Wheels fell off the wagon of my action research the past 2 weeks. With Thanksgiving approaching and the hustle and bustle in the air I did now allow students the time to meet with their critical friend.
However, this ended up being a powerful piece of research. Through my observations my students who are of higher ability seemed to lack purpose and those of lower ability seemed easily distracted. These observations led me to this question: "Is it the relationship with the critical friend that is driving positive behavior and rigor during Daily 5 or is it the actual goal setting?"
What would be the next step to find an answer to this question? I think the kids could tell me. At the end of the upcoming week I am going to pose the "Why?" question to the students and have them verbally answer in regards to their critical friend.
Friday, November 25, 2011
Saturday, November 12, 2011
Friday, November 11, 2011
Mid-Action Summary
My analysis falls into 3 categories.
1. Student observation- Observing students set their goals with the CF has been a wonderful experience. Students are very intentional about asking clarifying questions. This 1 minute DAILY conversation (the students begged to meet with their CF everyday) has turned the room into a safe place of differences and community. Students have progressed to using our CAFE strategies bulletin board to set goal and areas I have suggested in a small group. Students spend more time on task the day when we write down our goal their goal. When students report after DAILY 5 they are very honest about their progress. One student said, "I am a better reader today because I stopped to check for understanding." His CF said, "How did you check for understanding?" These are the sort of conversations that tell me that students ability to reflect and understand their own ability is increasing.
2. Student rubrics- Students report in their survey (I have students complete a survey the last day of every week) that they enjoy meeting and talking to their CF. Some report that they need to get better at listening and asking clarifying questions. All students report that they are a good CF.
3. The teacher- I have learned to love CF's as part of our daily routine. Students love making the connection with other students and sharing the great progress they are making. I still have not found it necessary to change students' CFS.
1. Student observation- Observing students set their goals with the CF has been a wonderful experience. Students are very intentional about asking clarifying questions. This 1 minute DAILY conversation (the students begged to meet with their CF everyday) has turned the room into a safe place of differences and community. Students have progressed to using our CAFE strategies bulletin board to set goal and areas I have suggested in a small group. Students spend more time on task the day when we write down our goal their goal. When students report after DAILY 5 they are very honest about their progress. One student said, "I am a better reader today because I stopped to check for understanding." His CF said, "How did you check for understanding?" These are the sort of conversations that tell me that students ability to reflect and understand their own ability is increasing.
2. Student rubrics- Students report in their survey (I have students complete a survey the last day of every week) that they enjoy meeting and talking to their CF. Some report that they need to get better at listening and asking clarifying questions. All students report that they are a good CF.
3. The teacher- I have learned to love CF's as part of our daily routine. Students love making the connection with other students and sharing the great progress they are making. I still have not found it necessary to change students' CFS.
Sunday, November 6, 2011
Clarifying Questions
This week we focused on asking clarifying questions and giving feedback. I introduced giving feedback through a writing lesson using play dough. Students created a pencil holder. Then, they chatted with the students around them about how they could make it better. Students gave and received feedback. We saw that every one's creation was different but use able and the importance of giving feedback. If you do not give great feedback then you are not challenging your peer to do their best creating.
Clarifying questions was taught and practiced this week. Students used the prompts: "I think..." "I know..." "I wonder..." To better help themselves and their CF understand their goal.
I feel like we are in the full swing of things and the kids long to have a CF conference. Now, if their teacher, allows for adequate time for meaningful conversations to happen is when the learning really takes place.
Clarifying questions was taught and practiced this week. Students used the prompts: "I think..." "I know..." "I wonder..." To better help themselves and their CF understand their goal.
I feel like we are in the full swing of things and the kids long to have a CF conference. Now, if their teacher, allows for adequate time for meaningful conversations to happen is when the learning really takes place.
Friday, October 28, 2011
Teacher Notes
"Mrs.Thomas! We forgot to meet with our critical friend! I have to meet with them before I can start Daily 5!" This was a quote of one of my tier 2 students. On Thursday I forgot to have the kids meet with their CF before DAILY 5. They became so in tune to setting goals together and dialogue that THEY COULD NOT begin with out this component. This tells me that the CF piece of Daily 5 has a value and a purpose for my students.
Friday, October 14, 2011
Continuing...
This week I heard awesome conversations between students. Students were using our CAFE bulletin board to set Daily 5 goals for themselves. One student even said, "Mrs.Thomas I work hard when I know my CF will ask me what I was doing." Another student said, "Mrs.Thomas, I am going to practice stopping and reading again." Students practiced writing their goals before meeting with a critical friend and then sharing them verbally. The last day of the week we practiced thinking the goal in our head and then sharing. Students also evaluated themselves on the CF process.
Furthermore, students brought up their CF during their Goal-Setting Conferences. Parents were so excited to hear about the interaction their child was having with other students. Also, the first graders had such an easy time participating in the goal-setting because they had been practicing setting goals with their Critical Friend.
Furthermore, students brought up their CF during their Goal-Setting Conferences. Parents were so excited to hear about the interaction their child was having with other students. Also, the first graders had such an easy time participating in the goal-setting because they had been practicing setting goals with their Critical Friend.
Saturday, October 8, 2011
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