thoughts for my study
As I prepare to begin the year I have thought about a number of different ways to jump though the necessary hoops to take May 23 off. I think that I will probably do some sort of parallel study with Kirk. Some ideas might include: a lesson on recoding data and then illustrating data using technologically advanced tools vs. completing the same lesson using pencil and paper, we are being pushed to use the curriculum developer (c-scope) to cover teks. I might compare some of the lessons in the c-scope with lessons that I have previously taught and think about how the kids reacted/responded/performed, I also thought about the intra-personal dynamics that a student can bring to one specific class period. We typically have a myriad of schedule changes and one class that was quite pleasant before can become somewhat of a challenge after changes are made. I could also perhaps record pacing changes that I have to make with my morning and afternoon classes and with the bloated class periods.
As perhaps a side study (extra work for me?); administrators seem to really like to walk into a room and see a teks objective/number posted somewhere. I could study the performance of a class with said objectives/numbers posted and performance without that posted. Of course, if I see that the lack of the numbers and letters are hindering student performance I would immediately end this portion of my study. Anyone want to join in on this part and produce some scientifically researched based data?
August 12th, 2007 at 4:28 pm
I think the “other” study, looking at TEKS objectives displayed in the classroom, is an excellent one. I have seen this as a part of a walk through evaluation form used by administrators. Maybe you could look at class averages as a “measure” of achievement as you compare those classes who were “presented” with the TEKS and those that were not. You might even keep track by the week. Maybe you could put the TEKS on display one week for all classes and not display the TEKS the next week over a period of time, alternating as such along the way and see if there is any considerable difference in your “performance indicator” from week to week. You might even toy with the idea of putting up imaginatively created TEKS objectives (basically nonsense numbers randomly created on the spot but format fitting) for some classes and “real” ones for others and see how it all comes out. This whole study sounds like a study Jonathan Swift would have utilized and appreciated.
August 13th, 2007 at 10:33 am
o.k. I have 6 class periods, I’m assuming this I haven’t seen the master schedule yet.
1: teks posted sporadically
2: no teks at all
3: nonsense teks (placebo effect)
4: only posted teks
5: only verbal teks
6. control with teks daily posted and verbalized
August 14th, 2007 at 6:40 am
Assuming you are not being sarcastic by implying a different approach for each period, I hope I haven’t helped you think you need to tree more than one raccoon. (Treeing more than one raccoon at a time is okay if that is what you need. Yes, I stole that analogy; I am an admitted word thief.) With six different approaches it seems to veer toward being a management issue for you each day. It could be done but it seems a bit of a hassle and what is the usefulness of the six different approaches for the study . . . Maybe the “study” resides in the single issue of the TEKS “being there” or not? Does Occam’s Razor come in here?
August 20th, 2007 at 2:51 pm
You are a true blue good guy trying to do whatever is asked of you. You take the initiative to delve into assignments and research further. That has impressed me. Sometimes it amuses me when it becomes the topic for the day during the hall passing time.