Alright, I could post the results of the quarter one experiment here, but they're probably boring to other people. And the first round is fairly inconclusive. I'll tell you what I do have - the final tests of grammar and vocabulary were separate and that was important. The supplemental review technologies seemed to behave differently for these two different skills. I found that independent practice on quizshow seemed to have a much more positive effect on vocabulary but the eInstruction pads seemed more effective for grammar. Interestingly, the kids' top choice - team Quizshow - did not seem to be the most effective way to do anything. My speculation is that recall activities require quiet and focused repetition. Skills that require comprehension of some underlying concept (Identifying and adverb is not memory in a new sentence, but understanding of how adverbs work) may work better when a teacher moderates and discusses what went right and wrong and then applies that concept to a subsequent question. As far as CPS being more effective in round one than Team Quizshow, I don't know if there's a distraction element in quizshow or what. Perhaps it was a peculiarity of the first round.
Round 2 should be easy, but I added a bunch of Quia games online. I know I shouldn't add any new variables while the experiment is still in play, but I don't want to deny the opportunity. I'll work it into the mix in terms of testing effectiveness later. Now it's available to everyone and not pushed by me more in one class more than any other so it's a new constant.
Blah - I'm not very focused today. So my new plan this week is to use Quizshow Teams period 7, CPS period 2, and Quizshow individual period 10. Already I'm messing up the data, though, because yesterday period 7 had extra time and got to do about 14 team quizshow questions. Not only that, but all three classes had various times on quia b/c they finished the new vocab and Parts of the Sentence Pretest (more later) at different times. I'm gonna pretend it doesn't matter because ignorance is bliss. I have a giant problem because I'm out all day Thursday and I can't run a review. IN FACT - Thursday is a big problem in my schedule for lots of reasons. But I'll have to run the review tomorrow and plan something for Thursday...
The grammar this week is fairly easy - sentences/fragments/subjects/predicates/kinds of sentences. I pretested and found the kids knew everything but compound subjects and predicates and didn't know the names of the kinds of sentences. So it should be pretty straightforward to measure growth. I wish I had pretested vocabulary.
Today I threw out some topics for a SPEAK prereading activity. My crazy theory is to have them create moviemaker projects for the issues and social problems that are dealt with in the novel. Well, I have to get back to work. But if I can't remember what I was thinking yesterday tomorrow then this will help.
Tuesday, October 30, 2007
Friday, October 26, 2007
So it's the end of quarter one...
And what have we learned?
That's a two-headed question with some sharp teeth. I've learned some but not all of what I'm after. My students have also learned some but not all of what I want them to know. Worst of all, I don't know as much about what I want them to learn as I thought I would at this point. Because I didn't figure out how to tag data well until recently (if then) in Examview and because I'm not getting very sophisticated reports from Examview, I can't really say with certainty after 6 weeks which parts of speech are giving students the most trouble and what exact components of those parts of speech need review. I mean, I have good enough data to see that students struggle with verbs, prepositions, pronouns, and adverbs more than nouns, adjectives, conjunctions, and interjections. But are the intensive pronouns harder than demonstrative... Well, I don't know that. Vocabulary, too, was a disappointment. This time because I gave paper tests and scanned them (I GOT MY SCANNER TODAY) but there were three different versions of the test and only one scanned. Unless I want to build the whole tests over (but not random this time) I can't collect the data. Soooo, I don't know positively what words and activities were easiest and hardest.
I need to go back and look at methods used to review for the tests. This time, I used CPS with period 2 for the grammar and vocab tests, Quizshow solo with period 7, and Quizshow Group with period 10. The scores were better for period 2 than the other 2 classes. However, the grades are always better for period 2. So, next time, period 2 gets Quizshow Group, etc. Stay tuned.
I got my scanner. Now what? Besides scanning quizzes when I'm absent (and showing others how to scan them), I want to scan copies of every old handout that I need for class and of every useful page in their books. Forget my.hrw.com if I can .pdf the story!
Well, back to work. Blood drive and grading make-up papers and hand-scoring those tests (grr.). I guess I'll talk to me later.
PS - why oh why did I assign paragraphs at the end of the quarter??? What a dumb move that was. I'm caught up on grading and could just plan my way into next quarter but instead I'm gonna fall behind on grading paragraphs. dumb move (but I've got to make them write at least twice a quarter!).
That's a two-headed question with some sharp teeth. I've learned some but not all of what I'm after. My students have also learned some but not all of what I want them to know. Worst of all, I don't know as much about what I want them to learn as I thought I would at this point. Because I didn't figure out how to tag data well until recently (if then) in Examview and because I'm not getting very sophisticated reports from Examview, I can't really say with certainty after 6 weeks which parts of speech are giving students the most trouble and what exact components of those parts of speech need review. I mean, I have good enough data to see that students struggle with verbs, prepositions, pronouns, and adverbs more than nouns, adjectives, conjunctions, and interjections. But are the intensive pronouns harder than demonstrative... Well, I don't know that. Vocabulary, too, was a disappointment. This time because I gave paper tests and scanned them (I GOT MY SCANNER TODAY) but there were three different versions of the test and only one scanned. Unless I want to build the whole tests over (but not random this time) I can't collect the data. Soooo, I don't know positively what words and activities were easiest and hardest.
I need to go back and look at methods used to review for the tests. This time, I used CPS with period 2 for the grammar and vocab tests, Quizshow solo with period 7, and Quizshow Group with period 10. The scores were better for period 2 than the other 2 classes. However, the grades are always better for period 2. So, next time, period 2 gets Quizshow Group, etc. Stay tuned.
I got my scanner. Now what? Besides scanning quizzes when I'm absent (and showing others how to scan them), I want to scan copies of every old handout that I need for class and of every useful page in their books. Forget my.hrw.com if I can .pdf the story!
Well, back to work. Blood drive and grading make-up papers and hand-scoring those tests (grr.). I guess I'll talk to me later.
PS - why oh why did I assign paragraphs at the end of the quarter??? What a dumb move that was. I'm caught up on grading and could just plan my way into next quarter but instead I'm gonna fall behind on grading paragraphs. dumb move (but I've got to make them write at least twice a quarter!).
Wednesday, October 24, 2007
Why Blog?
If I already have a sharepoint site, is Blogging preferable to using Shared Documents on Sharepoint?
Well, that's the question. So to set up an experiment, I should have students use both services to post documents and collaborate or peer review from there. In each case, I'll try to measure the value of the two methods. I want to see how easy this is for students to access, how well I can monitor their progress, how beneficial and meaningful their collaboration is, how effective my interim contents are, and how convenient and secure file maintenance is. Then I can decide which system to use in my classes. I like the Google because it does not rely on the students' owning programs and seems a little more intuitive than Microsoft Document Workspace. But maybe the workspace is good, too. We shall see soon.
On Friday I will have the students use both programs for the first time. More to come.
Well, that's the question. So to set up an experiment, I should have students use both services to post documents and collaborate or peer review from there. In each case, I'll try to measure the value of the two methods. I want to see how easy this is for students to access, how well I can monitor their progress, how beneficial and meaningful their collaboration is, how effective my interim contents are, and how convenient and secure file maintenance is. Then I can decide which system to use in my classes. I like the Google because it does not rely on the students' owning programs and seems a little more intuitive than Microsoft Document Workspace. But maybe the workspace is good, too. We shall see soon.
On Friday I will have the students use both programs for the first time. More to come.
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