I coded behavior for each of my four students: two who are traditionally off-task motor and two who are traditionally off-task passive. This process revealed three things:
- First, coding data every minute on four different students is not as easy as it sounds. There were times that I spent too much time observing one student and then did not spend hardly any time observing another. Sometimes, I found myself watching the clock almost as much as I watched the students.
- Second, I needed to add a place to record the type of activity that was being done at the time of the observation, as it was apparent that students were more on-task during some activity and less on-task during others. As a result of this test run, I will be modifying my data collection chart accordingly.
- Finally, this test run revealed there will be times that I might not be able to observe a student at the designated time because another student asks for assistance. If this were to happen during the formal research process, I will put an "x" in the squares that were missed so that the % of time off-task will be calculated solely on the time that that was actually observed.
Rachel has also conducted test runs, but of her intervention. She introduced the Hoberman Sphere breathing exercise to her 2nd grad students several weeks ago. From this process, she learned that students really enjoy the brain break she intends to use, and even ask for it. She also started to think of the best way to instruct in the handling of the sphere, which will improve the implementation of the brain break when she officially begins using it in January.
No comments:
Post a Comment