Language and Content Learning Using a Scaffolded Study Guide

Language and Content Learning Using a Scaffolded Study Guide Anthony McConnell Capstone Project Western Governors University In Partial Fulfillment of the Requirements for the Degree of Master of Arts, English Language Learners October 14, 2010

Language and Content Learning Using a Scaffolded Study Guide Abstract Current best practices dictate that English language learners benefit from a variety of supplementary educational material. This research evaluates the effectiveness of one such supplementary material, the scaffolded study guide. The study guide has been designed to help students with both language and content objectives. The research was performed in an ELL

American History classroom with twenty-three students from variety of cultures speaking a wide range of native languages. Data was gathered using field notes for observations, a student questionnaire, the scaffolded study guide, a scoring rubric, and a post assessment. The data was then analyzed using both qualitative and quantitative methods to find correlations between student learning and performance on the study guide.

Language and Content Learning Using a Scaffolded Study Guide Table of Contents CHAPTER 1: INTRODUCTION Introduction Approach and Setting Selection of The Topic Supplementary Educational Materials CHAPTER 2: PROBLEM STATEMENT A Demonstrated Need Lack of English Ability Lack of Content Knowledge The Challenge Meeting The Challenge Research Questions CHAPTER 3: LITERATURE REVIEW Introduction Content Based Instruction CALLA The Forsee Approach SDAIE Sheltered Instruction Observation Protocol Using Supplementary Materials Scaffolded Outline Graphic Organizers 7 7 7 8 10 12 12 12 13 14 14 16 17 17 18 19 19 20 21 22 22 23

Language and Content Learning Using a Scaffolded Study Guide Defining Vocabulary and Cloze Sentences Writing to Summarize and Learning Logs Conclusion CHAPTER 4: METHODOLOGY Research Approach Role and Bias Sampling Technique Participants Obtaining Needed Permissions Data Collection Methods Participant Observation Questionnaire Student Performance Instruments for Data Collection Field Notes Questionnaire Scaffolded Study Guide Rubric for the Scaffolded Study Guide Post Assessment ACCESS or W-APT Screener Scores Reasoning for Methodology Research Procedure Qualitative Analysis Methodology 23 24 25 26 26 26 27 27 28 28 29 29 30 30 31 31 32 33 33 34 34 36 37

Language and Content Learning Using a Scaffolded Study Guide Classification and Categorizing Quantitative Analysis methodology Correlation Triangulation Integrity of the Data Differences in Planning and Implementation CHAPTER 6: RESULTS AND ANALYSIS Outline of Results Qualitative Results Participant Observation Questionnaire Scaffolded Study Guide Quantitative Analysis Post Assessment and Study Guide Post Assessment and Student Attitude Study Guide and Student Attitude Study Guide and Language Proficiency Student Attitude and Language Proficiency Post Assessment and Language Proficiency Answering the Research Questions CHAPTER 7: DISCUSSION OF RESULTS Research Overview Summary of Findings 37 38 38 39 39 40 41 41 41 41 42 43 44 45 46 47 48 49 50 51 53 53 53

Language and Content Learning Using a Scaffolded Study Guide Solutions to the Problem Implications and Limitations Strengths of the Research Weaknesses of the Research Problems with the Research Factors That Skewed Findings Improvements for Future Research Critique of Masters Degree Experience References Appendix A-Data Collection Instrument Field Notes Observation Protocol Appendix B-Data Collection Instrument Questionnaire Appendix C-Data Collection Instrument Scaffolded Study Guide Appendix D-Data Collection Instrument Post Assessment Appendix E-Data Collection Instrument Scoring Rubric for Study Guide Appendix F-Data Collection Instrument Qualitative Study Guide Questions Appendix G-Informed Consent Form 53 54 54 54 55 56 56 57 58 61 62 63 69 72 73 74

Language and Content Learning Using a Scaffolded Study Guide Chapter 1 Introduction English Language Learners face many challenges in American schools. In many cases they are thrust into a culture that is completely foreign to them. This includes the culture that surrounds education as well. It is expected that a student regardless of his or her English ability be given comprehensible instruction in all subject areas. For secondary schools this can pose a

significant challenge. Many ELL students come to American high schools with little background of subjects and content knowledge. Often times there may have been gaps in the students education of several years. In social studies this is compounded by the fact that the material is mainly centered on American history and culture and the content area is English dependant. While it is good that these students receive this specialized instruction there are still questions about how to accommodate the wide range of abilities within the class. The obvious problem is that these students have varying levels of understanding of the English language. Because of this it is necessary to provide ample supports to facilitate learning. Approach and Setting This was an action research study using a mixed method approach to data collection and analysis to evaluate one such support. The purpose of the research is to find out if a scaffolded study guide is a viable supplementary material for students. To accomplish this a study guide was created based on a unit in American History. This was then given to the students at the start of the unit. The students continued to use the study guide and complete various sections throughout the unit. At the conclusion of the unit the students took a post assessment and completed a questionnaire about their experiences using the study guide.

Language and Content Learning Using a Scaffolded Study Guide

This research was done with an ELL American History class. The class is made up of 23 students from 8 different countries. There are ten students from Burma. This is the largest subgroup represented in the class. These students speak 6 different native languages and many have been in the United States for less than 2 years. Their English proficiency ranges from beginning to intermediate. The location for the research was my classroom. This research took place during regular school hours and the regular class meeting time. Selection of The Topic The topic for this study arose out of necessity. As a teacher of English language learners I am constantly looking for new and inventive ways to engage students in the learning process. Teaching sheltered English content classes presents the challenge of combining language instruction and content instruction. In a sheltered content course language and content are not taught separately. There are two different learning objectives, one for language and one for content. However, the instruction for each one takes place simultaneously. This means that materials used in the class must accomplish both functions. This is a monumental challenge for teachers of English language learners. Prior to teaching ELL social studies I taught regular education social studies courses. These included world geography, American history, and government. The focus of every lesson was on content. There were still some language objectives mixed in mostly related to improving writing ability. Now switch to social studies content courses for English language learners. On a daily basis I prepare for content instruction and language instruction for students who speak several different native languages and who are at varying levels of English. The expectation is that these students all accomplish the same level of learning as their English-speaking peers. They are held to the

Language and Content Learning Using a Scaffolded Study Guide same standards, take the same standardized tests, and are expected to achieve the same learning objectives. How is this possible? This is a question asked over and over among teachers, administrators, and policy makers. The simplest answer is to make learning student centered. When I first began teaching English language learners I was trying to help another content area teacher with some problems she was having with ELL students in her class. The students were

failing the class and the teacher reported that they showed little effort or interest. To the teachers credit she approached me about ways she could reach these students. To get an idea of where she was at and what she had already tried I asked her what she does above and beyond the regular classroom instruction to help the students understand the material. Her response was, with a straight face, Ive tried talking really loud. This teacher was essentially sitting the students in the front and speaking louder thinking that this might in some way help these students learn. As bad as that sounds I dont think it is very uncommon in regular education classes. Teachers are faced with growing class sizes, as many as 35 in a class in some cases at the high school I teach at. There are a variety of issues that they deal with in a 55-minute class ranging from behavior problems to intercom interruptions. And finally, in many cases they have not had the necessary professional development to educate them in instructional practices for English language learners. This creates a lose-lose situation for teachers and more importantly for the students. This example demonstrates why content instruction for ELL students must be entirely student centered. There is no room for teacher-centered instruction in an ELL setting. The needs of the students are too diverse. A lecture format for a regular education American History course

Language and Content Learning Using a Scaffolded Study Guide may be justified at times. However, this type of format for English language learners can accomplish nothing but frustration for both the students and the teacher. Supplementary Educational Materials Student centered teaching materials do not create themselves. This is why I am always searching for and creating materials that I think can accomplish both language and content

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objectives. This is why I chose this specific topic for this research study. Content instruction for English language learners is directly related to the quality of the supplementary materials that are available to the students. This means textbooks, assignments, and any other material used in the classroom. A student cannot be expected to learn from a book that they dont know how to read. This is basic and not subject to any reasonable argument. Imagine someone was given a history textbook in Russian and was asked to learn and then report back what they had learned about Russian history. However, they dont speak or read Russian. How successful can we expect someone to be in that endeavor? Now, is it possible that proper support and supplement can be supplied to help that person learn Russian and Russian history simultaneously? I believe it is. But it is all about the types of supports that will be offered. If they are good supports then success can be expected. If they are poor supports then failure can be expected. Learning will take place only with excellent supports. It is for these same reasons that this research is important to the discipline of English language teaching. Supports must be evaluated for their effectiveness. If a support is not producing desired results then it must be modified or possibly eliminated from instruction. We find out the value of a support by doing research such as this project. If this proves to be an effective method then it may be able to be modified and implemented into other subjects and

Language and Content Learning Using a Scaffolded Study Guide possibly even for ELL students in regular education classrooms. On the other hand it may be eliminated if no benefit to the students is shown. The problem is finding out what works.

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Language and Content Learning Using a Scaffolded Study Guide Chapter 2 Problem Statement A Demonstrated Need The need for specialized student centered instruction for English language learners has become more apparent in the last two decades. This has led to the development of a variety of educational models such as SDAIE or Specially Designed Academic Instruction In English as well as SIOP or Sheltered Instruction Observation Protocol. These educational models aim to provide students with content knowledge as well as English instruction simultaneously. There are many aspects to these models such as dual content and language objectives, comprehensible input, and authentic assessments. All of these aspects intend to drive both

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content and language learning. A vitally important aspect of any sheltered instruction program is providing appropriate supplementary materials that enhance students learning (Echevarria, Vogt, and Short, 2008). The needs for these programs particularly at the secondary level arise from two very specific factors. Lack of English Ability This is the most obvious factor that plays into this problem. Many ELL students come to the United States with little or no English ability. This creates a situation where they are inherently limited in their access to our educational system in most instances. This problem is compounded at the secondary level. An English language learner in an elementary or even middle school setting has the benefit of time. They will have several years of instruction in English and content that can prepare them for high school or college. This is a luxury that many students who come to this country in their teens do not have. These students enter high school with limited English ability. Many of them have also had gaps

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their education. These students have only a few years to master English and content before they are at graduation age. Research has shown that it takes 3-5 years to develop conversational English and 5-7 years to develop academic English (Coelho, 2004). With that fact it becomes a daunting task to make sure that English language learners are getting the education they need to be successful in a four year high school. Lack of Content Knowledge Further complicating this is the need to keep students current on content knowledge and graduation requirements while at the same time having them learn English. If secondary students only focused on English Language acquisition they would undoubtedly fall behind their English speaking peers in content subjects (Freeman and Freeman, 1988). This creates the problem of teaching English and content simultaneously. One of the things that regular education teachers count on is that students who have grown up in the American school system have been at minimum exposed to important concepts. For instance, in social studies, by the time a student reaches a junior year American history class they are expected to know certain things. They may not be able to tell you everything George Washington did. However, the vast majority can recognize his face and tell you he was the first president. They may not be able to tell you very much about the Boston Tea Party or the Boston Massacre but the mention of those things strikes a familiar tone with them. Even that basic familiarity gives the teacher a jumping off point for instruction. On the other hand when I first taught the Boston Tea Party to my ELL American History students I spent half a class period explaining how it was different from a birthday party. Not one of the students in the class had ever heard of the event before and the first association they make with the word party is a celebration. The point is that when students come from another country we cannot expect them

Language and Content Learning Using a Scaffolded Study Guide to have any background whatsoever in the content we are teaching. This is particularly true in social studies. The Challenge These two causes described above present a unique challenge. This is a challenge for students, teachers, and administrators. These students are here and they have a right to a high quality education. The problems are not small and the challenge is substantial. However, it is

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the responsibility of the teacher and our educational system to bridge the gap and make sure that students are receiving language and content instruction as rigorous as their English speaking peers. This challenge is met in a variety of ways. School districts establish special programs for these students such as the one I teach in. Where a regular American history class may have 35 students I have 23. This is a way that the school is helping meet the challenge. The school is creating an environment that allows for more individual student contact time with the teacher. The challenge for the teacher is how to use that time and what instructional practices are most effective. It is the teachers responsibility to combine language and content instruction. This is accomplished by meshing best practices in content area education with best practices in language teaching. In this particular study one of the possible instructional methods that incorporate these is being evaluated. This is the scaffolded study guide. Meeting the Challenge The scaffolded study guide will consist of defining vocabulary, a graphic organizer, cloze passages for vocabulary enforcement, a scaffolded outline, and writing prompts for student reflection. This will all be combined into one packet and given to the students at the beginning

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of a unit on the American Revolution. Although the sections of the study guide will match daily lessons students can work at their own pace to complete it. The intention of this study guide is to allow students access to content knowledge while at the same time developing English ability. In each activity of the study guide both of these objectives are taking place. The reason that I call this a scaffolded study guide is that I have also tried to include learning strategies such as note taking. This study guide allows the students to practice various learning strategies within the content and language objectives. The purpose of a scaffold is that it is eventually removed. It is a temporary support until the learner can accomplish the goals independently. If the study guide proves to be effective future versions for different units may be expected to have less supports and more independent student practice. The first step to evaluating the effectiveness of this study guide was to ask some key questions that would guide the research.

Language and Content Learning Using a Scaffolded Study Guide Research Questions

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1. What are ways that we can scaffold language learning and teach content at the same time using supplementary educational materials? 2. Furthermore, how can we incorporate vital learning strategies into those materials and activities that will help students become more efficient and self aware in their own learning? 3. Does a scaffolded study guide provided to the students for use throughout a unit provide support for content and language while at the same time teaching learning strategies?

Language and Content Learning Using a Scaffolded Study Guide Chapter 3 Literature Review Introduction

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There are two main approaches to language learning. There is the synthetic approach, a bottom up method in which language is constructed through grammatical, lexical, phonological, and functional units of language. The analytic approach on the other hand is a top down system where appropriate materials are selected and the learner extracts rules of language through meaningful experiences (Fromkin, Hyams, & Rodman, 2007). One of the more current teaching perspectives focuses on communication in the target language and is know as Communicative Language Teaching or CLT. This approach suggests that meaning and communication be the main goals of language instruction and as such meaningful opportunities for authentic language use be provided (Celece-Murcia, 2001). Research shows the important role that English oral development plays in the overall process of English language acquisition. With better proficiency English Language Learners are better able to engage in other areas of academic learning (Genesee, Lindhom-Leary, Saunders, & Christian, 2005). Oral language proficiency used for communication and day-to-day needs is known as BICS or Basic Interpersonal Communication Skills. This type of language usually develops in 2 to 3 years. On the other hand CALP or Cognitive Academic Language Proficiency takes between 5 and 7 years for development (Coelho, 2004). This presents challenges for teachers and school districts as the number of English Language Learners continues to rise in the United States. Statistics show that the number of English language learners has doubled in the last decade. Continued Growth is projected with ELL students making up 40% of the K-12 student population by 2030 (Washburn, 2008).

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Unfortunately, teacher education programs have not kept up with the growing population of ELL students. It is likely that by 2050 there will be an ELL student in every teachers classroom in the United States. However, an analysis of the most widely used teacher education textbooks revealed that on average, the texts only devote 0-2 percent of their content to discussing these students (Watson, Miller, Driver, Rutledge, and McAlister, 2005). There have been several attempts to correct this deficiency. The Training all Teachers project was designed to infuse ELL issues throughout core curriculum and train teachers and other service personnel (Meskill, 2005). Training mainstream teachers seems to be an ongoing issue with many sources and studies dedicated to it. For instance, a survey of 327 teachers in the Midwestern United States found strong support for the need for specialized instruction for ELL students. However, the support was not as apparent for practical application of the methods (Karathanos, 2009). The survey suggests a clear link between university ESL preparation and increased support of theory and practice of specialized instruction. Content instruction is particularly prevalent in secondary classrooms. Improving academic performance for ELL students requires implementing high quality, sheltered instruction steered by research (Echevarria, & Short, 2005). There are a variety of current best practice models, which describe instruction for English Language Learners. These best practices involve a number of strategies and techniques that make content comprehensible and provide opportunities for practice using academic English (Echevarria, Vogt, and Short, 2008). Content Based Instruction In content-based instruction the sequence of language learning is dictated by content material. There are a variety of models such as thematic instruction, sheltered instruction, and adjunct instruction (Brinton, Snow, and Wesche, 2003). Thematic is a primarily a language

Language and Content Learning Using a Scaffolded Study Guide curriculum that is centered on a content topic. Sheltered instruction uses modified content to make input comprehensible for language learners. Adjunct instruction requires two separate courses. One of which focuses on content and one that focuses on language (Crandall, 1994).

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Since the setting for this research project is a sheltered instruction social studies classroom that will be the main focus of the various approaches. CALLA CALLA is an instructional model, which has applications regardless of which content approach is used. CALLA stands for Cognitive Academic Language Learning Approach. This idea is based heavily on Cummins theories of BICS and CALP and emphasizes the learning process as opposed to teaching strategies (Chamot and OMalley, 1994). Learning strategies should be the foundation of any language-learning lesson. This includes metacognitive strategies such as self-evaluation and organization. CALLA is not intended to substitute for mainstream content instruction as is the intention of sheltered instruction programs (Chamot and OMalley, 1987). Although CALLA is its own separate instructional model its concepts can be used for a sheltered instruction classroom since the primary goal is to bridge the gap between conversational and academic language. Sheltered instruction students can be taught specific learning strategies for monitoring their own progress. Research has shown that students who continually monitor their own learning are better able to adapt when learning becomes more difficult (Crandall, Jaramillo, Olsen, and Peyton, 2002). The Foresee Approach The Foresee Approach gets its name from four words that start with the letter C in the concept of Communication, Cognitive Academic Language Processing, and Content Instruction in the Classroom. This approach to content instruction is an extension of CALLA

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(Kidd and Marquardson, 1994). The Foresee Approach has three primary aspects to instruction. It includes a learning strategies component, a content component, and a language component. This approach to content ESL emphasizes not only language but also metacognitive strategies that learners can use across subjects and disciplines (Kidd and Marquardson, 1994). The architects of this approach use the methods of CALLA to inform content instruction so that the learners are not only focused on the what of learning but also the how (Kidd and Marquardson, 1994). SDAIE Sheltered instruction is sometimes referred to as Specifically Designed Academic Instruction in English or SDAIE. SDAIE is grade level subject matter instruction in English specifically designed for speakers of other languages. It is not watered down curriculum but rigorous instruction provided at an appropriate grade level (Sobul, 1995). SDAIE offers an excellent opportunity for monolingual English speaking teachers to acquire the skills and strategies to impart effective instruction (Cline, & Necochea, 2003). SDAIE is respectful of the learner and provides a safe and nurturing environment for learning. It also provides primary language supports and offers students multiple access points to content units and lessons. It is cooperative and interactive learning based on using a variety of visuals, materials, and technology (Cline, & Necochea, 2003). The ultimate goal of sheltered instruction is to transition students to the mainstream classroom environment. It is important though that students be able to keep pace in content areas with their English-speaking peers. If teachers were focused solely on language acquisition students may fall so far behind they cannot catch up ( Freeman and Freeman, 1988). This is particularly true in a secondary environment where content classes often build upon one another.

Language and Content Learning Using a Scaffolded Study Guide Traditional comprehension problems that may present themselves in regular classroom may be alleviated in various ways. These include slowing down speech, placing an emphasis on vocabulary, providing adequate wait time, and modifying instruction to the learners English ability (Hansen-Thomas, 2008). Specific strategies combined with best instructional practices provide the foundation for SDAIE and sheltered instruction. Sheltered Instruction Observation Protocol Sheltered Instruction Observation Protocol also known as SIOP is a research based instructional model for sheltered English instruction and sheltered content instruction. It was developed over 5 years of collaboration with researchers and teachers. It provides concrete

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examples of features of sheltered instruction that enhance and expand instruction (Abadiano, & Turner, 2002). In effective SIOP lessons there is a high level of student engagement and interaction with the teacher, with other students, and with the text, which leads to elaborated discourse and critical thinking (Echevarria, Vogt, and Short, 2008). There are two distinct aspects of SIOP. One is the SIOP model which is the lesson planning and delivery system. The other is the SIOP protocol, which refers to specific instruments used to observe, rate, and provide feedback on lessons (Echevarria, Vogt, and Short, 2008). The SIOP model has been designed for flexibility and tested in a wide range of classroom situations. It is not designed as a strict rigid program but as a framework for instruction. It allows for teachers to keep favored techniques as well as add new elements to lessons and instruction (Echevarria, Vogt, and Short, 2008). Some features of SIOP instruction are making sure content is comprehensible, creating language and content objectives for lessons, and providing frequent opportunities to practice and demonstrate knowledge (Echevarria, Vogt, and Short, 2008). SIOP can be adapted to a variety

Language and Content Learning Using a Scaffolded Study Guide of content areas including social studies. The model provides direct support and access to academic vocabulary through teaching content words, process words, and teaching English language structure (Echevarria, Vogt, and Short, 2011). Using Supplementary Materials A common thread through all of the various approaches is using appropriate supplementary materials for instruction. For ELL students supplementary materials should

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provide access and entry to content material. By scaffolding materials you enable the learners to perform at a higher level than they would be able to without support (Coelho, 2004). Scaffolding allows for temporary supports that permit learners to do complex tasks before they would otherwise be ready (Celece-Murcia, 2001). Lev Vygotsky first introduced the idea of the Zone of Proximal Development. This is the place where students can do more than they would be able to independently (Lightbrown and Spada, 2006). Scaffolded Outline It is important to teach English language learners to take good notes. In a study ESL students who were taught to take notes outperformed their peers. This emphasizes the need for explicit instruction and support in helping students learn to take good notes (Tsai-Fu and Wu, 2010) Note taking enhances reception by promoting learners to attend better to what they are hearing and seeing (Borich, 2007). Teacher created outlines enable a student to become familiar with a form of note taking while also providing support for texts and content material. Major topics of the outline may be filled in already to provide guidance to the students. The students then add other information as they read. This helps students to process information as well as practice skills simultaneously (Echevarria, Vogt, and Short, 2008).

Language and Content Learning Using a Scaffolded Study Guide Graphic Organizer Graphic organizers are visual representations of information. By using graphic

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organizers students are able to see organization, structure, and relationships between information and concepts (Celece-Murcia, 2001). Graphic organizers can take many forms such as a concept map, cause and effect, timeline, or a compare and contrast. The use of a graphic organizer is a key visual representation of ideas. Graphic organizers are also highly flexible as they may be adapted for any content or lesson (Coelho, 2004). Utilizing graphic organizers allows students with visual and spatial learning styles to have access to complex texts and materials. The visual representation of information allows ELL students to have a cognitive warehouse that facilitates recall and retrieval (Peregoy and Boyle, 2001). Graphic organizers promote students literacy progression by developing background knowledge and providing motivation for reading (Peregoy and Boyle, 2001). When used prior to reading graphic organizers can be used as a reading guide. When used concurrently with reading they can be a form of note taking which helps students understand text structure. When used after reading they can be used as reflective tools to assess understanding (Echevarria, Vogt, and Short, 2008). Defining Vocabulary and Cloze Sentences There is little benefit to selecting isolated vocabulary terms and asking ELL students to copy them and define them. It is very likely they may not understand the words in the definitions themselves, which then make the entire approach meaningless (Echevarria, Vogt, and Short, 2008). In content classes many new vocabulary words are likely to be subject specific and therefore require context for better understanding (Coelho 2004). Practicing learning vocabulary through using context also facilitates independent learning. Vocabulary instruction that requires

Language and Content Learning Using a Scaffolded Study Guide students to predict meaning based on context clues is particularly effective for teaching low frequency subject specific words (Celece-Murcia, 2001).

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One method for providing vocabulary instruction in a meaningful way is through the use of cloze sentences. Students are given sentences with strong contextual support for the vocabulary word that has been omitted (Echevarria, Vogt, and Short, 2008). When using a rational/purposive deletion technique content area vocabulary is omitted from the sentence (O'Mall e y, & Pierce, 1996). Students may be provided a list of possible vocabulary options or may brainstorm possible words. Writing to summarize and learning logs English Language Learners should be encouraged to write in English early and should be provided opportunities to express their ideas in writing even in the beginning stages of English development (Echevarria, Vogt, and Short, 2011). Providing scaffolding tools such as graphic organizers or sentence fames for organizing key points will help ELL students write in the content area (Echevarria, Vogt, and Short, 2008). One important types of writing students use is writing to summarize. Students can be provided opportunities to summarize important information presented in a text or graphic organizer. This type of writing helps students look for important details and points when they are constructing written material (O'Malle y, & Pierce, 1996). A second type of writing is the use of a learning log. This can be used as a tool of self-assessment. Students may be asked to write and reflect on what they learned in a particular lesson, what worked best for them, what was easy to understand, what was difficult and so on and so forth (O'Malle y, & Pierce, 1996). Learning logs help develop metacognitive skills by encouraging students to express their thoughts in writing and reflect on and make plans for their own learning (Coelho, 2004).

Language and Content Learning Using a Scaffolded Study Guide Conclusion

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There are several approaches to content instruction for language learners. Many classes demonstrate various aspects of a variety of approaches. For instance, there are several elements of CALLA in the SIOP protocol. There are also several different strategies and objectives for supplementary learning materials. These materials can be adapted to the specific needs of English Language Learners. By combining research based instructional approaches with research based learning strategies ELL students can have a higher probability of success in content courses.

Language and Content Learning Using a Scaffolded Study Guide Chapter 4 Methodology Research Approach To answer the research questions I used a mixed method action research approach.

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Action research in this situation is systematically gathering information about the way students learn (Gay, Mills, & Airasian, 2009). Action research is appropriate here because it looks at an authentic classroom situation from a holistic perspective to gain insight into one aspect of instruction. This research approach is relevant to the problem and is the best method to answer the questions posed by it. The mixed methods used for this research provide both quantitative and qualitative data. Role and Bias I play a dual role in this research study as the researcher and the teacher. This benefits this study because of my knowledge of the subjects. This is particularly true of using observation as a technique for data collection. As the classroom teacher I want students to be successful. It is my intention to provide them the best materials and opportunities to do that. Therefore, I approached the data objectively to gain an accurate understanding of the success and limitations of the study guide in question. I then use this to inform my teaching. For the students there are a variety of biases present. All of the instruments used to collect data are in English. The mere fact that they are learning English is a bias that I must account for when analyzing the data. Also, there are various cultures represented within this class. These cultures have varying views of school and the roles of students and teachers. When making observations and collecting data this must be taken into account. Many of the biases were minimized though. The students and I have had ample time so far this school year to get to

Language and Content Learning Using a Scaffolded Study Guide know each other. I have tried to foster a safe and nurturing classroom environment. There is

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evidence that this has been successful by the students comfort level reading and participating in class. This is true across all language groups and cultures. I continued to provide the students with the safe environment they have become accustomed. Sampling Techniques The sampling technique used in this study was purposive sampling. The specific class selected was based on the researchers knowledge of the class make up. Possible classes for selection were ELL Federal Government, ELL English and ELL American History. The criteria for selection were an appropriate sample size, the majority of students at the same grade level, and a variety of different native languages spoken and cultures represented. For this study the ELL American History class was selected for the following reasons. The class size of 23 is the closest to the desired 20-student sample, which would be ideal for the study. The class is a required junior year course. The majority of the students in the class are all at the same grade level. This class has a variety of cultures and languages represented which will allow me to analyze the data in terms of culture and language. Participants The participants share some common features yet also some drastic differences. The class is composed of one 12th grade student, two 10th grade students, and twenty 11th grade students. There are a total of 23 students in the class and the majority of them are juniors. Their ages are between 16 and 19 years old. There are 8 males and 15 females in the class. The students are from Burundi, Rwanda, Burma, Liberia, Nepal, The Democratic Republic of the Congo, and Tanzania. The largest concentrations of students are from Burma. There are a total of 10 students from Burma. The students from Burma also represent the largest

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language segment in the group, which is Karen. Other native languages in the group are Kirundi, Kru, Nepalese, Kinya-rwanda, and Swahili. The vast majority of the students have been in the United States less than two years. No student has been in the United States longer than three years. The students are primarily from low-income families. One common thread among the students is that many of them have been relocated here through various refugee organizations. These organizations relocate families and individuals with refugee status from war torn countries to different places throughout the world. In some cases they have had previous English instruction and schooling. In other cases such as one particular student from Rwanda there has been gaps in schooling as long as 7 years. Obtaining Needed Permissions The research project was clearly explained to the students prior to being implanted. The informed consent form for this project was also used. Students were given the form and returned it. Obtaining permissions and consent in this research study was not difficult. It is simply good teaching to look at your methods and student performance to help you inform instruction. In fact it is required of me by my employers to do exactly what this research study intends which is to evaluate my teaching methods. This is done on a daily basis with no risks to the students. This project was no different. There were never any risks for the students associated with this research. Data Collection Methods This is an action research project that utilizes a mixed approach to gather both qualitative and quantitative data. Qualitative data is descriptive data that is usually narrative and visual rather than numerical (Gay, Mills, & Airasian, 2009). Collecting qualitative data requires a fair amount of fieldwork. In this case I was immersed in the research environment since I am the

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teacher. Quantitative data on the other hand can be measured. For instance, student performance on a task or an assessment. This research project utilizes several methods that will yield both qualitative and quantitative data. Participant Observation When using observation as a data collection technique a researcher can be involved in the setting or not involved at all (Gay, Mills, & Airasian, 2009). In this case I am teaching the class so I was definitely a participant in the environment. This particular approach has the advantage of allowing the researcher to develop relationships with the participants, which can provide valuable insights. One drawback to this method is the possibility to become emotionally involved and lose objectivity (Gay, Mills, & Airasian, 2009). This is something that I remained conscious of as a researcher. These are my students and I am involved and invested in their success. The best way to ensure that was to objectively view my work and this research to find better ways to serve my students. Questionnaire A questionnaire is a written collection of self-report questions to be answered by participants. This approach let me know how the students felt about a particular aspect of the research, the study guide. The questionnaire allows the researcher to collect a large amount of data in a short period of time (Gay, Mills, & Airasian, 2009). This type of approach must be crafted carefully. The questions must be pertinent to the research and structured to eliminate confusion and biases. The questions must be clearly written and carefully checked for any errors.

Language and Content Learning Using a Scaffolded Study Guide Student Performance The third approach that was employed looked at student performance. Specifically the instruments that were used are the scaffolded study guide, a scoring rubric for the study guide,

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and a post assessment. Using these items gives valuable insight into whether or not the students were able to master the learning objectives of the unit. This approach can also provide data that can then be analyzed along with my field observations and student responses to the questionnaire. Instruments for Data Collection Field Notes To record my observations I kept daily field notes. Field notes contain two types of written information. Descriptive information is that which has directly been seen. Reflective information is comprised of thoughts and reflections on observation data (Gay, Mills, & Airasian, 2009). I looked at how the students were using the scaffolded study guide. I wanted to see if it was easy for them to follow, or confusing. I also wanted to get an idea of how they are using the information. For instance, were they using the study guide to enhance background knowledge for the upcoming lesson? I recorded all observations to make sure that I was getting the most complete picture of how the students were using the study guide. To ensure that I recorded all pertinent data I used an observation protocol to guide my fieldwork. The observation protocol consisted of the following topics. Descriptive Observations 1. What will be my role during the observation? 2. What will the students be doing? 3. What interactions if any are happening between the students?

Language and Content Learning Using a Scaffolded Study Guide 4. What are the distractions to the learning environment? 5. How are the students using the scaffolded study guide? 6. What challenges are the students having with the scaffolded study guide? 7. How did the class end? Reflective Observations 1. Questions arising from the observation? 2. Insights and thoughts from the observation? By using this observation protocol to guide my fieldwork I was able to compile uniform written data of the class environment and the students. Questionnaire

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The questionnaire for this research project is designed to gauge students opinions of the effectiveness of the scaffolded study guide. I wanted the students to evaluate their own performance and decide if the study guide was something that was helpful to them during the unit or not. Of all the data I could collect on this subject none may be more important than student attitudes and feelings toward the item being researched. Current educational research suggests that when students buy into an assignment or a lesson they perform at a higher level. The questionnaire consists of five positive statements about the study guide. There is also a section for students to add comments of their own. The statements for the questionnaire are as follows. 1. This study guide was easy to use. 2. The purpose of the study guide was clear to me. 3. The study guide made it easier to understand the material in the unit. 4. The study guide was a useful tool to have when studying for the quiz.

Language and Content Learning Using a Scaffolded Study Guide 5. I would like to use a study guide like this for all the units. The questionnaire used a Likert Scale to measure the student responses. The student chose which statement best applies to the question. The choices are: Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD) The students responses are converted to a number from 5 to 1 with 5 representing

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(Strongly Agree) and 1 representing (Strongly Disagree). This questionnaire allows me to understand if students have accepted the study guide as something beneficial to them. The scores for each question were tallied and produced a raw score that was then converted to a percentage. Scaffolded Study Guide The scaffolded study guide consists of a graphic organizer, cloze passages for vocabulary, a scaffolded outline, and writing prompts for student reflection. When analyzing the students performance on this item I asked four questions: 1. What sections gave students the most trouble? 2. Do student reflections indicate learning? 3. Were there sections where completion is inconsistent with directions? 4. Are there any additional things the student has added to the study guide?

Language and Content Learning Using a Scaffolded Study Guide

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These questions and assessments of the study guide are primarily to gain qualitative data on how effective the study guide was put together. If there are flaws such as unclear directions or tasks that are too complex then that will skew all the rest of the data that I collected. If it is determined there were aspects of the study guide that were poorly constructed that must be taken into account when analyzing all the other data. Rubric for the Scaffolded Study Guide The scaffolded study guide was scored using a rubric. The main sections of the rubric are completion, accuracy, mechanics of grammar and writing, and organization of the writing. These different categories were scored as excellent, good, approaching, or does not meet. After scoring the categories for each student the scores were then converted to raw numbers with 4 representing (excellent) and 1 representing (does not meet). The totals for these sections were added to give a raw score. This score was then converted to a percentage. Post Assessment Students were administered a ten question post assessment that was meant to measure student mastery of content objectives. The questions are multiple choice with four possible answers for each question. The questions on the post assessment were aligned to the text, lessons, and the study guide. The post assessment quiz was scored with each student response evaluated as correct or incorrect. Scores were calculated on the number of correct answers out of ten. This produced a raw score that was then converted to a percentage. This instrument allows me to see if the students have mastered the content objectives set out in the lessons of the chapter.

Language and Content Learning Using a Scaffolded Study Guide ACCESS or W-APT Screener Scores

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Since this is a research study that centers on English language learners it is only logical to include students English proficiency level in the data analysis. The state is part of the WIDA or World Class Instructional Design consortium. Students who are new to our school are administered the W-APT placement screener. This screener gives a score for the students English level. Every January all ELL students are administered the ACCESS test. This test is an annual evaluation of English proficiency. All of the students in this class have a score either from the W-APT screener or from the ACCESS test. Although the WIDA levels go from 1-6 the state considers a student with a score of 4.8 to be English proficient. For calculation reasons I made the score of 4.8 equivalent to 100% and converted all of the students test scores to a percentage. This allows the language proficiency to be evaluated along side the other data. Reasoning for Methodology The methods and instruments chosen for data collection have been carefully selected to give me a holistic view of the effectiveness of the study guide. The observations allowed me to collect day-to-day qualitative data about students reactions and performance. The data was collected using daily written notes of my observation experience. The written notes follow the observation protocol outlined earlier. There were many types of specific data observed. First

was how much time the students spend on task with the scaffolded study guide. Second, how they understand the directions and navigated the material. Third, how they worked with each other using the study guide. Fourth, if the students were using the scaffolded study guide to anticipate the next lesson. The questionnaire allowed me to gather both qualitative and quantitative data. The students responses to the questions were converted to numerical data. Each question was then

Language and Content Learning Using a Scaffolded Study Guide broken down individually and scores assigned to each question. A high numerical response to the question indicates the student agrees with the statement. A low numerical response means

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they do not. Using this data gives me an impression of whether or not the students felt the study guide was an effective tool for their learning. This data is of particular importance because these are the students that have been using it. They know whether or not it has been beneficial to them. This data allows me to compare student attitudes of the scaffolded study guide to performance. The total scores for each question were combined and then converted to a percentage. The data that I got from the scaffolded study guide was two fold. First, I got qualitative data by analyzing the study guide for design flaws using the questions cited earlier. This data is in the form of written notes made as I reviewed the study guides. This data reveals any possible problems with the instrument itself. Using the rubric allows me to evaluate the students performance on the study guide on a consistent level. The scores of each section were then added together for a total score. For instance, a raw score of 16 represents an excellent on the study guide. A score of 4 would represent a performance that does not meet the expectation. Converting the scores of each section to a total number gave me holistic data on the study guide. The total scores and performance indicators break down as follows: 4 does not meet, 5-8 approaches, 9-12 good, 1316 excellent. When converting these scores to a percentage a raw score of 16 would convert to a 100% on the study guide. Since the lowest score on any individual section of the rubric is a 1 the lowest possible total score is a 4. Converting the results of the rubric to a numerical representation provided

Language and Content Learning Using a Scaffolded Study Guide quantitative data that I used to compare students and their performance on the study guide, the questionnaire, and the post assessment. The post assessment provided me with outcome data that was numerical as well. This

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quantitative data let me see what the students learned from the unit. The students were assigned a raw score based on number of items correct. For instance, a student with 8 correct items would have a raw score of 8. The percentage score would then be 80%. All of the raw numerical data from the questionnaire, the study guide and the post assessment were converted to a percentage score for analysis. It is difficult to compare the raw data numbers to each other. However, scaling all scores up to a percentage allowed for all aspects to be compared with each other. Combining the data qualitative data from the observations, questionnaire, and the study guide with the quantitative data from the questionnaire, the scoring rubric, and the post assessment allowed me to make an assessment to the effectiveness of the study guide in a curriculum and answer the research questions. Research Procedure The following is the procedure used to conduct this research. 1. Review the Literature 2. Identify the best research approach. 3. Identify the best methods of data collection. 4. Create a plan to analyze the data. 5. Plan curriculum units. 6. Create the instrument to be studied (study guide). 7. Introduce the study guide at the beginning of a new unit.

Language and Content Learning Using a Scaffolded Study Guide 8. Make field observations throughout the unit. 9. At the end of the unit administer the post assessment. 10. Administer the questionnaire. 11. Evaluate the scaffolded study guide for design flaws. 11. Evaluate the scaffolded study guide based on the rubric created. 12. Triangulate the data from observations, questionnaire, and student performance. 13. Make conclusions. 14. Report findings. Qualitative Analysis Methodology Classification and Categorizing To analyze the field notes that I took during my observations I used a classification

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technique. It is important to note that analysis of observations took place throughout the research process though. I analyzed my field notes on a daily basis to gain insight and information that informed my teaching as the unit progressed. Categorizing the data took place after all of the observations have been done. In a way the analysis process began before the research even started by designing the observation protocol. By organizing the notes and information into categories or themes that were informed by the observation protocol, connections appear more easily. For instance, question 1 of the observation protocol looked at my role during the observation. I compiled all of the notes taken during the research under this question and used it to form a post research category. This was then repeated throughout all of the questions used in the observation protocol.

Language and Content Learning Using a Scaffolded Study Guide

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This same method was employed when analyzing the scaffolded study guide. I created a set of questions I used to qualitatively evaluate student performance on the study guide. These questions became my post research categories for the data gathered from this instrument. After analyzing the study guides of all the students and making notes I then took the information from each student and grouped it together. This allowed me to see themes in the data. The data from the questions on the questionnaire were converted to numerical data and analyzed quantitatively. However, there is a part of the questionnaire that allows the students to express their opinions of the study guide in their own words. This data was analyzed qualitatively. I used the same method of analysis as with the other qualitative data. I looked for themes within their free responses. I organized their responses into categories of positive and negative. After the quantitative analysis of the questionnaire was done I was able to make connections between the students free responses and their responses to the structured questions. Quantitative Analysis Methodology Correlation The data collected from the questionnaire, the post assessment, and the scoring rubric for the study guide were analyzed using a quantitative method. The main question that the research should answer is whether the scaffolded study guide has a positive effect, negative effect, or no effect on student learning and performance. As a researcher I looked for a correlation between these variables. Data was gathered by analyzing student performance on the study guide and the post assessment. The questionnaire also measured student attitudes toward the study guide. To see if there is a correlation between the study guide and student performance on the post assessment I used the product moment correlation coefficient technique. This technique is also known as the Pearson r. The Pearson r is more useful for sample sizes less than 30, which

Language and Content Learning Using a Scaffolded Study Guide

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makes it an ideal choice for my research (Gay, Mills, & Airasian, 2009). The data gained from student assessments is often continuous or interval data which also makes this technique an appropriate choice. To complete this analysis I used Microsoft Excel to input the data from the questionnaire, the scoring rubric, and the post assessment. I analyzed these variables two at a time by selecting an open cell and typing =correl and then selected the fields I wanted to analyze. After the fields were selected I was given a correlation coefficient. A coefficient of 1 means there is a perfect correlation and anything below gives me an indication of how closely the variables are related. I repeated this procedure for all sets of data including the students language proficiency. After this analysis has been done I used Microsoft Excel to create several different graphs of the data. These graphs make it easy to see if there is a correlation between the variables for each individual student. Triangulation The final method I used is to triangulate the analysis. This is where the qualitative can be combined with the quantitative. I took all the quantitative analysis that I did and tried to see if it matched what I had observed in the classroom. Integrity of the Data The integrity of the data obtained was protected at all times. No student names or other identifying information was used. Also, all of the data collection instruments were in my possession at all times after the research was carried out. Data from the instruments was put into Microsoft Excel and all data is reported accurately and all calculations have been checked several times to ensure validity.

Language and Content Learning Using a Scaffolded Study Guide Differences in Planning and Implementation

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There were no differences between the methods or instruments that I intended to use and what was actually used in the research. All of the data analysis was done exactly like I had planned out. The differences came because of circumstances that could not be controlled or foreseen. The initial time frame that I planned to implement this project was two weeks. However, the project ended up taking several more days beyond that. Reasons for this were challenges students were having, a fire drill, and an assembly. These things take time away from class work and in turn the research. I would describe it as real life meeting good planning. I had the entire two weeks mapped out for what we would be doing and what would be happening in the class. Again this does not always work out as planned. It was my intention to do all of the observation protocols as the class sessions were taking place. However, distractions such as a student who was upset, or a student who had no money for lunch required me to perform other duties of my job while the research was taking place. These factors forced an adaptation on my part to the changing circumstances of the day. The image of me with my observation protocol on a clipboard was quickly changed to the reality of me jotting notes on my hand and transcribing them later to the protocol form. Other than these factors outside of my control there were no major changes in implementation of this research.

Language and Content Learning Using a Scaffolded Study Guide Chapter 6 Results and Analysis Outline of Results The results of the data analysis will be presented in two parts. First the qualitative data

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results and findings will be presented. This will include the analysis of the observations as well as the study guide and questionnaire. Next the quantitative results will be presented and analyzed. To do this I have created graphs to visually show the correlations between the data sets. Finally, the data will be used to answer the research questions posed at the beginning of this project. Qualitative Results Participant Observation There are several interesting and positive results from the analysis of the observation protocol. A few things when analyzed did not change such as my role during the observation. I was always serving in the capacity of the teacher and was assisting students as needed. The students were impressive with their time spent on task. When the students were using the study guide they were very focused and engaged. The students assisted each other with various aspects of the study guide as needed. I was glad to see the students spontaneously begin to help one another on the different aspects. Along with the positive there were also negative observations made as well. First, the students had a difficult time in the beginning understanding that this was something they had to be responsible for. For the first two or three days I kept extra copies of the study guide available for the students anticipating this would be a challenge. Everyday for the first three days a couple of students had forgotten their study guides or lost them. However, after reminding the class that

Language and Content Learning Using a Scaffolded Study Guide this was their work for the unit the the problem resolved itself. From the 4th day till the end of

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the project I did not hand out one extra study guide. All students were prepared with their study guide everyday. This is an encouraging aspect because it means students learned responsibility and forced themselves to be organized. A second negative observation was that much time was spent giving students directions. I would explain the directions to the students and several of them would need individual help to understand the expectations. This cut into instructional time and time that they could spend working on the study guide. This is related to difficulty the students had in the writing aspects of the study guide. For these students learning English writing is by far the most challenging aspect of the language. The students spent a lot of time and had a significant amount of observable difficulty with the writing tasks. Questionnaire The qualitative analysis of the questionnaire is based on the students opportunity to respond in their own words about their feelings toward the study guide. This analysis is inconclusive. This is due to the fact that only 3 students out of twenty-three used the opportunity to offer feedback. This is not completely surprising given that writing is a difficult task for these students. The comments from the students were as follows: Study Guide is helpful to study for the test. I like the study guide The hard thing was when you had to find your own words for the definitions. That was only hard thing for me. Since only three students responded it is difficult to use this to either support or negate the rest of the data gathered. However, for the student who said it helped study for the test there

Language and Content Learning Using a Scaffolded Study Guide was a noticeable improvement on that students assessment score compared to how they

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performed on previous assessments this semester. This indicates that at least for this particular student the study guide was useful as a study tool. Scaffolded Study Guide This was the most difficult aspect to analyze quantitatively. Without a doubt the most difficult aspect of the study guide for the students was the writing components. These components made up a large part of the study guide. The easiest aspect was the vocabulary. This activity simply had the students looking for definitions and writing them in the study guide. The students also did well on the cloze passages and the graphic organizers. However, when it came time to transfer the information from the graphic organizers to written responses the students had considerable difficulty. For every writing aspect of the study guide we reviewed the process as a class and worked through each one together. As a result all of the study guides have the passages completed. However, that is because I guided them through the steps and processes they needed in order to complete them. As an example, one section of the study guide called for the students to fill in a graphic organizer about the assistance France gave to America during the Revolutionary War. The students completed a two-box organizer where they list what happened before the French helped and then after the French helped. The students were able to do these with little direction and guidance. The next step of this process was to write a few sentences about how the French helped the Americans. Essentially, the students needed to transcribe the notes from their organizer and put it into paragraph form. This was a major difficulty for students across the board. So much so that each one of the writing aspects had to be done as a whole class activity. This helps the research from a qualitative standpoint by seeing what areas gave students the most difficulty.

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However, from a quantitative standpoint the fact that most students were only able to complete the writing aspects with assistance could skew the results. Grades were assigned on completion and accuracy regardless of what assistance the students received. Quantitative Analysis When doing the quantitative analysis I analyzed all the sets of data against each other to see if there was any correlation between various variables in the research. In all of the graphs the students percentage score is graphed on the Y-axis and each individual student is graphed on the X-axis. The students are ordered in every graph from low score to high score. The various correlations are as follows.

Language and Content Learning Using a Scaffolded Study Guide Post Assessment and Study Guide

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There was a small correlation between performance on the study guide and performance on the post assessment. The correlation coefficient between these two sets of data is 0.35. This is not nearly a strong enough correlation to say whether success with the study guide led to success on the post assessment.

Language and Content Learning Using a Scaffolded Study Guide Post Assessment and Student Attitude

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There was also a small correlation between the post assessment and students responses on the questionnaire. The correlation between these two is 0.33. Again, this is not very significant to conclude that there is a relationship between how the students felt about the study guide and how they performed on the post assessment.

Fig 1. Analysis of post assessment performance and student attitude.

Language and Content Learning Using a Scaffolded Study Guide Study Guide and Student Attitude

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There was no significant correlation between student attitude and performance on the study guide. The correlation coefficient was .10, which is not reliable to make any assumptions between these to aspects.

Fig 2. Analysis of study guide performance and student attitude.

Language and Content Learning Using a Scaffolded Study Guide Study Guide and Language Proficiency The correlation between the students attitude toward the study guide and the students language proficiency was 0.08. This is virtually no correlation at all.

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Fig. 2 Analysis of study guide performance and language proficiency.

Language and Content Learning Using a Scaffolded Study Guide Student Attitude and Language Proficiency The correlation between student attitude and language proficiency was 0.10. This is a very weak correlation and would lead us to believe that there is no relationship between these two variables.

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Fig 3. Analysis of student attitude and language proficiency.

Language and Content Learning Using a Scaffolded Study Guide Post Assessment and Language Proficiency This is the strongest correlation seen between any of the variables. However, with a

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correlation coefficient of only 0.42 it is still not possible to say that there was any conclusive link between the students post assessment scores and their language proficiency.

Fig 4. Analysis of post assessment performance and language proficiency.

Language and Content Learning Using a Scaffolded Study Guide Answering the Research Questions

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Now that all of the data, both qualitative and quantitative, has been presented lets restate the initial research questions and begin to answer them.

1. What are ways that we can scaffold language learning and teach content at the same time using supplementary educational materials? A: There are several ways that teachers can scaffold language learning. From the qualitative analysis there is good evidence that students benefited from the cloze passages and the graphic organizers. What is less clear is how the students benefited from the writing tasks. What the results of this study do not show is the learning that took place when the writing passages were done with the entire class. Through questions and observation I could see that the students were beginning to grasp the concepts. However, with the window of this project covering only a couple of weeks and one unit it is not possible to know if they would apply that learning to another study guide.

2. Furthermore, how can we incorporate vital learning strategies into those materials and activities that will help students become more efficient and self aware in their own learning? A: Again this is not shown in the quantitative data but there is good qualitative evidence that the students did gain valuable tools that will help them across a variety of content areas. I point to the organization one example of this. The fact that the students began to be responsible for their study guides and take the work seriously is something that can be applied in any circumstance. One benefit of doing something like a study guide that the students are forced to

Language and Content Learning Using a Scaffolded Study Guide keep up with for several weeks is that they learn organization. In that way this project is a successful example of incorporating a learning strategy into curriculum.

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3. Does a scaffolded study guide provided to the students for use throughout a unit provide support for content and language while at the same time teaching learning strategies? A: The answer to this question is at best inconclusive because if the results of the quantitative data. The quantitative data did not reveal any strong correlations between any of the variables including the post assessment and the study guide. This could be due to many factors that will be discussed later. However, the data from this particular research project shows no real quantitative evidence that the study guide aids in student learning.

Language and Content Learning Using a Scaffolded Study Guide Chapter 7 Discussion of Results Research Overview This was an action research project that used a mixed method approach to gauge the

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effectiveness of a scaffolded study guide as an academic resource for English language learners. The project was conducted over two weeks and was implemented in a sheltered instruction American History course. The data was gathered using qualitative methods such as observation and quantitative methods such as numerical analysis of data. Qualitative data was gathered using an observation protocol and category questions based on the data gathering instruments. Quantitative data was gathered using a student questionnaire, the study guide, and a post assessment. The qualitative data was analyzed by categorizing different pieces of information. The quantitative data was analyzed using Microsoft excel to calculate correlation coefficients. This data was then analyzed and used to address the research questions of the project. Summary of Findings The findings of this particular research study are inconclusive. There is little quantitative evidence that there is a correlation between using a scaffolded study guide as learning tool and actual student learning and achievement. However, there is decent qualitative evidence that learning took place using the scaffolded study guide. This is based mainly off observations I made during the research phase. Solutions to the Problem Based on the results of this research it is difficult to recommend that the scaffolded study guide is a valid learning tool for English language learners. However, certain aspects of the

Language and Content Learning Using a Scaffolded Study Guide study guide such as graphic organizers, cloze passages, and vocabulary activities have been proven to be effective methods of instruction for English language learners. The problem that

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these students have is that they are at varying levels of English proficiency. Because of that the students are processing different levels of content, English, and instruction. A higher-level student may do better than an intermediate or beginning ELL student. The most obvious solution to these problems to level all activities based on each students level of English proficiency. Implications and Limitations Strengths of The Research Aside from the data being inconclusive this research project has several strengths. For one I think the qualitative data gathering was done well. I was always in tune to how my students were doing with this project. It is my view that the quantitative data does not necessarily give a proper indication of the learning that took place with this particular educational method. I think there is merit to the idea of using a scaffolded study guide. However, I do think changes when implementing it into a curriculum are needed. I think another strength of this research is that it is reliably inconclusive. I made sure to evaluate all of the data carefully and from multiple angles. I made sure to report scores and observations, as they were regardless of what that said about the study guide or the instruction. This allows this project to have integrity. Weaknesses of The Research There are several weaknesses with this project. First, I believe that there may have been too many tools used to gather data. I think the design of the study guide could have been simpler and included less writing intensive activities. It was ambitious on my part to design such a challenging study guide for the students. The students may have done better learning content

Language and Content Learning Using a Scaffolded Study Guide knowledge with more direct tasks in the study guide such as more cloze passages or graphic organizers. I definitely feel like the students learned a lot about writing while we went through this unit. However, that is not what was measured with the post assessment. The post assessment only measured what content concepts the students had mastered. The major weakness of this project is that the study guide was too broad. My intent was to measure how the study guide

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helped English language learners learn content. A possibly better focus may have been how did the study help students improve their writing and knowledge of sentence structure and syntax. Problems With the Research The major problem with the research is that the topic was too broad. There were too many other factors that make it hard to tell if this is an effective tool for students. I think narrowing the research focus would have produced more reliable results. The other significant problem with the study guide was that students did not use it during the most critical phase. After the post assessment I asked the students how many of them used the study guide to study for the post assessment. Only about three students raised their hands. Two of the students achieved the top scores and one scored better than they had on any assessment all semester. I inquired with the students why they had spent all the time and work to create a study guide and not use it. The student responses were varied but mostly centered on "they didnt think about it". They just looked at it as schoolwork, something separate from the quiz. For me it was one of those reminders that students need to learn many things not just content or English. I truly believe many of the students did not even think about using the study guide as preparation tool for the post assessment. When I explained to them that is what it was for they seemed to have one of those A-HA moments. This realization helps me for next time but that simple fact

Language and Content Learning Using a Scaffolded Study Guide that many of the students did not use the study guide as a preparation leads me too believe that

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the results of the entire research may be inaccurate on just that basis alone. When I look at the students who used the study guide to study for the post assessment their scores are above everyone else. Is that an anomaly or is that significant. I do not have enough evidence to say. Factors That Skewed Findings One of the most obvious factors that I think may have skewed the findings was just described in the way the students used or did not use the study guide. The other major factor that skewed the results of this project has to do with the students language ability. In this class I have a range of students from very beginning English to advanced. This study guide was designed as a one size fits all. In reflection it is unreasonable to assume that this would give an indication of learning for a beginning level student. Improvements For Future Research I firmly believe that there is some educational value to using this study guide as a tool for English language learners. There have been benefits that I have observed just in this project. However, for future research I would narrow the focus of the project to specifically look at one aspect of student learning and hone in on that. For instance, I made a post assessment to measure content. In that case I should have designed the study guide to be more focused on content and less on English skills and writing. I think it is possible to combine both. However, for this project I think the study guide was too heavily weighted towards the English aspect and not so much the content. I think careful planning in the design of the study guide and specific criteria to be measured would make for a more reliable research project. Also, I would suggest that in future research projects that students English levels be taken into account more carefully in planning the study guide and research. I think the design of

Language and Content Learning Using a Scaffolded Study Guide several leveled study guides that are written for different English levels would be a better

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indicator of whether this was an effective tool for learning. By doing that the teacher is meeting the student at their level or just slightly above. This might make for enhanced learning in content concepts and English. Critique of Masters Degree Experience This process has truly been an incredible learning experience, from the start of my program until now the very end. I have enjoyed learning about English language learners and I am truly thankful for this program because it has allowed me to have a rewarding new position in education working with some amazing students from around the world. This capstone process has been challenging for me but I honestly think that I have learned more by doing this than in any other class or project I have been a part of before. The sheer volume of information, detail, planning, and discipline that were required to complete this project has made me a better teacher. I will definitely use the skills that I have learned by doing this capstone in my classroom everyday. Even though I may not write a 70 page research report on every new thing I introduce in my classroom I will use the skills that I have learned to evaluate my curriculum and assessments on a daily, weekly, and monthly basis. I can tell that I write more effective lessons and create more effective assessments since I have been working on this project. This is true across the board for all my classes. I am truly feeling an improvement in my teaching as a result of the skills I have gained through this process.

Language and Content Learning Using a Scaffolded Study Guide References Abadiano, H.R., & Turner, J. (2002). Sheltered instruction: An empowerment framework

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for English language learners. The New England Reading Association Journal, 38(3), 5055. Borich, G.D. (2007). Effective teaching methods. Upper Saddle River, NJ: Pearson. Brinton, D. M., Snow, M. A., & Wesche, M. (2003). Content-based second language instruction. New York, NY: Newbury House. Celece-Murcia, M. (2001). Teaching English as a second or foreign language. Boston, MA: Heinle Chamot, J.M., & O'Malley, A.U. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249. Chamot, A., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company. Coehlo, E. (2004). Adding English: A guide to teaching in multilingual classrooms. Toronto, ON: Pippin. Cline, Z., & Necochea, J. (2003). Specially designed academic instruction in English (SDAIE): more than just good instruction. Multicultural perspectives, 5(1), 18-24. Crandall, J. (1994). Content-centered language learning. ERIC No. ED367142, http://www.eric.ed.gov (Accessed September 13, 2010) Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC No. ED469970, http://www.eric.ed.gov (Accessed September 13, 2010).

Language and Content Learning Using a Scaffolded Study Guide Echevarria, J., Vogt, M.E., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Third edition. Boston: Pearson Allyn and Bacon. Echevarria, J., & Short, D.J. (2005, Summer). Teacher skills to support English language learners. Educational Leadership, 62, 8-13. Echevarria, J., Vogt, M.E., & Short, D. (2011). The SIOP model for teaching historysocial studies to English learners. Boston: Pearson Allyn and Bacon. Fromkin, V., Hyams, N., & Rodman, R. (2007). An introduction to language. Boston, MA: Thomson Wadsworth. Freeman, D., & Freeman, Y. (1988). Sheltered English instruction. ERIC No. ED301070, http://www.eric.ed.gov (Accessed September 13, 2010). Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Pearson Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in US schools: An overview of the research findings. Journal of Education for Students Placed at Risk, 10(4), 363385. Hansen-Thomas, H. (2008). Sheltered instruction: Best practices for ELL's in the mainstream. Kappa Delta Pi Record, 4(44), 165-169. Karathanos, K. (2009). Exploring us mainstream teachers' perspectives on use of the language in instruction with English language learner students. Journal of Bilingual Education and Bilingualism, 12(6), 615-633. Kidd, R., & Marquardson, B. (1994). The foresee approach to content-based ESL instruction. Paper presented at the 28th Annual TESOL Convention. ERIC No. ED374677, http://www.eric.ed.gov (Accessed September 13, 2010). Lightbrown, P, & Spada, N. (2006). How Languages are learned. New York: Oxford

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Language and Content Learning Using a Scaffolded Study Guide Meskill, C. (2005). Infusing English language learner issues throughout professional educator curricula: The training all teachers project. Teachers College Record, 107(4), 739-756. O'Malley, J.M., & Pierce, L.V. (1996). Authentic assessment for English language learners. New York, NY: Longman. Peregoy, S. & Boyle O. (2001) Reading Writing and Learning in ESL. New York: Addison Wesley Longman Sobul, D. (1995). Specially designed academic instruction in English. ERIC No. ED 391397, http://www.eric.ed.gov (Accessed September 13, 2010) Tsai-Fu, T., & Wu, Y. (2010). Effects of note-taking instruction and languages in college EFL students listening comprehension. New Horizons in Education, 58(1), 120-132. Washburn, G. (2008). Alone, confused, and frustrated: Developing empathy and

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strategies for working with English language learners. The Clearing House, 81(6), 247250. Watson, S., Miller, T., Driver, J., Rutledge, V., & McAllister, D. (2005). English language learner representation in teacher education textbooks: A null curriculm?. Education, 126(1), 148-157.

Language and Content Learning Using a Scaffolded Study Guide Appendix A

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Field Notes: Observation Protocol:

Descriptive Observations 8. What will be my role during the observation?

9. What will the students be doing?

10. What interactions if any are happening between the students?

11. What are the distractions to the learning environment?

12. How are the students using the scaffolded study guide?

13. What challenges are the students having with the scaffolded study guide?

14. How did the class end?

Reflective Observations 3. Questions arising from the observation?

4. Insights and thoughts from the observation?

Language and Content Learning Using a Scaffolded Study Guide Appendix B Questionnaire

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Student Questionnaire Please answer the questions about the study guide that we used for this unit. There is no right or wrong answer. This is your own opinion. Place an X next to the item that best describes your level of agreement with the question.
1. This study guide was easy to use. ____ ____ ____ ____ ____ Strongly Agree Agree Undecided Disagree Strongly Disagree

2. The purpose of the study guide was clear to me. ____ ____ ____ ____ ____ Strongly Agree Agree Undecided Disagree Strongly Disagree

3. The study guide made it easier to understand the material in the unit. ____ ____ ____ ____ ____ Strongly Agree Agree Undecided Disagree Strongly Disagree

4. The study guide was a useful tool to have when studying for the quiz. ____ ____ ____ ____ ____ Strongly Agree Agree Undecided Disagree Strongly Disagree

5. I would like to use a study guide like this for all the units. ____ ____ ____ ____ ____ Strongly Agree Agree Undecided Disagree Strongly Disagree

Please add any other comments about the study guide in the space below:

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Appendix C Study Guide American Revolution Chapter 5 Study Guide Vocabulary: Use the textbook to complete the vocabulary. These words will help you understand important concepts in the chapter. Patriots Loyalists Loyal Forces Continental Army Battles Defeat Excited Idol Valley Forge Miltary Officers Official Alliance Manual Prisoners of War Fleet Peninsula Outnumbered Treaty-

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Chapter Outline: Complete the study outline for chapter 5.

The American Revolution

I. Two Very Different Armies A. B. The Battle Saratoga - A Turning Point Notes:

II. A. Winter at Valley Forge B. C. Notes:

III. A. B. Notes:

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Chronological Order: Place the events in the correct order that they occured on the timeline. Make sure to include the year. 1. Americans Lose Many Battles 2. The British Surrender at Yorktown 3. Americans Won The Battle of Saratoga 4. The French Signed an Alliance with the Americans 5. Many Soldiers Died at Valley Forge 6. The British Won The Battle of Charleston

Using Language: Use the events above to write about the American Revolution. Include at least two dates and use the signal words after, next, then, first, meanwhile, and soon. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________

Language and Content Learning Using a Scaffolded Study Guide Key Facts: Complete the sentences with your vocabulary words 1. The __________________ did not fight against the British. 2. George Washington was a ____________________. 3. The ___________________ wanted independence from Britain. 4. The Americans and the British signed a _______________ that gave the colonies independence. 5. After the war, the British freed their _____________________________.

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Organizing Information: Use the information in Chapter 5 to complete this web.

When:

Battle that ended the war:

The American Revolution

American Generals:

British Generals:

Language and Content Learning Using a Scaffolded Study Guide Before and After: Use the information in Chapter 5 to complete the chart.

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Before the French Helped

After the French Helped

Interpreting Information: Use the information above to write about how the French changed the American Revolution.

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________________________

Language and Content Learning Using a Scaffolded Study Guide Chapter Reflections:

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What Did I Learn: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

What is Still Unclear: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

My Favorite Part of This Chapter Was: ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________

Language and Content Learning Using a Scaffolded Study Guide Appendix D Post Assessment Chapter 5 Quiz Multiple Choice: Place an (X) next to the best answer. There is only one correct answer. 1. The Americans and the French made an alliance. What does the word alliance mean? ____ A small book of instructions ____ An early surrender to an army ____ A large group of soldiers ____ An agreement between two countries 2. How was the Continental Army different from the British Army? ____ It did not have many guns and uniforms ____ It was fighting far from home ____ It was well trained to follow orders ____ It did not have a good leader 3. What happened just after the Battle of Saratoga? ____ King George III surrendered ____ France agreed to help America ____ General Cornwallis took control of the British Army ____ George Washington became president

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Language and Content Learning Using a Scaffolded Study Guide 4.Why did the British move the war south in 1778? ____ More patriots lived in the south. ____ They had defeated the patriots in the north ____ More loyalists lived in the south ____ The largest cities were in the south 5. Who was the leader of the Continental Army? ____ Charles Cornwallis ____ George Washington ____ Marquis de Lafayette ____ Benjamin Franklin 6. During the winter of 1777-1778 the Continental Army was encamped at? ____ Valley Forge ____ Philadelphia ____ Charleston ____ New York City 7. What happened as a result of the Treaty of Paris? ____ America became a new nation ____ France agreed to help the Americans ____ America declared war on Britain ____ Britain took control of Georgia

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8. The war ended with the British surrender at? ____ Valley Forge ____ Yorktown ____ Saratoga ____ Charleston 9. The British soldiers were known as? ____ Loyalists ____ Patriots ____ Redcoats ____ Bluecoats 10. To place this in the order that they happened means to put them in _______________ order. ____ Reverse ____ Split ____ Timed ____ Chronological

Language and Content Learning Using a Scaffolded Study Guide Appendix E Scoring Rubric for Study Guide

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Language and Content Learning Using a Scaffolded Study Guide Appendix F Qualitative Study Guide Questions 1. What sections gave students the most trouble? 2. Do student reflections indicate learning? 3. Were there sections where completion is inconsistent with directions? 4. Are there any additional things the student has added to the study guide?

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Language and Content Learning Using a Scaffolded Study Guide Appendix G Informed Consent Form

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INFORMED CONSENT FORM

Western Governors University Masters of Arts English Language Learning Language and Content Learning Using a Scaffolded Study Guide Anthony McConnell

Introduction

Students in 5th period ELL American History are invited to participate in a research project being conducted by their teacher, Anthony McConnell as partial fulfillment of the requirements for the Masters of Arts in English Language Learning from Western Governors University. I am conducting this research to explore the most optimal ways to combine language and content learning.

Description of the project:

This research will be conducted over a two-week unit about the revolutionary war. At the beginning of the unit students will be given a scaffolded study guide to use throughout the unit. This study guide consists of vocabulary activities, graphic organizers, cloze sentences and writing prompts. The research will investigate whether or not the study guide is a useful tool to supplement learning in ELL content courses. This research will take place 5th period in room 123 of Rock Island High School during the regular class session. This research project will last approximately two weeks beginning on October 18th and ending on October 29th. This research will in no way interfere with regular classroom activities, rules, or regulations. All students are expected to participate fully in all regular classroom activities. Along with regular classroom expectations all students will complete the scaffolded study guide throughout the unit, they will also complete a post assessment, and a short questionnaire about their experience using the scaffolded study guide.

Benefits and Risks of this study:

This project has many potential benefits. The study guide can provide students with additional ways to learn content material and language. It offers ongoing support throughout the unit. Should the study guide prove to be an effective educational tool it could be used in other units in class. Furthermore, when proven a successful tool it can be shared with other teachers and administrators in other departments, schools, and school districts. There are no risks associated with this study. Students will not be asked to do anything beyond regular class expectations.

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Confidentiality:
The confidentiality of each participant will be strictly maintained, records will only be seen by myself, and all data that is reported will be aggregated.

Voluntary participation and withdrawal:

Participants are expected to participate in all regular classroom instruction. Few aspects of this research goes outside the bounds of regular classroom instruction. Students will be receiving a classroom grade for the scaffolded study guide and the post assessment that will influence their semester grade. Students may choose to not participate in the questionnaire. There will be no penalty associated with this should they choose not to participate. At no time will the students be videotaped, photographed, or audio recorded. Individual participants may request that their results be eliminated from final reporting.

Questions, Rights and Complaints:

If you have any questions you may contact me. Participants and their legal guardians have a right to the results of the study. Please contact me after 11/22/2010 is you would like a summary of the results.

Consent statement: By signing this consent form the participants and legal guardians agree to
participate in this study and confirm that they have been informed of the purpose, benefits, and risks associated with participation.

________________________ Signature of Participant (Student) _________________________ Typed/printed Name __________________________ Date

_______________________ Signature of Legal Guardian _______________________ Typed/printed Name ________________________ Date