When I began this project, I thought I would encounter a few problems, but I always forget the different advantages and disadvantages of the project. When I assess discussions in class, I look for who speaks, who asks questions, who uses the text, and who is taking notes. I include the taking notes aspect for the quieter students that are engaged, but are not able to get a word in. When the discussion takes place in class, I am able to walk around and see who is engaged throughout the process. I realized that it will be difficult to assess student engagement for the note taking aspect because the camera will pick up on who is speaking, but will not always have an entire class view. I came up with a few solutions that I intend to use when school begins. I will walk around at the end of the discussion and look at notes, and will try to set up the camera in a spot where the majority of the classroom is being taped. Specific assessments that I will use include: test and essay at the end of each unit, the actual discussion, responses and interaction on the school website after each discussion. The response on the school website will be another avenue for students to make their claims when they aren’t able to speak in class.
To assess my solution, I will try discussions without the video and have students respond to one another afterward, and continue the discussion. Then, I will try the new way with the videotaped discussion. I will try this several times to ensure my data is not a fluke, and I will ask the students, either in class or with anonymous surveys. One aspect that will require students to be completely honest is whether or not they read the material because a discussion cannot be properly assessed without that. To ensure this, I will have the discussion begin with a certain section of the text, and will have students re-read the portion during class so I know that everyone has looked at it at least once. If a trend of not reading continues, I will give short reading checks before the discussion so I know what students can be assessed and which methodology works best.
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As I read this, not once did I think what if they didn't read it. Thanks for pointing that out. Your solution to this in class would be awesome. That way, you can set up the discussion and let them go with it. The great thing with this is that through the video, you can see what each person in the class is doing, and how much they are contributing to the discussion. It's hard to be everywhere at once then try to remember once it's time to grade. It will be interesting to see if this idea fosters a higher level of discussion in your class. Great job!
ReplyDeleteI was thinking as I read through that you have a lot to think about and remember while the discussion is taking place. I think the video will be of importance when you evaluate your class. I also think your assessments will be of value to you as well and ensure that students are doing what they are supposed to be doing. I hope this works for your classroom. Let me know how it goes! Good luck this year..
ReplyDeleteChristine,
ReplyDeleteI like that you're going to try discussions with and without taping. Your use of rubrics also takes subjectivity out of grading discussions. You found a really cool solution to a difficult problem.