1. DA Dynamic Assessment and Video Interaction Guidance – a Vygotsky-inspired union? Miriam Landor, Dissertation project MA Ed Psych 2006, University of Dundee VIG

2. Plan:  A. The project  B. Theoretical background  C. The research  D. Results  E. Reflective discussion  Questions and comments?

3. A. The project

4. 1 Video clips DA session – learning strategies

5. CATM test A:B;C:D=? ?

7. Feedback to child on learning strategies

8. Feedback to teacher on teaching strategies

10. Learning profile

11. B. Theoretical background Dynamic assessment and the legacy of VygotskyDynamic assessment and the legacy of Vygotsky  The normal learning situation is within a socially meaningful cooperative activity  Need to interact and try to produce change in learner (ZPD) in order to understand  Pre-test and learning assessment together give better indicators of individual’s ability, and of emergent functions, than either alone

12. Application of VIG approach to projectApplication of VIG approach to project  Using video clips to feed back positive moments  Looking for strengths e.g.  successful problem-solving strategies  effective communication through primary and secondary intersubjectivity (Trevarthen)  Harnessing the power of self-modelling  Facilitating child's reflection on ‘next steps’  Setting teaching and learning goals together (child, EP, teacher)

13. C. The research Research questions:  Does feeding back the results of dynamic assessment to the child bring about perceptions of positive change in the learning and teaching strategies which help that child?  2. a) What are the key themes which can be extracted from an analysis of the baseline (pre- DA) and post-feedback questionnaires?

14. Activities – collecting the evidenceActivities – collecting the evidence  Pre-assessment and post-feedback questionnaires, child and teacher  EP questionnaires  Data analysis – 1) perceptions of change; 2) key themes  Case study  Observer of review meeting with video clips  Focus group

15. D. Results Outcomes – 1 perceptions of improvements

18. Outcomes - 2Outcomes - 2  Key themes  ↑ children’s awareness of emotions, relationships, strengths  ↑ helpful affective strategies e.g. asking for help, taking time out, Circle of friends  ↓ citing of curricular areas as challenges  ↓ suggesting additional support as helpful strategy (Outcomes – 3 Case study)

19. E. Reflective discussion  Research questions answered  Perceptions of change, not actual change  No control group and many variables  Time-consuming vs. effectiveness / efficiency  Rigorous approach to criteria for qualitative research and thematic analysis, and to ethical standards  Constructivist, exploratory and interpretative nature of enquiry made explicit

20. Conclusion  Feeding back results of DA to child leads to perceptions of positive change from children, teachers and EPs  Using video in feedback sessions and review meetings is particularly helpful  Key theme is importance of affective factors in cognitive areas of teaching and learning

21. Thank you!

22. Acknowledgements  My thanks go to  Fraser Lauchlan and Donna Carrigan, contributors; Ian Pennicard, observer.  Hilary Kennedy, dissertation supervisor.  Placement colleagues, schools and families  Staff and students, MSc Ed Psych, University of Dundee  West Lothian Psychological Service  Scottish Division of Educational Psychologists (British Psychological Society)

23. Key References  Braun, V. and Clark, V. (2006) Using thematic analysis in psychology Qualitative Research in Psychology 2006; 3; 77-101  Kennedy, H. and Forsyth, P. 2004 VIGuk Training Handbook (unpublished) Dundee: VEROC Centre, University of Dundee  Lidz, C. S, and Elliott, J. G. 2000 Introduction to dynamic assessment in Lidz, C. S, and Elliott, J. G. 2000, eds., Dynamic assessment: prevailing models and applications New York: Elsevier Science Inc.  Scottish Executive (2005) Supporting children’s learning (Code of practice). Edinburgh: Scottish Executive  Tzuriel, D. (1995) Cognitive Modifiability Battery (CMB) test: Assessment and intervention – instruction manual Ramat Gan, Israel: Bar-Ilan University  Tzuriel, D. and Klein, P. S. (1990) Children’s Analogical Thinking Modifiability (CATM) test – Instruction manual Ramat Gan, Israel: Bar-Ilan University  Whitney, D. and Trosten-Bloom, A. (2003)The power of appreciative inquiry: a practical guide to positive change San Francisco: Berrett-Kochler Publishers, Inc.  Contact details: miriam.landor@wled.org.uk