Naf july10 handouts

Smaller Learning Communities and Data in a Day The University of Miami Education and Evaluation Team (UMEET) researchers utilized a Data-in-a-Day approach to observe multiple classrooms in a single day, combining short classroom observations, a faculty survey, and a fifteen minute structured student questionnaire, with time for students’ unstructured feedback. Data-in-a-Day is a research tool developed with the dual purposes of involving multiple stakeholders in the self-evaluation process, and facilitating critical dialogue about strategies for school improvement (Ginsberg & Kimball, 2008). Data-in-a-Day is a quick and efficient way of collecting, analyzing, and synthesizing a broad spectrum of data (Laboratory Network Program, 2000) that can be utilized to evaluate the implementation of educational reforms in large schools. It provides timely and effective feedback as schools attempt to improve their practices (Fleischman & Heppen, 2009). Faculty and administrators at each of the site visits were encouraged to conduct classrooms observations and survey students alongside our team. Data in a Day: Classroom Observation Checklist & Questions SubjectAcademyNumber of StudentsGradeObserver What do you see?.CircleStudents wearing or displaying their NAF academy affiliation. (Polo shirts, Scrubs, etc.) Y NoNAF Academy information (Academy name, internship information, job postings) Y NClassroom Identity – is it clear what course this is? (e.g. Early Childhood a children’s classroom, Engineering with draft tools, History – pictures of presidents) Y NExamples of Student work displayed? Y NClassroom rules negotiated? posted? Y NRoom ConfigurationDesks in RowsDesks/Chairs CircleDesks/Chairs – U ShapeSmall group workWhat are teachers doing . . .Teachers refer to students by their names? Y NTeacher is moving around the classroom Y NTeacher engages a variety of students 1 – 2Students3 - 4Students5 or more StudentsWhat are students doing...Listening to a lecture (Teacher led, some questions and answers) Y NIndividualized work (Reading, working on the computer) Y NSmall group instruction (Desks pulled together, math problem on board) Y NWorking on a project (Looks like small group - ask what are the students doing) Y NMaking presentations Y NHaving ongoing dialogue with the teacher and classmates (A discussion, not fact based questions) Y N ,[object Object],Concerns-Based Adoption Model (CBAM) Levels of Use of an Innovation Instructions: Please read each description related to adoption of Smaller Learning Communities. Choose the ONE description that BEST fits where you are in the adoption of Smaller Learning communities. Only aggregated data will be reported. I have little or no knowledge of Smaller Learning Communities in education, no involvement with it, and have not approached, or been approached by, anyone about becoming involved.I am seeking or acquiring information about Smaller Learning Communities in education.I am preparing for my first participation in Smaller Learning Communities at my school.I focus most effort on the short-term, day-to-day participation in Smaller Learning Communities with little time for reflection. My effort is primarily directed toward mastering tasks required to participate in the Smaller Learning Community process.I feel comfortable participating in the Smaller Learning Community process. However, I think I could put forth more effort and thought to improve the Smaller Learning Community process or its consequences.I vary my participation in Smaller Learning Communities to increase the expected benefits within the classroom. I am working on participating in Smaller Learning Communities to maximize the benefits for my students.I am combining my own efforts with related activities of other teachers and colleagues to achieve impact in the classroom.I reevaluate the quality of participation in Smaller Learning Communities, seek major modifications of, or alternatives to, present innovation to achieve increased impact, examine new developments in the field, and explore new goals for myself and my school or district. Griffin, D. and Christensen, R. (1999). Concerns-Based Adoption Model (CBAM) Levels of Use of an Innovation (CBAM-LOU). Denton, Texas: Institute for the Integration of Technology into Teaching and Learning. School: _________Grade level(s): __ Subject:__________Academy affiliation: ________________________Briefly describe your level of involvement in the SLC reform process at this school.What is your academy that you are affiliated with? What role do you play in that academy?What information or professional development do you need to improve you involvement in your identified academy?Briefly describe your school's environment (i.e., safety, cleanliness, morale, enforcement of rules).2/2/2010 Smaller Learning Communities and Photolanguage Photolanguage is a method that utilizes a collection of black and white photographs that have been carefully selected for their aesthetic qualities, their ability to promote thoughtful reflection with the viewer, and their strength in stimulating memory, emotions, and the imagination. Participants choose pictures that best describe their response to the questions posed and then explain their response through the picture (Bessell, Deese, & Medina, 2007). The Photolanguage activity for students asks each individual to choose one photograph that describes their first experiences with high school before they joined an academy. The second picture then asks them to choose a picture that describes their current feelings as they participate in (or graduate from) a NAF academy. Participants are given time to examine approximately fifty photographs placed on a conference table, and then select the photographs which appear to “speak to them” or resonate.14668503429000

Naf july10 handouts

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