Presentation on theme: "DA Dynamic Assessment and Video Interaction Guidance – a Vygotsky-inspired union? Miriam Landor, Dissertation project MA Ed Psych 2006, University of Dundee."— Presentation transcript:
DA Dynamic Assessment and Video Interaction Guidance – a Vygotsky-inspired union? Miriam Landor, Dissertation project MA Ed Psych 2006, University of Dundee VIG
Plan: A. The project B. Theoretical background C. The research D. Results E. Reflective discussion Questions and comments?
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
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)
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?
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
D. Results Outcomes – 1 perceptions of improvements
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)
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
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
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)
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: firstname.lastname@example.org