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Katie McDermott Visual Literacy and the Use of Images in the Secondary Language Arts Classroom.

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Presentation on theme: "Katie McDermott Visual Literacy and the Use of Images in the Secondary Language Arts Classroom."— Presentation transcript:

1 Katie McDermott Visual Literacy and the Use of Images in the Secondary Language Arts Classroom

2 Context Spring Ridge Middle School Three 7 th grade classes 2 standard, 1 honors 90 minute blocks

3 Vocabulary Activities Mentor teacher already established routine Weekly Monday, introduce words Vocabulary stories Vocabulary cartoons/symbols/drawings

4

5 Literature Visual Literacy – The ability to understand and use images (Dallow, 2006) Images + Text = better comprehension (Avgerinou 2009; Butcher, 2006; Nesbit & Adescope 2006; Mayer & Sims, 1994; Metros, 2008) Using images in learning vocabulary

6 Research Question Will viewing images related to vocabulary improve student performance on quiz?

7 Methodology 1.Pre-test 2.Introduce words 3.View images 4.Post-test 39 students completed both pre and post

8 Vocabulary Quiz Select the definition that most nearly defines the given word. 1) The word Clamor MOST NEARLY means: A.A loud noise or shouting, a noisy uproar B.Something that is very calm and peaceful C.To stop or break up something dangerous D.To be careful about what one says and does 2) The word Akin MOST NEARLY means: A.To slow down, stop or restrain B.Similar or alike in quality C.A lack of interest or concern D.An agreement between two groups

9 Akin The two friends were akin in the way they dressed.

10 Affliction The flu was the worst affliction I’ve ever had.

11 Clamor I heard the clamor of people shouting and singing.

12 Gala There was a gala at the firehouse to raise money for cancer patients.

13 Harmonious We had a harmonious friendship after we resolved our fight

14 Incognito The spy was incognito so his target wouldn’t recognize him

15 Mirth The funny clown filled the room with mirth when he told jokes.

16 Patronize The patronizing person was sarcastic and looked down on everyone.

17 Findings/Data Selected Response Items (Multiple choice Qs on the assessment) Percentage of students selecting correct answer on each Q

18 Item: SR1 A SR2 B SR3 B SR4 B SR5 D SR6 B SR7 D SR8 D A28622410612 B51828157201410 C311375587 D3466234118 E (SR4only) 9 Pre Test: Difficulty p0.7170.4610.7170.3840.5890.5120.2820.205 Pre Test: Discrimination Index p(h)0.780.570.780.570.780.940.420.36 p(l)0.630.310.630.210.420.050.150.05 D0.150.260.150.36 0.890.260.31 Pre/Post Discrimination p(post)1.00.97 0.920.941.0 0.92 p(pre)0.720.460.720.380.590.510.280.20 D(ppd)0.280.510.250.540.350.490.72 Table 1 Student Pretest Responses, Item Difficulty, & Discrimination Indices

19 Reflections Standard classes performed about as well as honors class “I don’t know any of these words!” Positive reaction to slides Would have liked to implement “vocabulary images” on multiple weeks Student participation in finding/creating images

20 Conclusions Reviewing the words more than once may have had an impact The images themselves may have had an impact Giving pre-quizzes when learning vocabulary may be effective Taking a small amount of time to review vocabulary is very valuable


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