Smaller Learning Communities and Data in a Day The University of Miami Education and Evaluation Team (UMEET) researchers utilized a Data-in-a-Day approach to observe multiple classrooms in a single day, combining short classroom observations, a faculty survey, and a fifteen minute structured student questionnaire, with time for students’ unstructured feedback. Data-in-a-Day is a research tool developed with the dual purposes of involving multiple stakeholders in the self-evaluation process, and facilitating critical dialogue about strategies for school improvement (Ginsberg & Kimball, 2008). Data-in-a- Day is a quick and efficient way of collecting, analyzing, and synthesizing a broad spectrum of data (Laboratory Network Program, 2000) that can be utilized to evaluate the implementation of educational reforms in large schools. It provides timely and effective feedback as schools attempt to improve their practices (Fleischman & Heppen, 2009). Faculty and administrators at each of the site visits were encouraged to conduct classrooms observations and survey students alongside our team. Data in a Day: Classroom Observation Checklist & Questions Subject Academy Number of Students Grade Observ er What do you see?. What do you see?. Circle Circle Students wearing or displaying their NAF academy affiliation. (Polo shirts, Scrubs, etc.) Y No NAF Academy information (Academy name, internship information, job postings) Y N Classroom Identity – is it clear what course this is? (e.g. Early Childhood a children’s classroom, Engineering with draft tools, History – pictures of presidents) Y N Examples of Student work displayed? Y N
Transcript
Smaller Learning Communities and Data in a Day
The University of Miami Education and Evaluation Team (UMEET) researchers utilized a Data-in-a-Day
approach to observe multiple classrooms in a single day, combining short classroom observations, a faculty
survey, and a fifteen minute structured student questionnaire, with time for students’ unstructured feedback.
Data-in-a-Day is a research tool developed with the dual purposes of involving multiple stakeholders in the
self-evaluation process, and facilitating critical dialogue about strategies for school improvement (Ginsberg &
Kimball, 2008). Data-in-a-Day is a quick and efficient way of collecting, analyzing, and synthesizing a broad
spectrum of data (Laboratory Network Program, 2000) that can be utilized to evaluate the implementation of
educational reforms in large schools. It provides timely and effective feedback as schools attempt to improve
their practices (Fleischman & Heppen, 2009). Faculty and administrators at each of the site visits were
encouraged to conduct classrooms observations and survey students alongside our team.
Data in a Day: Classroom Observation Checklist & Questions
Subject Academy Number of Students
Grade Observer
What do you see?.What do you see?. CircleCircle
Students wearing or displaying their NAF academy affiliation. (Polo shirts, Scrubs, etc.) Y No
NAF Academy information (Academy name, internship information, job postings) Y N
Classroom Identity – is it clear what course this is? (e.g. Early Childhood a children’s classroom, Engineering with draft tools, History – pictures of presidents) Y N
Examples of Student work displayed? Y N
Classroom rules negotiated? posted? Y N
Room Configuration Desks in Rows Desks/Chairs Circle Desks/Chairs – U Shape Small group work
What are teachers doing . . .What are teachers doing . . .
Teachers refer to students by their names? Y N
Teacher is moving around the classroom Y N
Teacher engages a variety of students 1 – 2Students
3 - 4Students
5 or more5 or more StudentsStudents
What are students doing...What are students doing...
Listening to a lecture (Teacher led, some questions and answers) Y N
Individualized work (Reading, working on the computer) Y N
Small group instruction (Desks pulled together, math problem on board) Y N
Working on a project (Looks like small group - ask what are the students doing) Y N
Making presentations Y N
Having ongoing dialogue with the teacher and classmates (A discussion, not fact based questions) Y N
1. How many of you are in an academy?
2. How many of you feel that being in an academy has been a positive experience?
3. How many of you feel that at least half of your teachers know you well? How many feel that less than half of your teachers know you well?
4. How many of you feel that at least half of your teachers are interested in your opinion? Less than half?
5. How many of you feel that at least half of your teachers are willing to give you extra help? Less than half?
6. How many of you have participated in a project or a theme-based report that involved more than one of your teachers?(Example: WWII & Anne Frank; Cultural Blueprint for AOHT)
7. How many of you have had the following experiences:High school field trips to college?High school field trip to a job you are interested in?Guest speakers in a career you’re interested in?Participated in internships or field workParticipated in Competitions
8. How many of you, if you could take your friends and transportation was not an issue, would stay at this high school?
How many of you would change?
9. What is the main thing you like about your school (not counting your friends)?
10. What is the main thing you would change at your school (Besides FCAT, food, and cleaner bathrooms?)
Concerns-Based Adoption Model (CBAM)Levels of Use of an Innovation
Instructions:
Please read each description related to adoption of Smaller Learning Communities. Choose the ONE description that BEST fits where you are in the adoption of Smaller Learning communities. Only aggregated data will be reported.
oI have little or no knowledge of Smaller Learning Communities in education, no involvement with it, and have not approached, or been approached by, anyone about becoming involved.
o I am seeking or acquiring information about Smaller Learning Communities in education.
o I am preparing for my first participation in Smaller Learning Communities at my school.
o
I focus most effort on the short-term, day-to-day participation in Smaller Learning Communities with little time for reflection. My effort is primarily directed toward mastering tasks required to participate in the Smaller Learning Community process.
o
I feel comfortable participating in the Smaller Learning Community process. However, I think I could put forth more effort and thought to improve the Smaller Learning Community process or its consequences.
o
I vary my participation in Smaller Learning Communities to increase the expected benefits within the classroom. I am working on participating in Smaller Learning Communities to maximize the benefits for my students.
oI am combining my own efforts with related activities of other teachers and colleagues to achieve impact in the classroom.
o
I reevaluate the quality of participation in Smaller Learning Communities, seek major modifications of, or alternatives to, present innovation to achieve increased impact, examine new developments in the field, and explore new goals for myself and my school or district.
Griffin, D. and Christensen, R. (1999). Concerns-Based Adoption Model (CBAM) Levels of Use of an Innovation (CBAM-LOU). Denton, Texas: Institute for the Integration of Technology into Teaching and Learning.
Smaller Learning Communities and PhotolanguageSchool: _________Grade level(s): __
Subject:__________
Academy affiliation: ________________________
Briefly describe your level of involvement in the
Photolanguage is a method that utilizes a collection of black and white photographs that have been carefully
selected for their aesthetic qualities, their ability to promote thoughtful reflection with the viewer, and their strength in
stimulating memory, emotions, and the imagination. Participants choose pictures that best describe their response to
the questions posed and then explain their response through the picture (Bessell, Deese, & Medina, 2007). The
Photolanguage activity for students asks each individual to choose one photograph that describes their first experiences
with high school before they joined an academy. The second picture then asks them to choose a picture that describes
their current feelings as they participate in (or graduate from) a NAF academy. Participants are given time to examine
approximately fifty photographs placed on a conference table, and then select the photographs which appear to “speak
