SOMETRICS!
With all this data - What is most useful?
Wednesday, October 25, 2017
What is a Sociogram and what can be made from the data?
Published in Visuals
Sociograms
Do you remember sociograms? Well, I guess only if you taught as far back as the 1970s when they were quite popular. According to expert Roger Banerjee, they help teachers understand more about their class’s peer relationships.
What are sociograms?
By asking students questions about who they most like or dislike, you can plot these relationships visually. The resulting map of connections represents the underlying social dynamics of your classroom. Is this useful? Well, seeing the links displayed in front of you might give you some insights that would normally be hidden in the busy life of a class. The bigger question, it seems to me, is how to respond to students’ natural interests in what you did with all their questionnaires. Would it be harmful to show them their sociogram? Hmm, that’s a difficult one.
Creating a sociogram
So how are sociograms made? Roger Banerjee explains:
” Sociograms are made on the basis of pupils’ nominations of classmates in response to questions. The exact wording of the questions can vary depending on the interests of the teacher. But a common scenario involves asking pupils to nominate three classmates with whom they most like to play or spend time with, and three classmates with whom they least like to play or spend free time with.”
Cultural Competencies and the Social makeup of the Hub! (Mini Inquiry)
SOCIOGRAMS
(Reworded from an article I read by Dr Brian P and Jessica Siberling found in the book entitled: Contemporary School Psychology
"Classroom climate, though difficult to define and assess, affects student learning, especially in Primary schools. Most of the current research focuses on the primary "leader" of that classroom climate — the teacher. There is little doubt that our behaviours, as teachers, determine the overall climate of the classroom, but peer actions and reactions also significantly affect classroom climate for individual students. "
(Reworded from an article I read by Dr Brian P and Jessica Siberling found in the book entitled: Contemporary School Psychology
I have met with Nikki Ormsby (LTRB) and we talked about the importance of dynamics and social/peer interactions on learning in the classroom. It got me thinking about how I could gather valid and reliable data of how the social dynamics of the classroom and then use that data to improve learning outcomes.
My Hunch Wondering: If I had a greater understanding of the individual social/peer to peer relationships could this make a positive impact on the class as a whole or individuals.
Step 1: Research/Read and Inquire into how I can find out reliable data on the social peer to peer relationships in the classroom.
Step 2: Assess if there is any value in carrying out an assessment.
Step 3: Carry out an assessment
Step 4: Analyse the data
Step 5: Take Action - How will I change my practice? What do I expect to happen? What's my next hunch? (Double Looping the inquiry)
As part of the CoL I had watched this and it helped me to understand the Spiral of Inquiry.
Maths Support Site
ONE STOP SHOP
Over the holidays I spent a lot of time going through all the Bruce Moody Key Concepts and building a website that can support our learners. I wanted a one stop shop that children and parents could use to check 'how' to solve number problems. Parent feedback has been highly positive!
Rutherford Support Site
Sunday, October 15, 2017
What Makes a School Dyslexia-Friendly?
https://www.noodle.com/articles/the-right-schools-for-students-with-dyslexia
School Culture and Philosophy
How a school understands its mission may be the most critical element of how dyslexia-friendly it is. Does the school recognize and support a variety of learning styles? Does it have strategies in place to accommodate students with learning challenges?
Elementary schools should offer evidence-based reading programs, and all schools should offer assistive services to students with identified learning issues. Dyslexia-friendly elementary schools also screen early for signs of dyslexia, and do not wait for children to fail before providing extra services. Additionally, remediation for struggling readers needs to be evidence-based.
Does the school see the potential in its students with dyslexia? If someone with dyslexia attends a school that has high academic expectations for students with her learning profile, it will positively inform her sense of potential.
Use of the Word “Dyslexia”
This is a more significant indicator than one may initially think. Using the word helps to demystify and validate the condition. If teachers and administrators use the word regularly, and without hesitation, it reassures students that there is nothing to be ashamed of and that dyslexia is not something to hide. It also sets a tone that encourages students to self-advocate in their classes.
Support for Students with Dyslexia
Most parents immediately think about sports, the arts, leadership, service, or some other non-academic pursuit as potential areas in which their dyslexic child may excel in school. Those areas are important, but it is also likely that a struggling reader may want to focus deeply in academic areas.
Dyslexia-friendly schools support a student with dyslexia to develop her creative-thinking abilities as well as her passions for math, literature, history, and science. Dyslexia-friendly schools can readily point to their high-achieving students with dyslexia.
Access to Accommodations
This is probably the most important element of all. Academic success for a dyslexic student is commonly related to access to accommodations, either via a 504 plan or an Individualized Education Plan (IEP).
Extra Time
The most critical accommodation for a dyslexic student is the provision of extra time — to read books, complete assessments, and finish certain assignments. Because reading and writing take longer for students with dyslexia, they often require additional time to access content and express their understanding.
Audiobooks
There are now many ways to provide dyslexic readers with recorded books — even Shakespeare’s works are accessible via assistive technology. Some devices read text aloud with a synthetic voice; others read with a human voice. Some assistive technologies even sync audio and visual text so that a student with dyslexia can listen while tracking the words.
Dyslexia-friendly schools provide access to these transformational assistive technologies, or at least support the use of personal reading devices in and out of the classroom.
Keyboarding and Speech-to-Text Software
Students with dyslexia are typically poor spellers with labored and barely legible handwriting. Using a keyboard or another device with speech-to-text software frees students with dyslexia to focus their energies on the content, rather than the form, of their writing. It also makes their work readable.
Yes, dyslexics will still need to learn handwriting, but that will not likely be their standard mode of expression. With spell-checking and editing programs, dyslexics who compose on a keyboard are liberated from many of the challenges that often diminish the quality and volume of their written expression.
Second Language Waiver
Foreign languages are often very difficult for dyslexics. Most middle schools and high schools will provide alternative courses or ways of meeting a foreign language requirement. Generally, it is not an effective use of time to have students with dyslexia involved in foreign language study when they are struggling with deficits in English.
The 21st-Century Classroom
The 21st-century classroom celebrates student abilities to exercise big-picture ideation, creativity, collaboration, critical thinking, and communication while questioning the traditional value placed on rapid regurgitation of memorized information. Twenty-first century teaching styles employ a variety of meaningful measures to facilitate and gauge student understanding, abilities, and achievement.
These pedagogical changes profoundly benefit the dyslexic learner — but they also obviously benefit all learners. Ultimately, dyslexia-friendly schools are student-friendly schools.
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