Morning Individual Consultation. We explored how to use digital media during the Intervention block where Chrissy Johansen support students’ reading skills. In this block, students rotate between (1) individual consultation, (2) student-generated application of independent learning, and (3) a video-based instruction and phonics practice activity. The hypothesis is that these activities help students transfer skills from small-group instruction to independent work. Today Chrissy also explored the power of Google Drive and learned how to accomplish the following skills:
- created a new Newport teacher gmail account
- how to migrate files and folders from the district Z-drive to Google Drive
- how to create a Google Doc
- how to install Google Drive onto a personal iPad
- how to migrate photos and movies from iPad to Google Drive
- how to create a Google Form for students to complete
- how to review a Google Spreadsheet that’s linked to a Google Form
- how to use Videolicious app as an alternative to Shadow Puppet to make short “assignment”
Lunchtime. Renee had the pleasure of observing Jane Perry’s lesson on file management practices using Google Drive. Students were learning to create file folders and store their Google Docs. The practiced using two side-by-side windows and using Creative Commons search to find and select images to include in a document.
Afternoon. Finally, we also moved forward on the design of a small research project entitled, Exploring the Utility of Video Reflection in a Behavior Support Program: A Pilot Study.
Overview. Students at the Pell Elementary School who receive behavior support services get the opportunity to reflect on their behavior using a digital video reflection tool. Quality of student reflection aligned with the STAR expectations using video reflection is compared to their written reflections and daily behavior point sheets.
Rationale and Need. Students receiving behavior support services benefit from opportunities to reflect on their behavior each day. Reflection is a key part of the program because it enables students to be more aware of their choices and to act responsibly towards their personal behavior goals.
Literature Review. Little research has explored the potential value of digital tools that enable students enrolled in a behavior support program to use video to communicate and reflect on their behavior. Researchers found that the use of a video confessional activity supported metacognition and reflection among pre-service teachers, especially as teachers were able to recognize the discrepancy between their intentions and their actual behaviors (Rich & Hannafin, 2009).
Instructional Context. Reflection is a key part of the program because it enables students to be more aware of their choices and to act responsibly towards their daily self-control percentage and achieving their personal behavior goals. To meet the behavior standard students need to earn a daily self-control percentage of 93% or higher. A self-control percentage of 80% to 92% is approaching the standard and a self-control percentage of less than 79% is showing a need of improvement. My hope is that the students will improve their daily self-control percentage by reflecting on their behavior. If a student earns 93% or higher than he earns a token towards his “personal behavior goal.”
Sample. 12 students enrolled in a behavior support program at Pell Elementary School in Newport, Rhode Island will be invited to participate in the program. The sample includes 10 boys and 2 girls, ages 7 – 10. Students will complete an assent form and parental permission will be obtained.
Procedure. In this 4-week pilot study, all students will be introduced to the practice of video reflection in the afternoon reflection time. Students will have the opportunity to complete their reflection in writing or through personal video reflection. The special education teacher will review each student’s written and spoken comments as part of intervention support. At the conclusion of the pilot study, students will be asked to share their opinions about what they liked and did not like about using the video reflection tool in an audiotaped focus group. Student video reflections are password-protected online and no identifying information about students will be associated with the data.
Data Collection and Analysis. We will compare and contrast the content, length and detail of the print and video reflections in order to explore the potential benefits of the use of video reflection as an intervention tool for students enrolled in a behavior support program.
Expected Benefits. If students produce longer, more elaborated reflective thinking when using the digital video reflective tool, this may help them in meeting the daily behavior standard and their personal daily behavior goals.