What I'm thinking now is...
Try really hard to stay narrow. I think I've done a good job of narrowing here, and I NEED TO STICK WITH IT. Often what happens to me is that I get really lost in a lot of other thoughts as the months go on and I think, oh I should just this or that. But what that often leads me to is disjointed data and analysis. Even looking back at my old data that was sent out this week (funny), I remember feeling like, yes, many kids did write better journals. But I didn't have a linear relationship with focal students. Like, or I guess, they weren't doing it consistently. So I think learning that they needed structure and support was good. But even from the way the data was laid out, I remember looking at that being like, I'm kinda faking it. I can't definitively say that a kid who was struggling with math got any better at math through writing journal prompts. What I can say is that in general the class got better at writing math journals.
I guess what this all leads me to is remember that the education process is messy. By looking at how peer groupings propel resistant readers to read, I hope to stay focused enough on the peer groups and looking for outcomes on the reading logs, reading response journals, and behavior in the group. I want to see an outcome of a)these three kids are reading by the end of the year b)these three kids have found books they can enjoy by the end of the year c)these three kids understand what they read by the end of the year. In sequential order, so if we get a down, we can worry about b, etc.
I need to make sure that I stick with these kids and closely watch and listening to the sharing groups or small book choice groups. Are they saying things that show that peers are helping them? Does the peer pressure keep these resistant readers on track?
My biggest challenge is finding the time to listen to recordings and coding them. I need to set aside an hour or two every sunday to do it. I'm feeling so overwhelmed with everything else that I'm not sure how to do it, but I'll definitely try!
Try really hard to stay narrow. I think I've done a good job of narrowing here, and I NEED TO STICK WITH IT. Often what happens to me is that I get really lost in a lot of other thoughts as the months go on and I think, oh I should just this or that. But what that often leads me to is disjointed data and analysis. Even looking back at my old data that was sent out this week (funny), I remember feeling like, yes, many kids did write better journals. But I didn't have a linear relationship with focal students. Like, or I guess, they weren't doing it consistently. So I think learning that they needed structure and support was good. But even from the way the data was laid out, I remember looking at that being like, I'm kinda faking it. I can't definitively say that a kid who was struggling with math got any better at math through writing journal prompts. What I can say is that in general the class got better at writing math journals.
I guess what this all leads me to is remember that the education process is messy. By looking at how peer groupings propel resistant readers to read, I hope to stay focused enough on the peer groups and looking for outcomes on the reading logs, reading response journals, and behavior in the group. I want to see an outcome of a)these three kids are reading by the end of the year b)these three kids have found books they can enjoy by the end of the year c)these three kids understand what they read by the end of the year. In sequential order, so if we get a down, we can worry about b, etc.
I need to make sure that I stick with these kids and closely watch and listening to the sharing groups or small book choice groups. Are they saying things that show that peers are helping them? Does the peer pressure keep these resistant readers on track?
My biggest challenge is finding the time to listen to recordings and coding them. I need to set aside an hour or two every sunday to do it. I'm feeling so overwhelmed with everything else that I'm not sure how to do it, but I'll definitely try!
Dina - I was your 8 o'clock appointment last meeting and am a little late in getting my feedback to you. after reading your blog, I'm wondering: are students choosing their own books entirely alone? Do they need guidance to traverse this unfamiliar territory? This could make a fantastic interview topic to maintain a log of their interests. I assume their reading level might not be commensurate with their interest. Do they have a sense of their reading level (through a program like Accelerated Reader)? How have they been instructed to choose a book to ensure that they have chosen one they can handle? What's the "rule" around finishing a book?
ReplyDeleteSorry, for the overload of questions. I guess I appreciate logistical questions to be posed, so I have done that for you. I look froward to watching the project grow. See you tonight!