Effects of AVID Focused Note-Taking Instruction: Improving Learning and Academic Language Retention for English Learners in the General Education Science Classroom
Date of Award
Fall 11-23-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Michael Coquyt
Keywords
English Learners, AVID Focused Notes, Autoethnography, COVID-19
Abstract
Abstract
The purpose of this study is to determine the impact of focused note-taking on student success for EL students in a general education science classroom. Research suggests that creating your own notes, revisiting your notes, and interacting with your notes will boost your memory, enhance recall, and increase retention. My hypothesis is that using focused note-taking strategies will improve student learning, test performance and overall feelings about taking notes. Student test scores, class averages, and a survey on note-taking will be gathered before and after students learn the AVID focused note-taking method. The data will be compared to establish the effectiveness of the AVID focused note-taking process.
Key Words: English learners, sheltered-instruction, AVID Excel, focused note-taking
Recommended Citation
Fredricks, Sarah, "Effects of AVID Focused Note-Taking Instruction: Improving Learning and Academic Language Retention for English Learners in the General Education Science Classroom" (2020). Dissertations, Theses, and Projects. 414.
https://red.mnstate.edu/thesis/414