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Capture the Evidence: Shout it Out! Lee FitzGerald, Loreto Kirribilli

Capture the Evidence: Shout it Out! Lee FitzGerald, Loreto Kirribilli. School Library Association of New South Wales Saturday 15 September, 2012. What have we captured?. The data from two Guided Inquiries - The Modern and Ancient Historical Investigations 2012

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Capture the Evidence: Shout it Out! Lee FitzGerald, Loreto Kirribilli

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  1. Capture the Evidence: Shout it Out!Lee FitzGerald, Loreto Kirribilli School Library Association of New South Wales Saturday 15 September, 2012

  2. What have we captured? • The data from two Guided Inquiries - The Modern and Ancient Historical Investigations 2012 • Guided Inquiry has two purposes: Guiding students through their inquiry and gathering data for evidence-based practice. • The first purpose is the most pressing one. • Analysis comes later (NOW!) and is secondary.

  3. What do the inquiries look like? The Guided Inquiries take 5 weeks, 26 lessons.

  4. EBP Action Plan • EBP Action Plan Template • Adapted from Hay/Todd 2012 – EBP Action Plan and Program Templates – SybaSigns School Libraries Making a Difference Seminar – 21 May Sydney

  5. EBP Action Plan • Types of evidence required to demonstrate impact • Student evidence: • Growth from facts, to explanations, to conclusions in reflection sheets and essay – Q.1 on the SLIM Toolkit. • Data from reflection sheets relating to difficulties expressed, and reflections on learnings. • Teacher/student teacher/teacher librarian culminating conversation. • Program evidence: • Grades allocated to their essays for content and process.

  6. Ross’ action plaN continued..

  7. A more student-friendly Information Search Process. Kuhltau, C, Maniotes, L and Caspari A. Guided Inquiry Design: A Framework for Inquiry in Your School. Libraries Unlimited, 2012.

  8. Our culminating conversation: What went well? • Teaching team: Teacher/TL/Student teacher agreed on this: • Five weeks inside the head of each individual student • Reflection for synthesis of information and interventions • Dividing up the students between the members of the teaching team for feedback and conversation with students, then rotating this close scrutiny. • Inquiry circle of three students all investigating Atlantis. • Inquiry conversations one on one. • Feedback on blog.

  9. What resulted in achievement of outcomes/What difficulties did students face? • The level to which outcomes were met depended on these: • ability and engagement • choice of topic • good inquiry questions • moving from broad to specific searching • Analysing information and extracting the relevant bits • use of Easybib for notes and bibliography • creating a well synthesised essay plan • managing scholarly conventions well – bibliography and footnotes • using all supports available to them (reflections, sources, feedback from teachers) • use of, and ability to comprehend high level sources • essay construction and writing skills.

  10. Some of our students

  11. Action plans?

  12. Data analysis only just begun! • Enquiry has just finished, and we are handing back the essays this week. • Examples of our data: • Essay • Marking • A reflection sheet • Eloise reflects! Olivia’s notes on Easybib

  13. Shouting it out? • Get analysing with student teacher, using SLIM! • Student input into analysis of their essays. • Write it up. • Present it at Loreto at staff meeting. • Hope to present this at CISSL Research Symposium on Guided Inquiry, Rutgers University, 2013

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