Task 6b Critical Reflection on the 4 tools

Critical reflection on the relative merits of the 4 tools

Observations

Being a Teacher Assistant I am often in a classroom working with a group of pupils or giving one to one support.  This also allows me to observe teaching in its natural environment without the formal element; seeing the pupil that misbehaves, when the teacher has had to adapt the lesson…which can happen for a variety of reasons, e.g. the computers has crashed, the pupils haven’t understood the lesson the day before…I have seen some poor teaching, as well as some good and outstanding lessons. I have also been in the classroom when teachers are being observed and how the planning of a lesson changes e.g. more time may have been given to resources… of course a computer can still crash under a planned observation too. . I have also been lucky enough to be in a class where an observation has been part of an interview. More recently I have done a learning walk as Governor, which has given a different perspective, although I have chosen not to go into details in regards to the learning walk because of the ethics that could be involved.

From my experience, lessons can improve under an observation but sometimes they don’t, so the overall progress of a class needs to be taken into consideration too.  Being observed is a part of a teacher’s life as well as being adaptable and flexible, and being prepared for the computer to crash or the Head or another senior member to walk in. I can sometimes get nervous when I am being observed, sometimes the nerves work for me and sometimes they don’t,  the reflection element of this course has given me some control over them.

Observation can be rich sources of information of behaviour that yields information about interpersonal information – including non-verbal response from participants that extend scope of communication, as I have previously described in a previous blog and the data can be a mixture of quantitative and qualitative. Observations can be time consuming and you usually need permission from the Gatekeeper. However for my inquiry, I am using myself as a participant and using an Observation grid and journal within the afterschool club I run, so I will not have to arrange Observations although I may arrange someone to observe occasionally. I will still have analysis of data; but I would have this with all the tools used. Plus I have the Gate Keepers permission.

My inquiry is looking at the nature creativity (within a primary school) and how it is imbedded and perceived in a structure of learning to improve the engagement and thinking process, focusing on cross-curricular activities/subjects/projects (Design  and Technology/IPC) My inquiry also aims to improve my delivery and teaching, through reflection and using an observation grid. I think using Observation with me as a participant, using an observation grid will enable me to retrieve the rich sources of information in a natural environment of learning that my inquiry requires.

Survey/Questionnaire

I have used a questionnaire a few times before, created graphs to display the results and have used different type’s averages to analyse the results. I have also filled out a few questionnaires too. Being a Governor you have to look at data a lot, and a recent parent survey I was sent to look at, which had an 88% return, which is very positive. It gave me a few different ways I could record and analyse a survey/questionnaire with a little more depth.

I haven’t really considered a questionnaire in terms of qualitative or quantitative types of data until now and that is something I have learnt through reading Reader 6 and then doing some further research over the internet. Questionnaires are mainly quantitative and are good for statistics, but they can also be qualitative when you leave a space for the person to answer with a reason or give further information. I also realised that I would need to use a coding system for the qualitative element of the answers given. This also needs to done whiles creating and designing the questionnaire. This maybe more time consuming at first but in the long term it will save time.

Questionnaire may limit a researcher asking the ‘why?’ questions, may not show feeling and emotions and plus a researcher may get a low response rate.  Putting more effort into the questions and design could increase a researcher return of questionnaire, because a questionnaire could be considered as a piece of Direct Mail too. Thinking of ways to engage the reader or participant could also increase the return. This does play into my Art Specialism because I am building on a HND in Graphic Design, which also included Advertising. I will also try and keep a questionnaire anonymous although I am using a sampling method. Sending a questionnaire is achievable and there is plenty of way to do so.

Because for this part of my inquiry I don’t necessary need the emotions and more of a Professional Opinion I have decided to use a questionnaire, I have an idea of what I want from the questionnaire and how it relates to my inquiry, although I am still developing the questions. I have changed them a few times now, but am getting a clearer vision to what I want to achieve.

I have brainstorms some ideas and questions with friends and family, and have researched questionnaires that have been used for the audience I have in mind for my inquiry. I am aiming the questionnaire at the Head Teachers within my borough. Below are couple of examples of Head Teacher questionnaires.

http://www.ssf-project.org.uk/news/documents/Headteacheradditionalcomments-all.pdf

http://essie.eun.org/c/document_library/get_file?uuid=d03d72a0-319f-45b4-8bbc-4d95bcbdb107&groupId=21279

http://www.bristol.ac.uk/alspac/researchers/resources-available/data-details/questionnaires/documents/ques-s07-questionnaire-for-the-head-teacher.pdf

I don’t intend to have too many questions like the above questionnaires, but they have helped develop the odd the question. I aim to keep my questionnaire to about 12 questions and they will relate more to my inquiry. In addition I want the questionnaire to be a little more creative and engaging, so I may imbed or quote some statistics and perhaps add an open puzzle, or even the odd spot the difference because all Heads are interested in the Big Picture. I will be focusing the questions at creativity within a structure, cross-curricular learning, projects and extra-curricular activity.

A couple of the questions I am thinking of using, although they still need work. Because I need to think how a Head might be able to answer them.

Do pupil extra-curricular activities in the creative field raise the general status of the pupil?

In the primary school statistics, since extra-curricular activities have been implemented has the chain line been improved?

I am also thinking about questions in terms of the structure of a lessons or day.

I think the questionnaire will give element of broadness as well as adding some depth to my inquiry. I have to remember that although the inquiry requires depth, I work in a primary school and not a secondary school. The difference being a primary school is broader than a secondary school, in terms of teaching. I also believe the questionnaire will not be bias and give a more professional opinion.

Interview

My personal experience is more about me being interviewed or when I have seen interviews on the TV. I have had few job interviews in my time which are more formal. Often my answers improve on my second or third interview; because I start to become more relaxed, have an idea of the questions being asked beforehand, which enabled me to reflect and think more about the answers. More recently I had a Panel interview to be Governor, which at first seems more formal than a job interview and the questions could be more complex to answer. However, I was given an idea of the sort of questions that maybe asked and I was less nervous because my lively hood didn’t depend on getting a job, although I was enthusiast about becoming a Governor.  They could probe my responses as well as look for non-verbal responses, looking for reasons why I wanted to become a Governor. The panel interview was a good experience to have.

Interviews, can be useful, because you can probe responses, investigate motive and feelings, as well as non-verbal responses, however they can also be time consuming. They are more a qualitative method of research but can also be like questionnaire and be quantitative too. Interviews could benefit my inquiry because I could probe responses to questions. However for me, personally, I do not think they would be practical, because I would have to try and arrange for the interviews to takes place, considering mine and the interviewee time, this could impact on work time.  A questionnaire would achieve the information I want and is more practical and the observations made through my afterschool club would achieve the human/in action element to my inquiry.

Focus Group

My personal experience is probably limited, apart from perhaps using them informally through friends or work. My knowledge of them comes more from watching the Apprentice on BBC, because Focus Groups are often used for developing products.  Sometimes focus groups are good and sometimes, if the wrong people are in the focus group and you rely on that information it can go terribly wrong, so some thought needs go into the people in the Focus group and what you want to achieve.   The seating layout in Reader 6 reminds me of a Governor’s layout E.G the Researcher and Gate keeper sitting next to each other, so I could image the skills for a Chair are similar to the person running a research Focus Group.

I think Hannah Shepard’s pilot (http://hannahshepherdbapp.blogspot.co.uk/2013/11/6b-critical-reflection-on-tools-of.html ) gives an idea how relaxed and more natural they could be compared to an interview, although they are similar to an interview in terms of analysing. You can create an atmosphere and I think ‘Hannah Shepard’ pilot demonstrates this. Discussion could go of topic although questions could help control this.

At this moment I don’t plan to use a focus group, although a Focus group might be slightly easier than interviews, if I did something similar to Hannah. However, again the people I would want there may have commitments, so it could be unpractical in that sense. Whereas using a questionnaire and the type of observation I have planned are more manageable, achievable and meet the needs of my inquiry.

Task 6a Pilots and Trials

Phonics Observation - Using a Observation Grid

Below is my first attempt at creating and using an Observation Grid, in order to reflect and analyse. I found using the Observation Grid quick and easy to use after the lesson. It could also be used during a lesson, although I plan to use an observation grid towards the end of lesson/club or shortly after it has finished, then use my journal to reflect and add any details and further notes etc…The observation grid below was aimed more at the phonics lesson although the basic principle was there

On reflection of using the grid, I have decided to add numbers to the symbols in order create graphs and charts for further analysis, in order to improve practice. E.G The triangle would = 3.  I have used triangles at starting point to code with, because we use triangles at work. I will give a little more thought to the headings in relation to my inquiry and what I want find out and achieve. 

Getting another person to observe me and then compare her feedback with my own reflection was very helpful. Although I am not going to go into too much detail in this blog, but will reference the feedback in the Professional Inquiry, I found the observation did pick up things that perhaps I had missed, but agreed with. It also gave me some confidence in my own self-reflection/analyse and gave me ideas to help me improve my practice and observation grid.

Whiles being observed, I was a little nervous but also felt an element of control. I think this was because I had chosen to be observed and it was in my inner circle although a few things did happen to change the dynamics of the day – such as the printer not working etc… it was worth doing and something I would choose to do again

Brief guide of phonics plan, 20 minutes

•         Recap Phase 3 sounds
•         CCVC/HFW spelling
•        Introduce new sound
•        TPS words with new sound
•       Write words and read bank of words with sound
•        What? and why? questions
•        Write sentence with words, apply Green Hat, add adjective to sentence or draw image of           word (to reinforce meaning)
•        Read sentences – swop sentences if time.
• 
  

Green Hat is a part of Thinking Hats and is for creative thinking, which the whole school uses. As part of my personal development at work, I need to sometimes use Thinking Hats in booster groups On reflection of using the grid and an element of the feedback I have decided to create some Green Hat creative cards for the phonics group, for developing sounds, sentences, reading and use drawings/images to reinforce meaning.

Questionnaire

I am currently developing my questions for piloting, I have done a little bit of research in regards to the audience in order to develop my questions and have brainstormed some ideas with my son. I have also started to give more thought to how I would analysis it. I will add the pilot in due course either during this module or as part of module 3.

Cross-curricular pilots during afterschool Creativity Club

I have run two pilot cross-curricular activities/projects during a Creativity afterschool club.  In order to run the club, I had get permission from the Gate Keeper (Deputy Head). The letters that were sent out to parents were also checked by the Gate Keeper; permission/reply slips were kept in the office at work, along with a list of names that were attending.  I also kept a register of attendance. This is in line with the schools afterschool clubs. In addition, parents paid £5 per 6 weeks(one hour per week) to cover materials and resources etc... This also goes through the office and is accountable.

The two pilots, were trialling cross-curricular projects that may in the future link to a social Enterprise for Primary Schools. Developing cross-curricular projects for mainstream lessons and learning. The club focuses on creativity within different types learning and structure aiming to improve the attention, engagement and learning as well as developing my planning and delivery skills.  Both pilots aimed to give a purpose to learning, developing thought process and cross-curricular projects.

The first project was aimed at children in year 2 - designing and creating wrapping paper.  I had planned for every child who attended, to get their designed wrapping paper professionally printed and made, even if their final design went wrong. I knew I would be able to tweak it, before sending their design to the printers. I also had spent time researching printing companies to make sure I could keep within budget for the pilot.

Wrapping Paper
Year Group	Year 2	Overview of lesson focus		1hr lesson
Applied Learning	Maths and Art Patterns, shapes Textures and Materials Primary colours	week 1	Introduction how wrapping paper is made and creating textures with materials	10/15min input	Independent
		week 2	Primary colours, developing tones and textures with paint	10/15min input	Independent
		week 3	learn about patterns and shapes, create a pattern	10/15min input	Independent
		week 4	Learn about grids Draw a grid with a ruler - thinking about layout	10/15min input	Independent
Developing fine Motor skills	Cutting, sticking and using a Ruler	week 5	Final Design – brief recap freedom to be creative	5 min input	Independent
		week 6	Final Design – reflect and discuss any problems with children, to give some direction	5 min input	Independent
Take photos of work for tweaking if needed and send to the printers.

Overall the wrapping paper pilot was a success, there are a few things I can improve on. I think I might want to break the input into two 5 minutes, first at the beginning and then half-way through the hour, because of the age of the children and their attention span. Introduce more natural textures from outside in the environment, give some more thought into the resources and aftermath, E.G Printing, reducing costs and thinking how someone else would follow/teach using the Power Point that I had also created and used, planning and resources etc...

I also have to confess I wasn't completely sure who had designed what, although I had rough idea, but lucky enough all the children recognised their own design straight away. (Next time I will draw a little picture next to their name.) I felt a little bit like Father Christmas when I gave them their wrapping paper as I saw their eyes and faces light up, which did put a smile on my face.

The second project was aimed at year 5 writing a short story aimed at children in year 2/3 or lower.  This time the cross-curricular element was drawing, writing and ICT.  I also planned for the stories to printed in a book and had researched printing costs, to make sure I could get there worked printed/published within budget. 

Short story with illustration
Year Group	Year 2	Overview of lesson focus		1hr lesson
Applied Learning	Creative Writing and Drawing _____________ Writing for an Audience and understanding language  they might use Illustration Learning about copyright	week 1	Looking at Characters, children books, language brainstorming ideas Copyright	10/15min input	Group/Pair  brainstorming ideas spend 5min with each  group pair
		week 2	Developing plot/story using a flow map	10/15min input	Group/Pair develop plot spend 5min with each group/pair
		week 3	Introduce Publisher Start to type up story start drawing	10/15min input	Group/Pair learn publisher spend 5min with each group/pair
		week 4	Introduce adjectives developing openers Introduce drawing ideas/skills	two 5min inputs	spend 5min with each group/pair
Developing ICT Skills Communication  skills	Learning how to create a double page spread. Induction to using layers in a drawing program working in a pair/team	week 5	continue writing story and drawing Introduce drawing tools/layers if time	spend 5/10min with each groups or pair
		week 6	Read through stories with children Teach drawing tools/layers	spend 5/10min with each groups or pair Make sure everyone has a least three drawings and finishes story
Take photos of drawings and children experiment with drawing tool

I had a slight problem at first, due to it clashing with another club of the same age group that was already running and well established, so the uptake was lower than expected. So I slightly opened it up to children in year 6 and then another child wrote me a creative letter to join. Whiles running the club I did get several children approach me and asked whether I could run it on another day, so I know the interest was there just like my first pilot. Next time I will double check the age group of other clubs running and change the day to suit age group I plan for, although it wasn’t too hard to adjust and open it up to another year group

The children worked in pairs as they planned the story together, developing ideas, thinking about the language and audience. Then one child continued to write the story while the other child became the illustrator and did the drawings. They had to continue to communicate with each other to make sure the drawings matched the story.  They also learnt about Copyright and the fact the story was going to be published, that they had to generated original ideas and drawings.  

The project went well, although there was a couple of hiccups along the way. But! The enthusiasm from the children was overwhelming and so ‘we’ slightly adjusted the project as we went along and it started to come together.  I say ‘we’ and not ‘I’ because the whole group worked really well as a team. They were excited about having their story printed, had a sense purpose and some wanted to continue writing at home. I will add photo of book/books once printed and published.     

I am pleased how this pilot went, although I believe there are things I could improve on. In terms of my delivery and planning. I think I may also like to reflect the pros and cons with other staff members, to get a second opinion to develop the project.  I also think and observation grid would help when it comes to reflecting and focusing on improving my professional practice.

Reflection and Observation Grid Focus

Brief review- focusing on the learning
Delivery - creativity, questioning, timing, modeling, next steps etc..
Cross-curricular learning
Engagement
Resources

Learning Needs

Time spent planning
Flexibility within the planning to adapt if needed.
Time spent on assessing  

Reader 6 Review - Task 6a

Reader 6 review

Data Collection Inquiry Tools

Data Collection inquiry tools are used for primary research. The tools used for a primary research are based on the audience, purpose and the representative selection/sample. Triangulation, is using different tools to inquiry the same issue – cohesive of social research

Purpose, choosing people who can answer the questions using defined criteria (qualitative)

Representative,  selection of sample population (quantitative and mixed (e.g. interview might follow survey)) more scientific – using a version of probability or non-probability

Sample = people participating inquiry = Sampling Frame, would depend on access and approaches

Qualitative is what people say - why? - Practical, used to understand Phenomena 

                      

Quantitative is more scientific and is use to translate into Translated into numerical Data  

Quantitative data and qualitative perspective can be mixed using methodology

Raw data – questionnaires, interview schedules should be recorded - Visual, video, audio etc…

The evidence that is gathered to develop research ‘finding’s’ should be collated and categorised, in order to be analysed and interpreted. (Groupings and patterns)

The researcher can use a variety ways to record and display the data using variables, calculating mean, median, mode etc… percentages – scatter graphs, direction, speed etc… probability/predictions based on data etc…. patterns etc…  relating in practical terms, how different circumstances effect the data, the relevance to different(my) topics etc…

If an inquiry is more about how two things are related then the researcher can formulate a hypothesis statement which affects the outcome. (Punch, 1998) Hypothesis is used in research approaches that use empirical or scientific paradigm, where research questions act to specify a broader theory.  (Black, 1999)

Four research methods

Observations can include participant observation, watching, recording and analysing events of interest. They can be structured or have a more relaxed feel to them, given a more natural response. They are often both quantitative and qualitative. Researcher could be a participant or disinterested

Pro

•  Can be a rich source of information of a behaviour nature that yields information about interpersonal information – including non-verbal response from participants that extend scope of communication. (can be described as kinesics)
•  Observations grids can be used or devised in order to examine the number of times behaviour has occurred; they can also be used to self-reflect and improve teaching and practice without interfering with the flow of the lesson. (Going to be looking at the learning and overall outcome of creativity) can be used to assess quickly.
• Mixed quantitative (data) and qualitative (words) approaches can be used in order to analyse
• Observing in different ways – indirectly (soft, informative a more natural response) and directing (harder, can intimidate and cause nerves to increase) have different responses

Cons

•  Can be time consuming, because it involves attending session
• Would need to arrange time with group, client/teacher that is being observed etc…
•  Time needed to analyse and interpret data 
• Ethics involved – permission from Gatekeeper, consent forms etc…

Insider researcher – could be and are necessarily influenced by workplace culture, co-workers, policy documentation and government white papers – the ability to critically reflect on values, actions and position in relation to research, is a way of recognising/acknowledging the researcher involvement.

Analysing observations

When observing, the researcher could use a set of questions to give some structure to the observation, which can then be used to obtain relevant information; which can be analysed to obtain logical conclusions and recommendations.

Can use a variety of ways to record, such as written notes, audio, taping although you may need confidentially agreements formalised with consent forms. …  You can also use observation grid as described in the example by Rosemary.

http://rosemarymecuiness.blogspot.com/2010/03/observations-research 16.html .

The use of an observation grid, could be informative and less intimidating, if the researcher uses a coding framework that is quick, this also ensures analyse of data and a neutral framework. Observations can either be quantitative (data - how much and when), qualitative (words – how and why) they can also be mixed

Interviews

Interviews are a qualitative method, the researcher can collect what people say. They can be done face to face, over the telephone or Skype with individual or group of people using a structured list of questions or an informal method of interaction.  They can also be semi- structured with a set of questions or themes with flexibility as well as open interviews with more than one person.  In addition they can be similar to questionnaires allowing for a quantitative approach and open and closed questions.

Pros

• Can follow up on ideas
• Probe responses
• Investigate motives and feelings
• The researcher can ask the 'why questions, directly to people who have knowledge, experience and perceptions about your topic, their interpretations can be used as data when these views are collected using recognised data collection techniques
• Non-verbal response to text

Cons

•  Time consuming
• The interviewer needs to consider their timetable and the interviewee’s time and timetable
• The interviewer could affect/guide the answers
•  Can be complex

Analysing interview data

Analysing interview data can be complex, the researcher can read the data literally to convey meaning, but care must be taken that quotes etc… accurately convey the meaning. Interpretation and the reflexive readings you are constructing should relay the reality of the meaning.  The interview can be grouped or sub-grouped, using thematic categories. Analysis can involve collating data, attempting to explain meaning by systematic – quantitative data.  Generally the interview data is transcribed.

Focus Groups

Similar to group interviews but they have different dynamics. There will either have similar Characteristics or experience. Participants may open up issues they may not think off on their own. They can be hard to manage and trigger questions may be needed to channel discussion to the elicit data needed.  A seating plan may encourage optimum participation, taking in account strong characters, the observer the person with less confidence in speaking. It is good to create an atmosphere.  

Pros

·         Can create and atmosphere

·         Open up issues

·         Can control with question and a seating plan

Cons

• Transcription is more challenging because of the different voices
•   Discussion can go off topic
•  Need to get Focus group together at the same time

Analysing is similar to an interview

Surveys and Questionnaires

Surveys are usually associated with asking groups of people about who they are and what they think. They can cover arrange of events and topic. Questionnaire and Interviews are main tools used.  A questionnaire may limit the depth of inquiry, but could increase the breadth of range of results. The researcher can use a sampling frame. They also have element of ease for the participants. Questionnaires are efficient in providing quantitative data and also yield qualitative nature.

Pros

·         Quantitative data that be statistically analysed

·         Variety of spread sheets available

·         Easy to deliver using email, online survey or post

·         Achievable

Cons

·         May get a low response back

·         Feeling and emotions are limited

·         Limited in asking ‘why?’

Analysing Questionnaires

Check all questions have been completed, reference form, record anonymously. Develop a coding frame for open and closed question. Identify variables and assign a number or name

Reviewing Documents

Work-placed documents could relate to the literature for the inquiry, often first hand artefacts. Such as work-related procedures and correspondence, this could be confidential. Reports, public material, websites… Computer or paper based, historically, journals or diaries of work related evidence etc….

·         Journals – can provide evidence of qualitative research

·         Diaries –  provide evidence of the researcher involvement

Analysing documents

Document analysis, the researcher needs to consider arrange of questions such as some of the questions below written in reader 6. Interpretation involves identifying significant results, trends and patterns, similarities and differences, and explaining them.  

• who is the author?

• what is their position and what is its significance?

• what are their biases – political, personal?

• where and when was the document produced and what are the

   implications of this historical perspective?

• why was the document produced?

• how was the document produced?

• in what context was the document produced, and is researchers analysis of the

  context similar or different to that of other relevant persons? who is the author?

Brief conclusion in relation to trial and pilots

Either of the inquiry tools have some form of ethics that need to be considered. The researcher may need to describe or write a cover letter where the data is going, why you are doing the Interview, questionnaire etc…  Get agreement or permission letter/slips signed, form parent or the gatekeeper (E.G Head, Deputy Head, line manager etc…) Working in a school environment, you would need to consider the school rules/policies and any child protection issue and get the gate keeper permission. An insider-researcher needs to consider the research environment.

http://www.bera.ac.uk/publications/ethical-guildlines/

Scope and timetable needs to be considered, realistic, as well having depth and have some research design.  The researcher also need think about the audience, the purpose it will serve and the inquiry itself.

On reflection of the reader, previous experience and knowledge, I have decided to trial an observation within my practice using an observation grid. The main purpose of the Observation Grid is to improve my personal delivery of teaching as well looking at how creativity is perceived and the impact it has on learning focusing on cross-curricular learning and activities/projects.  I decided for my trial I would arrange for myself to be observed by the Key Stage Leader and compare her feedback with my personal observation, reflecting using the observation grid and journal. Being the participant and insider-researcher, I felt this would help me improve my personal reflection, critical thinking, the development and use of observation grid, as well allowing myself to be more objective and unbiased.  I decide to focus the observation on a Phonics (letters and sounds lesson) lesson, that I had planned for a year 4 group of children with mixed learning needs. This is not a typical Phonics lesson as aimed at KS1, although the lesson is modelled from different elements of the Letters and Sounds Book, it is adapted to suit the needs of the children, giving a cross-curricular feel to it.  I aim to use an Observation Grid and Journal Reflection within my afterschool Creativity Club experimenting with cross-curricular learning.

In addition I would like to pilot/trial a questionnaire which will eventually be aimed at Head Teacher’s within my borough. There will be a creative and cross-curricular feeling to the questionnaire. The main focus of the questionnaire in relation to my inquiry will be looking at how divergent thinking, creativity is perceived and cross-curricular learning from a Head Teacher’s perspective and the relationship between schools. The questionnaire will develop my professional network and it may open doors to bringing elements of my creativity club projects into mainstream, in addition in the long term this will develop my Professional Practice when it comes to teaching.

I have also piloted two cross-curricular activities/projects through an after school club with permission from the Gate-keeper, ‘wrapping paper’ and ‘creative writing/writing a short story’, which I will talk more about in my next blog.

I will reflect more on the other inquiry tools not being piloted, thinking about personal use of them, what others have to say on them and reader 6 in relation to my inquiry, in my critical reflection of the 4 tools.