ACTION RESEARCH:

SCAFFOLDING
Avery Harrison
Dr. Ralls

Mountain Brook High School

Collaborative Teacher: Mrs. Cunningham
American History: 1877 to Present (ALEX Standards)
Class Demographics
Predominately all Caucasian, 1 Spaniard
1st period: 14 female, 6 male
2nd period: 10 female, 8 male

Research Proposal
Question

Writing skills

Problem
Relevance

Definitions

Common
Core

Sources

Close reading

Scaffolding

Engaged in
writing,
organize and
support
arguments
comprehend
history- not
just recite
facts

Review of
Literature

Scaffoldin
g
DBQ
Literacy
InquiryBased
Question

Scaffolding in Lesson:
1) Refer to Targets, establish rationale
2) Show Lesson and materials needed
3) Tap onto prior knowledge through questioning
4) Visual Aids
5) Assessment
Scaffolding overall DBQ assignment:
1) Explaining significance of writing
2) Political cartoons
3) Analysis on tests
4) Homework assignments/graphic organizers
5) Mini DBQ

Method and Data Collection

Outcome Measures

Methods Design

AB design

1.

Compare progress of scaffolding throughout

the semester
Evaluate 3 students that exhibit struggles and
strengths in writing

Quantitative Data:

First Essay on Test (October 8th)

2.

Colloborate with teacher

3.

Observe students
Ask questions
View classwork and graded assignments

Student work

Qualitative Data:
Teacher Collaboration
Student interviews

Baseline Data:

4.

Collect data every week

5.

Assess with student

Method and Data Collection

Data Collection

Data Analysis

Essays on two tests

Analyzed documents on test for essay

Rubric

Progessive Era Debate

Mini DBQ
Final DBQ
Student and Teacher perspectives

Variety of rubrics for all graded work

Tests, debate, DBQs

Percentage and Ratings

Dates Implemented
Baseline: October 8th
Progessive Debate: October
10th-15th
Graphic Organizer: October 24th
Mini DBQ: November 7th
Final DBQ: November 14th
Test 3: November 19th

Title and Content Layout with Chart

Data Table
18
16
14
12
10

Student A

Student B

Student C

4
2
0
Baseline/9

Debate/10

Essay /24

Mini DBQ /15

Final DBQ
Raw Score

Students improved from their first

essays, even if the scores are average (
A and Bs)

Student A

90

Student B

85

Student B went from making Cs to

improving a letter grade and
understanding how to form an argument

Student C

84

Report of Findings & Reflection Upon Results

Quantitative Data:
Some improvement in raw scores were made based on the rubrics given
Rubrics gave a in-depth guide of expectations and ways to improve
Qualitative Data:
Students asked more questions
Students learned to make arguments based on evidence
Within-subject design:
I observed students prior to the data received, then implemented, and collected
data
Interviews did not give away I was measuring them
Same environment provided
Opportunity for help and questions
Scaffolding instruction and the lessons allows for students to receive expectations, have
guidance and increase their writing skills

REFLECTIONS
Audience:
History teachers
English teachers
Administrators
History students

REFLECTIONS
Findings are significant to future practice because the Common Core is becoming effective throughout
the country.
Dont be afraid to constantly model expectations. Students will think on their own once they are
properly guided. They need to be challenged to think at a higher level.
Alternate assessments to measure writing instead of standardized
Further research:
Effects of technology
Time allotted for assignments
Interdisciplinary writing
Diversity: cultural and learning

100%
90%
80%
70%

60%

Student C

50%

Student B

40%

Student A

30%
20%
10%

0%
Baseline

Mini DBQ

Final DBQ