The Tool: Cybersmart Clips
Describe the evidence you have so far about the effects of your changed practices/intervention on desired learner outcomes and how you summarised and recorded these.
(as seen in previous blog post)
(See example on previous blog post)
I am currently analysing blog comments by comparing blog comments at the beginning of the year to blog comments now. This qualitative data is difficult to analyse and I am having to think of the best way to measure progress. I am wanting to measure progress in interpersonal skills and critical thinking in blog posts. On an initial look, it is clear that many children are writing more detailed and thoughtful blog comments compared to at the beginning of the year.
Each week, I have been collecting and updating data in a spreadsheet which is organised in the above categories. I am working on collating this data into graphs and noticing trends and patterns mainly around interpersonal skills and critical thinking.
Through the process of making movies in learning cybersmart skills and collection of data, I have realised that the creation of the movies and collaborative script-making is just as important as the sharing of the movies to a wider audience. This is where this method of teaching children to be cybersmart is effective in integrating the teaching of the key competencies at the same time. In particular, children are developing their ability to think (about the cybersmart topic given to them), relate to others (through the creation of the script in preparation for movie-making), managing self (to work through the process of creating a movie, from storyboarding to sharing of the movie) and participating and contributing (in creating the script but also in being confident to present/act in the movie or to direct and be responsible for the filming). Overarching the development of these key competencies (NZ Curriculum) is the final key competency of understanding symbols, languages and texts. This overarches the others in this process as the children are learning skills in being able to make sense of the online world and respond responsibly and appropriately.
I also need to begin collating and making sense of the data which shows development of interpersonal skills and critical thinking through the children's collaborative scripts and movie clips.
Currently, I am really satisfied with how the intervention/ tool is working. On the whole, the children are engaged, they are learning valuable skills in film making, being given opportunities to develop their critical thinking and interpersonal skills, and being able to share their learning with the wider world through the school news and their public blogs! How cool is that!?
As with anything in teaching though, there is always 'tweaking' that can be done to make it better! At the moment, my focus needs to be on continuing doing what we are doing and now beginning to make sense of what the data shows.
So...what am I going to do with the data to make sense of it?
- I have already analysed the start-of-year cybersmart assessment data (see blog post). This will be followed up later in the year (early in term 4) by children completing the same cybersmart assessment and seeing how the data changed over time.
- Student collaborative brainstorms/planning docs: I need to analyse these for evidence of interpersonal skills and critical thinking. As a result of a range of research (seen in previous blog posts) I plan to make a tally of the following when reading through the docs and watching the cybersmart clips:
- Collaborative plannning (all team members given a role and contributing to ideas; efficient planning in group)
- Communication between group members to produce a coherent and connected script (i.e. not different ideas per child but rather, a script that flows from one child to the next)
- Creativity (have they thought outside the box or just used class brainstorm ideas and copied it?)
- Critical thinking (thought deeply about how to portray the message in an effective way)
- Positive role play
- Perspective taking (each 'character' shares their own ideas)
- Empathy/interpersonal skills (evident through role play - rather than just saying lines without connection to others in the group; thinking about how others feel and how actions can affect others)
- Listening to each others ideas
- Questions asked
- Challenging each others ideas
- Reflecting/ making changes
- Summarising the main ideas