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Before guest presentation, talked about ideas for PALS tutors in the future, touched on what we did yesterday, and had a discussion about what we noticed and our thoughts on a Park K. Palmer quote Dr. Luckett presented, which sparked the takeaway of cross-curricular and how vital it is, especially in the upper grades.
"Using Data to Discuss Student Growth and Performance"
Gina DeAngelo (10:30ish- 12)
Framed around 3 questions: Are we aksing the right questions, asking the righ way, and are we collecting the right data?
1.) Are we asking the right questions?
- Look at two things Preservice (PALS-Preservice-Kids)
- Arguments for funding and data are presented to what each funder wants to hear
- TSES form to get feedback on program (Short form & long form)
- One of tool used with preservice educators, used for a few years
- Self-efficacy scale (GOOGLE FORM HAD TO ANSWER PRE AND POST)
- Adapted TSES short form
- Pulled a lot of questions from long formabout engagement and instructional strategies and ditched classroom management
- Kind of redined #9
- Mean of four categories of self-efficacy
- Total is 1-12
Tried (2021) 2D Feedback with Emoji Scale and Five Statements was a google form administered by Tutors pre and post
Not asking the right questions
Look at PALS RESIDENCY DATA ANALYSIS ASSIGNMENT, ESPEICALLY THE BLUE FROM JOHN HATTIE FOR INDIVIDUAL STUDENTS TAKING BEST RECORDS (ROPE MODEL TOUCHED BRIEFLY)
Did a notice and wonder of TSES short form of questions asked previously to PALS tutors
Look at impact on student with session records with enjoyment and relationship building when playing games for research
Start at 1 did break out rooms, read bravery poem, discussed what stood out to us, did a short introduction of us and what song resinoates with us right now, did 15 minute break out rooms dicussing our feelings on the competencies and our experiences. (Karen Parker Thompson)
Came back at 1:30ish and talked about our comments with Competency 1 that we shared in our groups and moved onto social identities and personal attributes, cultural identities.
Idenity privegalage and oppression group conversation. Shared hearing loss and being a teacher's kid.
Video with questions about identify and identify markers from Chimamanda Ngozi Adechie
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