There seems to be a lot of information in this unit. I keep trying to find the common threads but have reduced to answering the questions posed.
1. Then, create a post on your blog about what you have learned about the evaluation process. Do you think your students are skilled at Internet search? What could educators do to help improve a key 21st Century literacy? Much of the internet research in Layout and Design is looking for competitors approaches to selling an idea or product. It's the comparison of approach and the students, or customers visual likes or dislikes. There are many search options for students to use starting with subject titles to designers they frequent or genras of advertising. ie: decades, age groups, specific product, color & font use Following a search of what's been done already, its the challenge to create in a different approach. Ideally in a way that hasn't been done before. In this type of research the student can compare their work to professionals, use the instructor rubric for necessary skills and then its good ole' fashion "the kid just sees it" outcome. The Critical Evaluation of a Website form is an excellent way for our students to qualify and share their findings. I plan to use this to help guide students with building their websites for validity and then to create a clearing house for other students to search.
Finally, in your blog, write your reactions to both the Hattie research questions and also what you found in the IES research. In addition, visit the Research and Reference Tools forum and respond to the question there.
2. Growth per year is a great concept. I appreciated the up front language regarding the number or questions that can follow such a broad collection, and the variables that can mucky up the water. However, the green and yellow findings are not so much as surprise as a great way to identify what is happening in our classrooms. Taking the categories and increasing the influences or to halt the time in areas that won't produce in the long run. I will use the feedback influence in a different way, student lead opposed to instructor lead. I actually use to do this. Have the students get in groups of 2 - 3 to critique a product. This interaction gave the receiving student an opportunity to see what others saw and time to change out the design for improvement. I got away from that when time lost its luxury in the classroom. The findings have reinforced the need to bring it back, along with the challenge of class environment.
3. What works clearinghouse. Great information with a lot of topics but nothing specific enough for my interest. I was searching high school special needs social & emotional development as it relates to job market entry skills. The soft skills range across the board, and maybe this is the answer to my search. I should be concentrating on the soft skills rather than career specific. Currently 30% of all students grades are Career & Employability, perhaps the special needs support team could look at ways to support the lifelong skills at 70% for students with specific needs. Currently the interaction with the support team is merely overall grades. Intervention happens when a student is receiving 60% or below. The student may be growing leaps and bounds in C&E yet unable to meet the career goals. Something to think about.
Thanks for you post on SED in young adults. I think the reason why you won't see a lot of material on the topic is because although we're aware of the importance of attending to the social and emotional development of kisd, school systems often are hesitant to integrate programs for which they cannot predict clear, discernable benefits for students' academic progress.
ReplyDeleteI've come across much work on the subject, put no definitive work on what works best.