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AISI

AISI. March 9, 2010. The Big Picture. School Act/TQS. Inspiring Ed. Assessment . Pedagogy. Technology. Curriculum. Setting the Direction. 21 st Century Skills. Essential Question. What is student engagement in a connected age?. Goals. Pilot test focus group questions.

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AISI

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  1. AISI March 9, 2010

  2. The Big Picture School Act/TQS Inspiring Ed. Assessment Pedagogy Technology Curriculum Setting the Direction 21st Century Skills

  3. Essential Question • What is student engagement in a connected age?

  4. Goals Pilot test focus group questions. Clarify data collection procedures. Examine current work in AISI through the lens of Student Engagement. Answer your questions.

  5. Outline for the day: 9:00 – 9:30 Welcome & Catching Up 9:30 – 11:45 Focus Group discussion & Pilot testing 11:45 – 12:15 Data Analysis 12:15 – 1:00 LUNCH 1:00-1:30 Experiencing student engagement 1:30 – 2:30 Clarifying student engagement 3:30 – 3:10 Project reflection 3:10 – 3:15 Wrap Up

  6. News n’ Notes

  7. Critical Friends Discussion Post questions on Wall Wisher http://www.wallwisher.com/wall/cesdaisi

  8. Qualitative Assessment Using Focus Groups

  9. What are Focus Groups? Small group of people (participants) discuss their experiences and perceptions Explore topic(s) in depth by responding to set of pre-determined questions Moderators manage the discussion Note-takers record what participants say Moderator and note-taker prepare a report that summarizes the discussion http://www.wellesley.edu/NECASL/Pdf/NCA&T_FocusGroups_9-14-08_WebsiteRevision.pdf

  10. Roles and Responsibilities:Moderator Establishing rapport Moderator’s script—more or less structured Will moderator call on participants or ask for participants to volunteer Inclusiveness Professionalism Concluding

  11. Roles and Responsibilities:Moderator Deciding when to let conversation flow and when to redirect conversation Avoiding bandwagon effect Determining when participants are holding back Working with strong emotions Encouraging equal participation

  12. Roles and Responsibilities:Note Taker Reviewing notes afterwards Summarizing notes Shortcuts What to write down—recognizing good quotes Description, not summary

  13. Challenges of Taking Notes Conversation can go very quickly—frequent changes in speed Participants build off of what one another say—keeping track of the thread of the conversation Finding balance between taking notes verbatim and summarizing Note taker fatigue Using laptop vs. taking notes by hand

  14. Practical Considerations How many participants? How to choose participants? Similar or dissimilar participants? How long should they last? How many questions? Where should they be held? How should the room be arranged? What not to wear?

  15. Ethical Issues • Obtain participants’ informed consent • Non-disclosure agreement • Confidentiality • Respect • For others’ opinions • For others’ privacy

  16. Teacher Focus group: practice

  17. Teacher Effectiveness Framework Self reflection

  18. Teacher Focus Group • Welcome • “Rules of Engagement”

  19. Focus Group Exercise: Teacher 1. Choose a recorder (tallest person) 2. Recorder writes all ideas on chart paper provided. 3. Recorder ensures all participants at table have a voice. 4. When done, put a star beside one idea you will share with the large group.

  20. Focus Group Exercise: Teacher Question 1: What do you see or hear that lets you know your students are engaged in your classroom?

  21. Large Group Debrief

  22. Focus Group Exercise: Teacher 1. Self reflection on own sheet (3-5 min). 2. Choose a recorder (shortest person). 3. Recorder writes down group ideas on a group recording sheet for the table 4. When done, put a star beside one idea you will share with the large group. 5. Recorder collects all sheets.

  23. Focus Group Exercise: Teacher Question 2: Thinking about instructional and assessment practices, what do you do to facilitate student engagement?

  24. Debrief

  25. Thank you • Wrap Up teacher focus group

  26. Small group discussion • What did you notice about the facilitation process of a LARGE GROUP? • Questions. • Games

  27. Pilot Testing Questions Process Goals SMALL GROUP facilitation Practice starting & ending a focus group Practice asking questions and recording data Collect actual data Debrief and critique questions and process of focus group 10:30 – 11:45 • Find your “Focus Group” and room (see wiki) • Get an envelope of directions from Lissa • Ask us for help (Chatzy or in person)

  28. Focus Group Data Production 11:45 – 12:15 Debrief with moderator(s) afterwards to discuss main themes Clean up notes as soon as possible Fill out a post-focus group summary form as soon as possible Challenges of summarizing focus groups How detailed should the summaries be? What’s worth including? Should I quote directly?

  29. Focus Group Data Analysis • Highlight major quotes, key points, and or themes that emerge from the data • Things participants seemed most interested in talking about • Main focus of the conversation • Great quotes

  30. Analysis: Practice Analyze your own data Think about What would you report? Do you have any good quotes? What overall statement might you make from this data?

  31. 12:15-1:00 Lunch

  32. Experiencing Engagement Schlechty’s 5 Levels of Engagement 1.Engagement “I’m in the zone”

  33. 2. Strategic Compliance This better be worth my time! If it is, I’ll commit, if not, I’ll quit.

  34. 3. Ritual Compliance • What do I have to do to get this over with and get out of here?

  35. 4. Retreatism I’d rather be_______________. What’s the point of this?

  36. 5. Rebellion You can’t make me…

  37. Rate Yourself 1. Think back to when you were in high school. You are entering math class. Think about your teacher and your experience within that class. Rate your level of engagement.

  38. Rate Yourself 2. Think back to 3 weeks ago at Teachers’ Convention. You are sitting and listening to the keynote Alfie Kohn. Rate your level of engagement.

  39. 3. Think about your experience of earning you Education degree. Rate your level of engagement overall through that process.

  40. Self-Assessment • Scenario 1 • How did you rate yourself • Move to the rating that best describes you • 2 min. discussion • Spokesperson – share 1 reason why your group rated itself the way it did. • Scenario 2 • Scenario 3

  41. What do we mean by student engagement? PART 1: (1:30 – 2:30) – Rooms assigned • Set criteria for student engagement PART 2: (2:30 – 3:00) – Board Room Map out progress on AISI project

  42. Student Engagement Part 1: 1:30 – 2:30 (Rooms Assigned) • Goal: Establish Criteria for • student engagement • Engaging tasks • Engaging assessment • References have been provided for you • Enter your data into Google Form on wiki • Return to Board Room at 2:30

  43. Defining Engagement • Find your group • Find your room • You will need: • Laptop & AISI wiki • Return to Board Room at 2:30

  44. School-Reflection 2:30 – 3:00 • Look at your criteria for student engagement • Using Venn diagram provided, mind mapping software, chart paper… • What have you done in AISI this year? • Categorize • Where are the gaps? • Short term-long term goals

  45. What is student engagement Report cards, questioning, feedback, • Critical thinking; inquiry learning; problem based learning; instructional strategies Student Engagement Smart Boards, wikis, iTouch, Moodle

  46. Wrap Up • Take school group through similar process related to student engagement • Feedback on pilot test of questions • AISI annual report template will be sent to each of you in next 2 weeks.

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