This is our first post--so we can see how the posts work! Welcome to our site of oh so insightful thoughts, questions and musings.
Here's a thought to get us started. I've enjoyed reading and responding to your research questions. Everyone should be all set with an "approved" question by the time you head back to the classroom on Tuesday. So, the next step is data--what data will you need to collect to investigate your question? I know this is what you are now thinking about. So, this is a great place to ask your questions or share your ideas about data collection.
And, in terms of timelines for data collection, your goal should be to collect data from now until March. You can still be collecting some data in March, but you'll also need to be turning to data analysis at that point. You should think about April as your 'finishing up' month. In other words, all data will be collected and much of your analysis should be complete by then.
I'm looking forward to reading your posts!
2 comments:
Here it goes posting for the first time, hopefully this works!
My "official" research quesiton is; What happens when a group of students who struggle to turn in high quality work engage in peer editing?
The data that I've thought about collecting is the following:
1. Samples of student work prior to initiating any changes.
2. I will partner up the students. Each student will have an official editing partner for the duration of the year. I'm wondering if I should change partners every few weeks or leave the same partners in place? I will only be looking closely at three or four specific students. Thoughts?
3. I will take anecdotal notes while editing is going on. Things I will note: Are they making constructive comments? Did students go back and make improvements to their work? Is overall quality of turned in work better?
4. I am putting together an editing checklist and I will collect and look over these.
5. I will be comparing finished work that has been looked at by editing partners to work not looked at to see if there is an overall improvement. Specifically I'm looking for captialization, correct punctuation, expanding answers and ideas, and answering questions in complete sentences.
6. I am thinking of having my clinical PIE coach interview and videotape students as well. I'd like to hear if engaging in peer editing has helped them take more time double checking the assignments they turn in.
So far, that's what I've been thinking of.
Heather
Heather, it looks like you have had some time to really think of how you are going to collect data! I think you have some great ideas.
My question is... What happens when an ELL student is given structured one-on-one time with peers?
For me I have been thinking about how to use the short amount of class time I have to get my ELL student to meet quietly with one other student at a time, while they are doing class work. I am interested to see how her confidence to share orally changes as well as her writing and reading.
I plan on taking notes on the amount she shares during whole group time and the comments she shares.
I will be collecting any writing she does to compare her work and to note any changes.
I will take notes during reading groups. I am hoping to also talk with her 4th grade book buddy to see how things are going. Maybe a mini interview? Maybe I will just observe them working together?
I will also take notes on her interactions with other students in the classroom.
Some first thoughts,
Hillary
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