Began filming of three science classes February 13, 2012.
After meeting with the teachers to determine specific characteristics of any given student that is engaged in the classroom learning, the following has emerged.
*Engagement occurs if student is writing: warmup, notes, closures; is participating; participates in small group purposeful talk; and displays non-verbal cues of on-task behavior.
*Success occurs when a student is engaged; has completed the task for each day; completes an exit ticket; and follows procedures.
February 14, 2012 @ 2:15 p.m. I met with Ms. Baker to discuss my plan. She brought up some very valid questions concerning the above measures. She told me to go back and research student engagement versus on-task behavior. I did so and the following is what I found:
The old definition of engagement is as follows:
A student is engaged if they attend class, are willing to participate, and follow directions.
The new definition of engagement is as follows:
Students are engaged if they
*Show sustained behavioral involvement in learning activities- exhibit a positive emotional tone.
*Select tasks at the border of their competencies
*Initiate action when given the opportunity
*Exert intense effort and concentration in the implementation of learning tasks
*exhibit general positive emotions: enthusiasm, optimism, curiosity, interest (Chapman, 2003).
Disaffection is defined as passive, give up easily in the face of challenge, appear bored, depressed, anxious, angry, rebellious, or even withdrawn, and lack of effort.
Chapman (2003) suggests using separate measures (cognitive, affective, and behavioral aspects) in order to strengthen validity of the findings.
February 15, 2012 After observing first period this morning, I discussed true meaning of engagment with Mr. Hutchinson and gave him examples from the first period class. He agreed and we decided to meet again to rework our data collection tools to incorporate more specific terms.
Chapman, E. (2003). "Assessing student engagement rates." ERIC Digest. Retrieved from http://www.ericdigests.org/2005-2/engagement.html
Filmed last day of classes on February 24, 2012
On March 2, 2012, the following inventory was given to students:
Student Learning Inventory
1. I understand something better after I
(a)
try it out.
(b) think
it through.
2. When I think about what I did yesterday, I am
most likely to get
(a) a
picture.
(b) words.
3. When I am learning something new, it helps me
to
(a) talk about it.
(b) think about it.
4. I prefer to get new information in
(a) pictures,
diagrams, graphs, or maps.
(b) written
directions or verbal information.
5. Once I understand
(a) all
the parts, I understand the whole thing.
(b) the
whole thing, I see how the parts fit.
6. In a book with lots of pictures and charts, I
am likely to
(a) look
over the pictures and charts carefully.
(b) focus on the written
text.
7. When I solve math problems
(a) I
usually work my way to the solutions one step at a time.
(b) I
often just see the solutions but then have to struggle to figure out the steps
to get to them.
8. In reading nonfiction, I prefer
(a) something
that teaches me new facts or tells me how to do something.
(b)
something that gives me new ideas to think
about.
9. I like teachers
(a) who
put a lot of diagrams on the board.
(b) who
spend a lot of time explaining.
10. I remember best
(a) what
I see.
(b) what I hear.
11. It is more important to me that an
instructor
(a) lay
out the material in clear sequential steps.
(b)
give me an overall picture and relate the
material to other subjects.
12. I prefer to study
(a)
in a study group.
(b)
alone.
13. When I get directions to a new place, I
prefer
(a)
a map.
(b) written
instructions.
14. I learn
(a) at a
fairly regular pace. If I study hard, I'll "get it."
(b) in
fits and starts. I'll be totally confused and then suddenly it all
"clicks."
15. I would rather first
(a) try
things out.
(b) think about how I'm going to do it.
16. When I see a diagram or sketch in class, I am
most likely to remember
(a) the
picture.
(b) what
the instructor said about it.
17. I more easily remember
(a) something
I have done.
(b) something I have thought a lot about.
18. When someone is showing me data, I
prefer
(a) charts or graphs.
(b)
text summarizing the results.
19. When I have to work on a group project, I
first want to
(a) have
"group brainstorming" where everyone contributes ideas.
(b) brainstorm
individually and then come together as a group to compare ideas.
20. I prefer courses that emphasize
(a)
concrete material (facts, data).
(b) abstract
material (concepts, theories).
21. I prefer teachers who
(a)
use technology themselves to introduce
content
(b)
allow us to use technology to explore
the new content
22. I am distracted by
(a)
too much silence
(b)
too much activity around me
23. I believe I am engaged when
(a)
I am doing what the teacher tells me to do
(b)
actually think and talk about the material we are studying
24. Do you prefer a
teacher who likes to use:
_______field trips, case studies, videos, labs and
hands-on practical sessions.
_______a textbook and plenty of handouts.
_______an overview diagram, charts, labeled diagrams and
maps.
_______class discussions, online discussion, online chat
and guest speakers.
More
Information: If I have failed
to ask a question above concerning the ways you learn, please relate those
here. I am a scientist gathering
information. If I don’t have all the
information I need, then my research will have gaps. Thanks
so much for agreeing to participate in this research.
Data for 1st period
Data for 1st period
| 17 a | 3b | a=85% | b=15% | |||||
| 17a | 2b | a=85% | b=10% | |||||
| 12a | 8b | a=60% | b=40% | |||||
| 18a | 2b | a=90% | b=10% | |||||
| 7a | 13b | a=35% | b=65% | |||||
| 13a | 7b | a=65% | b=35% | |||||
| 8a | 12b | a=40% | b=60% | |||||
| 9a | 11b | a=45% | b=55% | |||||
| 7a | 13b | a=35% | b=65% | |||||
| 16a | 4b | a=80% | b=20% | |||||
| 10a | 10b | a=50% | b=50% | |||||
| 12a | 8b | a=60% | b=40% | |||||
| 13a | 7b | a=65% | b=35% | |||||
| 12a | 8b | a=60% | b=40% | |||||
| 6a | 14b | a=30% | b=70% | |||||
| 13a | 6b | 1 both | a=65% | b=30% | both=5% | |||
| 11a | 9b | a=55% | b=45% | |||||
| 13a | 7b | a=65% | b=35% | |||||
| 13a | 7b | a=65% | b=35% | |||||
| 14a | 6b | a=70% | b=30% | |||||
| 10a | 10b | a=50% | b=50% | |||||
| 10a | 10b | a=50 | b=50% | |||||
| 11a | 9b | a=55% | b=45% | |||||
| Field Trips, case studies, videos, labs and hands-on practical sessions | 18 | |||||||
| a textbook and plenty of handouts | 2 | |||||||
| an overview diagram, charts, labeled diagrams and maps | 2 | |||||||
| class discussions, online discussion, online chat and guest speaker | 4 | |||||||
Data for 3rd Period
| 18 a | 2b | a=90% | b=10% | ||||
| 19a | 1b | a=95% | b=5% | ||||
| 16a | 4b | a=80% | b=20% | ||||
| 16a | 4b | a=80% | b=20% | ||||
| 8a | 11b | 1 N/A | a=40% | b=55%% | N/A=5% | ||
| 18a | 0b | 2 both | a=90% | b=0% | both=10% | ||
| 8a | 10b | 1 both | 1 N/A | a=40% | b=50% | both=5% | N/A=5% |
| 12a | 8b | a=60% | b=40% | ||||
| 9a | 8b | 2 both | 1 N/A | a=45% | b=40% | both=10% | N/A=5% |
| 16a | 2b | 2 both | a=80% | b=10% | both=10% | ||
| 11a | 9b | a=55% | b=45% | ||||
| 14a | 3b | 3 both | a=70% | b=15% | both=15% | ||
| 9a | 8b | 2 both | 1 N/A | a=45%% | b=40% | both=10% | N/A=5% |
| 7a | 11b | 1 both | 1 N/A | a=35% | b=55% | both=5% | N/A=5% |
| 9a | 11b | a=45% | b=55% | ||||
| 13a | 5b | 1 both | 1 N/A | a=65% | b=25% | both=5% | N/A=5% |
| 15a | 3b | 2 both | a=75% | b=15% | both=10% | ||
| 19a | 1b | a=95% | b=5% | ||||
| 14a | 5b | 1 both | a=70% | b=25% | both=5% | ||
| 9a | 10b | 1 both | a=45% | b=50% | both=5% | ||
| 6a | 12b | 2 both | a=30% | b=60% | both=10% | ||
| 8a | 11b | 1 both | a=40% | b=55% | both=5% | ||
| 5a | 15b | a=25% | b=75% | ||||
| Field Trips, case studies, videos, labs and hands-on practical sessions | 19 | ||||||
| a textbook and plenty of handouts | 2 | ||||||
| an overview diagram, charts, labeled diagrams and maps | 7 | ||||||
| class discussions, online discussion, online chat and guest speaker | 8 | ||||||
Data from 5th period
| 22a | 4b | 1 N/A | a=81% | b=15% | N/A=4% | |||
| 23a | 3b | 1 both | a=85% | b=11% | both=4% | |||
| 20a | 7b | a=74% | b=26% | |||||
| 16a | 11b | a=59% | b=41% | |||||
| 15a | 12b | a=56% | b=44% | |||||
| 21a | 5b | 1 both | a=78% | b=18% | both=4% | |||
| 15a | 10b | 2 N/A | a=56% | b=37% | N/A=7% | |||
| 11a | 15b | 1 both | a=40% | b=56% | both=4% | |||
| 10a | 16b | 1 N/A | a=37% | b=59% | N/A=4% | |||
| 23a | 3b | 1 both | a=85% | b=11% | both=4% | |||
| 13a | 12b | 2 N/A | a=48% | b=44% | N/A=7% | |||
| 20a | 7b | a=74%% | b=26% | |||||
| 16a | 11b | a=59% | b=41% | |||||
| 12a | 14b | 1 N/A | a=44% | b=52% | N/A=4% | |||
| 17a | 9b | 1 N/A | a=63% | b=33% | N/A=4% | |||
| 17a | 9b | 1 both | a=63% | b=33% | both=4% | |||
| 18a | 8b | 1 both | a=67% | b=29% | both=4% | |||
| 21a | 5b | 1 both | a=78% | b=19% | both=4% | |||
| 16a | 10b | 1 N/A | a=59% | b=37% | N/A=4% | |||
| 19a | 6b | 2 N/A | a=45% | b=50% | N/A=7% | |||
| 6a | 20b | 1 N/A | a=22% | b=74% | N/A=4% | |||
| 7a | 19b | 1 N/A | a=26% | b=45% | N/A=4% | |||
| 5a | 21b | 1 N/A | a=18% | b=78% | N/A=4% | |||
| Field Trips, case studies, videos, labs and hands-on practical sessions | 22 | 81% | ||||||
| a textbook and plenty of handouts | 1 | 4% | ||||||
| an overview diagram, charts, labeled diagrams and maps | 6 | 22 | ||||||
class discussions,
online discussion, online chat and guest speaker   |
7 |
7% |
||||||
No comments:
Post a Comment