Methodology (Inventory of data gathering processes)
It is intended to collect relevant student and teacher data that assist in answering research questions outlined above. The data collection will include:
· Digital Portfolios incorporating video and voice recordings, samples of students’ work, photographs, evidence of thinking tools used, visible thinking, creative thinking and metacognition and reflection
· To respond to questions 1 and 5: Teacher survey “Teaching and learning: Assessing the existing practices” (ITC publication)” (twice) individual teacher interviews (twice), class observations (throughout the term).
· To respond to questions 2 and 3: school data, teacher judgment, class observation and a student questionnaire (twice a term)
· To respond to question 4: Students’ questioners, class observations, teacher interviews. As part of the change in the intensive English NAP delivery a range of graphic organisers that are appropriate for ESL students will be identified and trialled and higher order thinking activities will be utilised in the program.
· Formatively and summatively assess understanding of the vocabulary and meanings of the thinking language by using Survey Monkey, word/meaning matching, True/False. Test use of lexicon and syntax in the thinking skills language using thinking rubrics.
· To have two groups: one experimental and the other control
· To survey other NAP English language schools to establish whether they implement the thinking processes domain of the Interdisciplinary Strand.
The plan is to use Anecdotal records, observations, video recordings of the following:
· Observing a student performing the task or presenting to class
· Formative and summative assessment
· The opportunity to articulate thinking strategies and discuss these with other learners (thinking together)
· The explicit demonstration of how thinking strategies which were acquired in one subject area can be used to solve problems in another area (bridging).
Some of the following Action Research Data Collection Methods (Both Qualitative and Quantitative data) may be used:
· Activity Log
· Audit tool
· Assessment Data
· Audiotape
· Dialogue Journal
· Discussion – formal and informal
· Documents
· Evaluation/Feedback
· Focus Group
· Interview
· Meeting Log
· Observation/Field Notes
· Photographs
· Questionnaire
· Student Journal
· Task Analysis
· Digital Portfolios incorporating video and voice recordings, samples of students’ work, photographs, evidence of thinking tools used, visible thinking, creative thinking and metacognition and reflection
· To respond to questions 1 and 5: Teacher survey “Teaching and learning: Assessing the existing practices” (ITC publication)” (twice) individual teacher interviews (twice), class observations (throughout the term).
· To respond to questions 2 and 3: school data, teacher judgment, class observation and a student questionnaire (twice a term)
· To respond to question 4: Students’ questioners, class observations, teacher interviews. As part of the change in the intensive English NAP delivery a range of graphic organisers that are appropriate for ESL students will be identified and trialled and higher order thinking activities will be utilised in the program.
· Formatively and summatively assess understanding of the vocabulary and meanings of the thinking language by using Survey Monkey, word/meaning matching, True/False. Test use of lexicon and syntax in the thinking skills language using thinking rubrics.
· To have two groups: one experimental and the other control
· To survey other NAP English language schools to establish whether they implement the thinking processes domain of the Interdisciplinary Strand.
The plan is to use Anecdotal records, observations, video recordings of the following:
· Observing a student performing the task or presenting to class
· Formative and summative assessment
· The opportunity to articulate thinking strategies and discuss these with other learners (thinking together)
· The explicit demonstration of how thinking strategies which were acquired in one subject area can be used to solve problems in another area (bridging).
Some of the following Action Research Data Collection Methods (Both Qualitative and Quantitative data) may be used:
· Activity Log
· Audit tool
· Assessment Data
· Audiotape
· Dialogue Journal
· Discussion – formal and informal
· Documents
· Evaluation/Feedback
· Focus Group
· Interview
· Meeting Log
· Observation/Field Notes
· Photographs
· Questionnaire
· Student Journal
· Task Analysis