LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT
OFFICE USE ONLY
Posted ______________
By _________________
Component 4-401-002
Point Value: 10-30
TO BE COMPLETED BEFORE ACTION RESEARCH IS INITIATED
Teacher
Researcher
Name
Christina “Christy” Nichols
School or
Department
East Ridge Middle School
Issue or Topic
Improving compare and contrast skills in middle school social studies students.
Research
Hypothesis
Emp.
ID
If students are taught specific skills for comparison and contrast, this will improve their ability to
compare and contrast on the Reading portion of the FCAT
Principal‘s
Signature
Date
TO BE COMPLETED AT CONCLUSION OF ACTION RESEARCH
RESEARCH PROCESS
1. What student data formed the baseline?
I used the 2009 FCAT reading scores of my regular, non advanced students to form the baseline data for
this research project. According to that data, my regular, non-advanced students’ average score on the
comparisons subtest was 69.5 on a scale of 100.
2. What research resources, i.e., books, documents, were studied?
In order to implement comparison strategies for this project, I reviewed Chapter 2 (Identifying Similarities
and Differences) of Robert Marzano’s book, Classroom Instruction that Works. I also reviewed CRISS
strategies via the CRISS Student manual and the Project CRISS Teacher’s Manual
3. What student demographic groups were used and how were they selected?
The student demographic group for this project included my regular non-advanced class. These two
classes are composed of 46 students. Of these students, 25 are male and 21 are female. The racial
breakdown of these students is as follows: 29 are White, 3 are African American, 10 are Hispanic, 2 are
Asian, and 2 are American Indian. Twenty out of the 46 (43%) qualify for free or reduced lunch. Two are
classified as special education students (one is emotionally handicapped, while the other is gifted). These
groups were selected because they showed the most potential for growth. However, all of my students
have shown benefits from the treatments implemented in this project.
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4. What strategies were implemented during the study?
During the study, I implemented a Venn diagram strategy. Students are familiar with Venn diagrams, but
struggle with creating “quality” comparisons and contrasts. I implemented the following strategy stages:
a.
First, I worked with students to create Venn diagrams comparing and contrasting objects with
which they were familiar (in this case, chocolate chip cookies and oatmeal raisin cookies). As
students volunteered similarities and differences to fill in the Venn diagram, I explained to them
what “quality” similarities and differences look like and how to create them.
b. Next, students had to create several Venn diagrams of their own comparing and contrasting many
different things as our studies progressed throughout the year. Students compared and contrasted
Hinduism and Buddhism, Indian leaders Asoka and Chandragupta, Mayan and Incan civilization
and other things. Each child shared his/her Venn diagram with me and I gave them suggestions to
make them better. Eventually, students became quite capable of creating their own quality Venn
diagrams.
c. Because the eighth grade reading test in the past has included short answer questions that require
students to compare and contrast, my next step was to require the students to use their Venn
diagrams to write about their comparisons. We began to work on using transition words and
organizing their thoughts in a logical way. We are still working on this portion of the strategy
5. What was the timeline for the study?
We began work on these strategies in October, 2009. When the new semester began in January of
2010, we began working on the writing portion of the study. We are still working on the writing portion.
Approved
Disapproved
Comments
Principal
assigns
10-30 points
Principal’s
Signature
Director of Staff
Development
Signature
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Date
Date
Acknowledged
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LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT - SHARING THE RESULTS
[Complete online and email to Haskinsbj@lake.k12.fl.us]
Title of Action
Research Project
Improving Compare and Contrast skills in Middle School Social Studies
Name of Teacher
Researcher
Christina “Christy” Nichols
Name of School
East Ridge Middle School
Grade Level
7
Answer the following questions in your abstract. DO NOT USE teacher or student names.
1. Classroom Problem: Provide a description of your identified classroom problem.
The problem I identified in my class room was comparisons and contrasts. Based on my own
observations and experience, I know that middle school students struggle with creating effective
comparisons and contrasts. They often focus on the vague and simple. I wanted to teach them to
create clear, precise contrasts that focus on a single, specific characteristic. I also wanted them to
create comparisons that are specific and evidence higher-level thinking.
2. Research Process: Provide a detailed description of your research process.
My research process involved reviewing literature on strategies that help to improve students’
abilities to compare and contrast. I reviewed the CRISS manual, focusing on Venn diagrams. I
also reviewed Chapter Two of Robert Marzano’s book, Classroom Instruction that Works. This
particular chapter focuses on strategies for students to identify similarities and differences.
3. Collection and Analysis: Provide a narrative summary of your collected and analyzed data.
As FCAT reading scores for the 2009-2010 school year have not yet been returned, much of my
data is based on completed student work and observations in the classroom setting. Based on
this, my students’ ability to create clear contrasts based on a single characteristic has increased
dramatically. Before intervention, I might have noted the following “difference” from student work:
“Hinduism has many gods while Buddhism was founded by Siddhartha Gautama.” Now, students
recognize that they must focus on a single characteristic: “Hinduism has many gods while
Buddhism has no major gods.” Further, their identification of quality similarities has increased.
They identify similarities that go beyond the vague and obvious. For example, students noted that
that Inca and Maya were both “powerful tribes that conquered others, both worshipped sun and
moon gods, and both built amazing structures” that are still around today.
4. Action: Provide a summary of your decisions based on your analyzed data.
Based on my data, I will continue to implement Venn diagrams as a regular strategy in my
classroom. I will continue to make sure that I begin instruction on comparisons and contrasts with
objects that students are familiar with and can work with easily. Given that short answer questions
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will no longer be a part of the FCAT, I am not sure if I will continue the writing piece. I feel
however, that writing in the social studies is valuable and has its own merit beyond improving FCAT
scores.
5. Professional Reflection: What did you learn through this process? How did conducting action
research impact your teaching?
Most importantly, I learned that students need to be explicitly taught exactly what quality looks like.
Students need to know what target they are trying to hit. Otherwise, they are just shooting blindly.
The products you get as a result of this blind shooting might be good or awful. If students are
clearly aware of what they need to do to show evidence of understanding, teachers are much more
likely to get the products that they can find quality in.
ABSTRACT:
Based on FCAT scores for the 2008-2009 school year, I realized that my regular, non-advanced students
needed to make improvements in their ability to make comparisons and contrasts. After reviewing
appropriate literature and implementing new strategies into my regular classes, I was able to see
improvements in both their ability to recognize differences and similarities as well as their ability to dig
deeper into the items being compared to create quality, higher-level comparisons and contrasts.
Source: A Guide to Becoming an Action Research – Department of Education
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