For my action research project I have selected to study the effects of using graphic

organizers as a means for students to organize writing prior to drafting in hopes of creating an
organized and effective piece of writing. I selected this topic for various reasons, but most
importantly because I see a dire need for organization in my students lives. So far this year, I
have noticed that my students partake in no pre-writing activities in order to organize their ideas
before beginning a draft. Because of this their finish products have lacked organization and
therefore their scores have suffered. Secondly, because of the school district I teach in, and
dynamic of many of the families that are in my district, I know that many of my students lack
organization in their daily lives as well. By giving them a tool that fit them, that could allow
them to plan for something, it is also allowing them to see that it is possible their lives. Finally,
there are vast amounts of learning styles present in my classroom this year. By choosing to
introduce my students to a variety of graphic organizers, differentiation becomes an easy tool and
I can see how each of my students chooses to organize. For each of these reasons, it was an
extremely valuable choice to take this route with my research.
Throughout the course of this class, I have gathered research through the creation of a
bibliography and created an implementation plan that will take my action research project from
the paper to the classroom. Next, I took my implementation plan and put it into action. I
collected baseline data that further supported the need for my intervention in the classroom. My
class began learning how to use a variety of graphic organizers with opinion essays. So far my
class has written three different opinion essays and used three different graphic organizers to prewrite for those essays. Currently, my students are in the process of writing a fourth essay in
which they choose a graphic organizer to use that fit their learning style best. In giving them the
independence to choose, I was able to learn a lot about what style suits each kiddo best, and will

be able to use this information going forward into other writing units. My students will be
finishing this fourth opinion essay in the next week and in the week of March 9th, they will be
writing their final opinion essay in which I will collect my final data. I look forward to seeing
vast improvements in my students writing scores. From the work I have seen so far this unit; I
expect to meet my goal of 80% of students meeting proficient standards. I will be taking the
success of this research project and applying it to my next writing unit, a narrative writing unit. I
also hope to use my new found knowledge of student preference in graphic organizers across
curriculum in the areas of reading and math in order to allow students to better organize their
thoughts and ideas.
This process has fit very well into the USM Knowledge in Action Conceptual model in
many ways. First, by identifying a problem in my own classroom and describing the setting in
which this problem has taken place, I have participated in beginning premise statements. (USM
Graduate Conceptual Framework) Next, by researching scholarly articles related to my topic and
creating an annotated bibliography, I have begun to clarify and examine my purpose and goals.
This gathering of outside information is extremely important in examining and improving my
research moving forward. This also fits into USMs Knowledge in Action Conceptual
Framework Model. Finally, by creating an implementation plan for research, I am implementing
better action. Though this step has not been completed fully, this class has given me the tools to
understand my next steps through knowledge and reflection. (USM Graduate Conceptual
Framework)
Not only does the information presented in this class meet the USM model for conceptual
framework but it also meets the NBPTS core propositions as well as the Graduate Program
Outcomes for USM. Each of these documents states the importance of teachers who are

committed to their students and their learning. (NBPTS, USM Graduate Conceptual Framework)
By creating a plan in order to help struggling students, I have shown my commitment to their
learning. Also through the process of creating an action research plan, I have shown my desire to
promote student learning through best instructional practices, and respect diverse learners as
stated in the USM Graduate program outcomes. (USM Graduate Conceptual Framework )
Finally, this process has allowed me to take responsibility for student learning as well as
monitoring that student learning, by thinking of a problem that needs fixed and creating a plan
towards that solution that requires close monitoring of my students. (NBPTS) In conclusion,
throughout the MAT 719 course in which I created an implementation plan for action research, as
well as an annotated bibliography of scholarly sources from which to gather research, I was able
to meet many standards as set forth by the USM graduate program.
References
National Board of Professional Teaching Standards. The Five Core Propositions. Retrieved from
http://www.nbpts.org/five-core-propositions.
USM Graduate Conceptual Framework. Knowledge in Action Defining Problem Based Inquiry
within the University of Saint Mary Conceptual Model. Retrieved From http://www.stmary.edu.