16 students): Pre-Test (16), Post-Test (16), Notes (16)
Compared pre- and post-test scores & evaluated concept accuracy with rubric

The Process

3rd Hour (Journaling Forms):

Watch an instructional video on the Aristotelian terms; take pre-test (5 pts.)

Read/discuss Oedipus Rex & use the note-taking strategy; take post-test (5 pts.)

Participate in a whole-class discussion on Oedipus Rex

Results & Reflection

Scores either stayed the same or improved from the pre-test to the post-test

Accuracy as a predictor of growth: 3rd Hour (14 out of 16); 6th Hour (16 out of 16)

2 outliers:

JS: Accuracy = 1, Pre-Test = 0, Post-Test = 3

LW: Accuracy = 1, Pre-Test = .5, Post-Test = 5

In general, the methods did NOT work for those students who

Did not write about the Aristotelian concepts (3 students)

Wrote inaccurately about the Aristotelian concepts

Overall, both methods were effective for the majority of students.

Students should have a good understanding of the concepts before reading the text!

Out of 16 students, 15 showed


improvement on the post-test

Average Growth:
2.40 points or 48%

6th Hour (Sticky Notes):

Out of 16 students, 12 showed


improvement on the post-test

In general, both methods worked BETTER for those students who incorporated class
conversations into their own notes

Student Growth

Average Growth:
1.75 points or 35%

Interferences!
Snow Days = New Plans!
Originally
Poster Project on the

terms
Post-Test immediately

after reading

What Happened
No Poster Project!
Post-Test moved from
Feb. 19 to Feb. 23!
Photo Caption

Pre-Test and Post-Test Scores

Journaling Form Analysis (3rd Hour)

Recommended
Reading

Roessing, L. (2009).
Double-Entry Journaling
and Sticky Notes. In The
Write to Read: Response
Journals That Increase
Comprehension (pp. 3344). Thousand Oaks, CA:
Corwin.

This book presents

Concept Accuracy Rubric:

literacy tools to train


readers to respond to their
reading with the primary
intent of improving
comprehension in a
yearlong, scaffolded
curriculum.

0 = No concepts are accurate


1 = One concept is accurate
2 = Some concepts are accurate
3 = Most concepts are accurate
4 = All of the concepts are accurate

Sticky Note Analysis (6th Hour)


Tovani, C. (2004). Holding
Thinking to Remember
and Reuse. In Do I Really
Have to Teach Reading?
(pp. 67-87). Portland, ME:
Stenhouse.

This text provides example


graphic organizers and
suggestions/guidelines for
implementing tools for
holding thinking.

Graham, S., and Hebert,


M. A. (2010). Writing to
read: Evidence for how
writing can improve
reading. A Carnegie
Corporation Time to Act
Report. Washington, DC:
Alliance for Excellent
Education.

Concept Accuracy Rubric:

Adaptations & Modifications

The text aims to answer


the question: Does writing
about material students
read enhance their reading
comprehension? This
article provides evidence
for how writing improves
reading.

0 = No concepts are accurate


1 = One concept is accurate
2 = Some concepts are accurate
3 = Most concepts are accurate
4 = All of the concepts are accurate

Because concept accuracy appears to be a predictor of growth, students would likely benefit from
additional activitiesones that promote increased interaction with the concepts and application of
the terms.

Poster Project: Before reading the text, students would create a poster that defines and
explains their assigned Aristotelian term.

Poster Presentation: Students would teach the class about their assigned Aristotelian term.
Results reveal potential areas for reteaching; I should review those terms that were used less
frequently or applied inaccurately in students writing.
Efficacy?
The sticky note strategy could be impractical if the teacher needs to provide/make copies
of the text for each student.
Instead, students could post their sticky notes in a writers notebook, which the teacher
could collect periodically or after reading.

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