Explain how some of the data you have used to build a profile of the students’ learning will be used as baseline data at the end of the year.
Time point one data (shared and analysed in this blog post) was captured through:
- Informal teacher observation
- Student voice
- Assessment (IKAN, PAT Maths, GLoSS)
- Formal observation by a colleague to identify teacher talk time vs student talk time, strategies I use, purpose for talk (teacher/student)
This year I have moved away from comparing historical data with current data as the picture painted does not relate to my inquiry question. I feel however, the methods of data collection used at time point 1 will be able to be easily replicated when I am gathering data at the end of the year and will allow me to make clear comparisons.
The comparative data I am most excited to see is the data from the formal observations as this is not subjective. It is real and will allow me to see very quickly if there have been shifts in student confidence levels, teacher/student talk time and the amount of scaffolding I am needing to provide to get the maths talk going.
Student voice comparisons will allow me to see if there has been any shifts in attitude, use of content specific vocabulary and efficacy. Assessment shifts will allow me to see if the language we use when actively participating in Talk Moves conversations is helping to make the connections to the learning needed to show that understanding is being transferred and applied independently. Finally the informal observations will show if there has been any change in participation levels.
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