Preliminary VTS Findings AND Interpreting Data
Synthesizing the preliminary findings from examining Pre and Post VTS writing samples:
After recording the students' data for
word count, quick calcs determined the findings
statistically significant. Ironically, the writing samples showed many
decreases in word count in the post assessment, so the stats were a bit opposite from what we hope to find with VTS.
I also recording the data for
conditional language, and quick calcs found that the information was
not statistically significant.
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| Word Count |
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| Word Count |
However,
I disagree with with this data. Based off my observations of the students completing the post VTS writing, I felt like they did not put forth their best effort. In my opinion, this could be because they found the activity redundant. They were asked to write about the same image in the pre VTS writing, so I think many of them went on auto pilot. I noticed that there were almost no new observations, and a few students who elaborated the first time, resorted to listing in the post assessment.
The writing samples did not match the experience I had during the actual VTS discussions. As Mary mentioned, VTS is meant to be a collaborative group activity where the students respond verbally. The pre/post VTS assessment asks for students to work independently and
write rather than
speak. Therefore, I feel like the data is not an accurate representation of student growth. I personally experienced the students gradually improving with each discussion. There was more participation, and more careful observations/inferences were made.
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| Conditional Language |
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| Conditional Language |
As a class, I felt like the students grew more willing to interact as a group while discussing. I noticed more agreeing/disagreeing amongst the group. Individually, I feel that many students grew more comfortable contributing to the conversation.
Reflecting on my personal growth as a facilitator, I have definitely gained confidence. I have learned to practice patience, so that "wait time" no longer feels uncomfortable. Practicing paraphrasing in VTS discussions has probably helped my overall communication skill as a teacher...making sure I am clear and concise when addressing the class. Also, I think VTS has allowed me to view students through the same lens during discussions. While VTSing, I do not value one student's comment over another...which I think is really profound. I think it is great and important that every student is "right" in VTS.
As I was reading your reflections, I began to wonder about ways to revamp the pre and post assessments to capture the kinds of grown you witnessed that were not captured in this assessment. Normally, the post-assessment would be given at the end of a school year and on the heels of no fewer than 10 VTS discussions of 2 images each, so it is understandable that they would feel the image and writing activity redundant. Not enough water was allowed to flow under the bridge for them!! Still, it gave you an opportunity to reflect and see growth in your students and in yourself. I, too, have experienced a change in the way I judge student work and my own communication with students outside of VTS. VTS makes us all winners! Good job!
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