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1.2 : 11/26 students included all conventions (providing a cheat sheet could have assisted students).
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1.2: 11/26 students included all conventions (providing a cheat sheet could have assisted students) 5.2: 4/26 students submitted an annotated draft which showed what changes were made to final timeline. Getting a point here assumes some changes were decided upon – perhaps to do with wordiness, spelling. Criterioncould be improved by referring explicitly to ‘events of wider significance’, and students’ ability to cite dates and represent events concisely in communication with peer panellists. We can infer from this data that approx. half of the students encountered difficulty with the research of events component (4.1, 4.2), either because it is a new skill or because they required more class-time. Criterion 5.2 could be removed as getting a point here is too dependent upon the quality of feedback, and matter to provide feedback on (see criteria descriptors) 6.2: 9/26 students reflected on the process, with evidence of analysis
Guttman chart and the class ZPD Area in blue signifies the class ZPD Students selected for intervention are Cath, Andy & Zara
Cut-off points – as per group project Catherine Andrew Zara
Revisiting Cut-off points Our group’s cut-off points, determined pre-feedback, were 4 (variance: 5), 5-7 (variance: 3) and 8-12 (variance: 5). This positioned Andrew, who did not attempt the parallel timeline in the top ability group.Identifying 16/26 (62%) of students as being in the ‘top’ ability group For this task is not useful for intervention purposes, although it does suggest that the activity was not pitched too high overall. It is suggested that achievement scores of 0-5, 6-8, 9-10, and 11-12 better identify four ZPDs within the class. Divided up this way, Cath, Andy and Zara are in Different ability groups, and we see that Cath and Andy could model indicators 4 and 6 for each other, respectively. Where 1 = demonstrated satisfaction of a criterion Ability grp. 1 Ability grp. 2 Ability grp. 3 Ability grp. 4
Students in focus for interventions …or most students lacked ‘errors’ to provide feedback on, in order to action
"education consists primarily of transmission through communication“ - Dewey 1916, ‘Democracy & Education’
ZARA (303) Situation: Zara applied some conventions to hand-drawn timeline; included some personally significant events; the timeline was informed by her narrative. No timeline using Publisher; personal events timeline incomplete; no ‘reflection’ paragraph; no parallel timeline of other events; conventions not all included; no draft. Zara completed tasks that 22-25 of her classmates did, and was the only student to not submit a timeline on Publisher. Zara works at a slower pace to many of her classmates, and it was felt by the teacher that whilst students were producing their own Publisher documents, that one-on-one time could be spent with Zara. Task: Not missing out on Publisher. [quote re disability and inclusion]. The end goal should remain the same, but the path there alter. Action: So that Zara does not miss out on learning the basics of Publisher, I would ask a helpful student who submitted a descriptive paragraph to recap her process and produced a timeline successfully (e.g. X or X) when projects are being handed back to guide Zara, using the interactive whiteboard, with open discussion included and the class plotting what they have in common with one another (E.g. things of signif to class members). I would email a copy of what Zara and the MKO did home to the parents, with a note detailing the procedures of creating the timeline, as every student has a right to success. Research is a tricky skill for year 7s, and Zara will sit with some students needing extension (and working fast) for the next research task, as a way for excelling students to not disengage when finished. Response/Reflection: So that students don’t make fun of Zara, groundwork on responsibilities to each other as learners should be made explicit, as well as the saying, ‘we learn through explaining to others’ (?? Or whatever it is). ICT? Publisher (see above)History? Timelining done together Thinking Skills? A reflection on what she found tricky and the type of instruction she’s most receptive to could help her out. Talk and then write. Bloom and the goals of instruction. Also during the 1950s and 1960s, results of a project directed by Benjamin Bloom touched education at all levels around the world. Bloom and his colleagues developed a taxonomy, or classification system, of educational objectives. Objectives were divided into three domains: cognitive, affective, and psychomotor. Zeidner (1987) says that students who take an assessment are ‘one of the best sources of Information’ (p353). For Nicholls (1992), consider students active educational theorists who Provide critical insights into the use of rubrics). http://www.aare.edu.au/03pap/cot03119.pdf Students’ Use of and Perspectives on Rubrics Donetta J. Cothran, Indiana University, United States ESL student (CALD) – prefers dictation Vygotsky – Bloom’s – knowledge dimensions VELS links!!!! Require more diagnostic testing in context
According to Freire, the system of dominant social relations create a culture of silence that instills a negative, silenced and suppressed self-image into the oppressed. The learner must develop a critical consciousness in order to recognize that this culture of silence is created to oppress.[8] Also, a culture of silence can cause the "dominated individuals [to] lose the means by which to critically respond to the culture that is forced on them by a dominant culture."[9] Social domination of race and class are interleaved into the conventional educational system, through which the “culture of silence” eliminates the "paths of thought that lead to a language of critique”[10] SOURCE: http://en.wikipedia.org/wiki/Paulo_Freire ANDREW (300) Andrew didn’t submit his annotated draft and only included a personal timeline (but on publisher). He did apply all conventions correctly, present in Publisher, take events from his narrative. If he completed a draft and produced a parallel timeline with events of broader significance his marks would have improved. Andrew is know to have perfectionistic tendencies. He does not have clear hand-writing, and got distracted online when searching for events. He is articulate and capable, but is prone to using time unproductively. The table will guide him. The student should complete the task, and knows the software. A successful attempt at the task could be modelled by a student so that he does not compare what he does with adult, online examples. His intrapersonal intelligence is outstanding, and he can use this to arrive at a theme around which to frame his parallel timeline. He could be paired with Catherine who can be his MKO re: the other timeline, whilst he can guide her in reflecting. By explaining the process to Andrew, Catherine will be forced to reflect on how she did things orally, which will scaffold her into writing about it (she can be provided with the opportunity to reflect to win marks back – re: behaviourism, she gets a second chance and reward for helping a fellow student). Andrew sits with the girls and was not interested in the events his peers worked into their timelines. The teacher can emphasise (using register, tone, by brainstorming with him) that it’s HIS timeline so that he does not feel that his interests/events are too strange to include. The teacher scaffolds some events from the narrative to guide her suggestions towards something she thinks that other students will find interesting as a way to integrate him into the class culture and work his life-world interests into the classroom setting.
CATHERINE (115) Catherine did not follow all timeline conventions, submitted a non-reflective paragraph, and did not submit a draft timeline. Not submitting the draft was partly the fault of the teacher, as it was covered in the rubric, but not orally / reinforced. Students can regain these marks if they submit their future drafts. She did produce two parallel timelines and worked effectively in class-time. She panelled her timelines and appears to be well liked. Catherine is good at applying things she learns, but is still quite young in her approach. Her timeline is a bit fantastical and she puts more time into standing out/things that will be seen by her peers (not the draft or reflection). The SOLO Taxonomy assesses students’ understanding (pre-structural to extended abstract), and is suited to assessing the narrative component of the hurdle task. http://www.julianhermida.com/algoma/scotlteachingsolo.htm
Further In the next task, the teacher should draw more explicit attention to the value of keeping drafts as a way of tracking and recording progress and process. This can be communicated at the whole-class level. Both Zara and Catherine can benefit from learning to analyse their working process, and lead-in sentences in the next task will enable this to be scaffolded [see Appendix – reflection from iGGS] and they will improve through repetition of this action; supplemented by posters of the ‘habits of mind’ posted upon the classroom walls as visual cues. Making students feel welcomed and respected, and to value each other’s differences, is one of the aims underpinning the educational philosophy, as social constructivism is hindered when students don’t feel they’re in a safe environment. As Dewey would say, school is a form of community life (Dewey, 1897), and hopefully such a task – through allowing life world events to enter into the classroom – will breed familiarity and motivation.
Where to go for more detailed Information? References REFERENCES Kozulin on Vygotsky, defektologia Dewey, John Hattie, The importance of feedback Skinner, behaviourism (motivation)
Dewey saw a place for ‘direct instruction’, but saw the dominant role of teacher as being that of facilitator within a school context of ‘community life’ (Dewey, 1897). re-teachingpeer assessment peer modellinggraphic organisers have students use online programs and tutorialstemplateshave them use data sheets when researching (to make sure they don't plagiarisepractising paraphrasing to get them to the understand level
