7A and 7B Habits of mind evaluation of project

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					      7A and 7B Habits of Mind evaluation of project
      7B survey results
      When the project was almost complete, I gave the students a period of discussion
      and writing time to think of examples of where they had used the 16 Habits of Mind
      listed below, in this project. In 7A the discussion was quite fruitful and there seemed
      to be a stronger understanding of what these terms meant – I assume this is due to
      their previous experience with Jo Kindred in the LSF program last semester, or
      from their experience of Habits of Mind at primary school.

      In 7B there was a lot of disruption during the class discussion, but I think this was
      mainly because many students were trying to get their ideas and experiences heard
      at the same time. However, overall, their comments did not demonstrate as clear an
      understanding of the terminology and its application to the project as 7A’s

      I have typed up student comments that:
          A. were representative of many others,
          B. had a unique interpretation of the H.O.M. in relation to the task or,
          C. were possibly useful or motivational for future students working on similar

1. Persisting         When the sound editing wasn’t working I kept going instead of throwing
                     the headphones
                      Doing the pictures and sound files
                      On sound files – if you can’t put a sound together, be patient till you get it
                      I persisted with making the slide show and background even when it was
                      …with changing the sound files as I found it hard at the start but I don’t
                      Getting the headphones to work when they would not play the audacity
                      …when we first started Photoshop
                      When we kept going with a storyboard and fixed our many mistakes
                      When the music stuffed up and we tried lots of things but got it to work
                      There were various problems with the animation and music. We tried
                     most things and persisted and it paid off. We fixed it by ourselves
                      When I lost the toolbar in Adobe Photoshop
                      When the computer froze
                      When R. and me kept disagreeing and fighting
                      When I was trying to get my slides to go one after the other I kept trying
                     different ways to get it but I couldn’t get it working. Then I asked my partner
                     and she helped me
                      I persisted when my mum’s computer froze
2. Thinking and       I asked for help with sound files when I couldn’t remember how to save
  communicating      them
  with clarity and    Communicating with Ms Watts
  precision           I explained to J. what we had to do
                      … when L. and I explained who the characters would be
                      When I explained my ideas to D.
                      I did the storyboard at home and the next day I explained it to B. and he
                    understood the plans
                     Showed my partner how to make a picture with a transparent background.
                    She could then do it.
                     …explained to T. how to group things on PPT
                     Me and B. discussed everything we had a problem with and when we had
                    new ideas
                     I explained what I thought was wrong clearly to M. and she understood
                    me and it worked
3. Managing          I thought about the command in my head then put it on paper
  impulsivity        I didn’t react when D. was annoying me
                     I prepared my sound files first so I knew what I was doing
                     I was asking my partner something about the PPT but then we made a
                    plan to help us
                     I prepared my sound files!
                     I stopped talking when the teacher started talking and I stopped to think
                    about things
                     When Ms Watts was telling us what to do and D. was talking to me and I
                    told him to stop
                     Tutorials!
                     …took our time and didn’t rush and our project is ok but not finished
                     … by not telling J. he was wrong until he was finished
                     When I was working on the show, B. showed me what he did to some of
                    the voices so I stopped and looked at what he had done
                     Disagreeing with E. when she was explaining something I let her finish
                    what she was saying before I told her my point of view
4. Gathering         … planned into our books, drawing, writing, choosing insects
  data through       We got information by using the computer, drawing and writing. I did this
  all senses        with my hands
                     …drawing, writing and using the computer and mouse
                     By listening to Ms Watts
                     By looking and listening
                     By using the computer, looked at examples, listened to important
                     I used my natural pathways
                     Through examples
                     I gathered all my notes together and used them, and took notes on mostly
                    everything we learned
5. Listening with  Taking other people’s knowledge and learning from that
  understanding  Listening to other ideas without being mean
  and empathy      Concentrate on people who are talking to you
                   Listen and understand, don’t judge the person on how they feel and don’t
                  always put yourself first
                   …trying out other people’s ideas
                   …listening to the stories Ms Watts tells us
                   …when L. wanted to change things about our slide
                   …listening to D with ideas for the story line
                   I used my partner’s ideas
                   When the teacher was telling us stuff we needed to know
                   Listened to Ms Watts and asked questions
6. Creating,           Creating our insects, running sheet, storyboard
  imagining,           A host in my circus
  innovating           Creating running sheet, animal movement and anything from the past you
                   could add in
                    Created everything we needed for our circus
                    I invented my own circus act
                    I created the motorbike that looks great
                    … a new sound from an old sound
                    … the story line for our show
                    Created a worm car, edited the pictures and drew the storyboard
                    Created the PPT, imagined what it would be like in a real circus
7. Thinking         We changed our backgrounds, character, scenes and words
  flexibly          I didn’t think we should’ve done tutorials but I didn’t argue and now I
                   think it’s a good idea
                    I thought really hard about what I was going to do before I started and I
                   changed some of it to make it better and it worked
                    I changed my original idea
                    …when I changed my images in my circus
                    Me and N. got rid of the butterfly
                    Changed our characters to fit our story
                    I didn’t agree with some of E’s ideas and then she applied them, and I
                    When we went through the blue book I didn’t think it was worth it but it
                   paid off
                    We went away from the storyboard a little to make room for new ideas
8. Responding       I was really happy with how I designed the arena and created this slide
 with              show effect
 wonderment         I was happy and proud of myself when I finished creating and editing the
 and awe           sound files
                    when I had help to move the characters
                    I felt great when I done my sound files
                    When I thought my circus was cool
                    When I changed my voice in Audacity
                    When we made the characters beat each other up
                    …making blood go everywhere (in the PPT)
                    … motion paths
                    Having fun figuring it out
                    When me and J. made the evil bug laugh
                    When something worked really well in our PPT
                    When we put together our PPT it just looked great and it really made me
                   think of what I could do
                    When I realised I could do motion paths
                    When we were using Audacity and the slides when they were finished
                   were really cool
9. Thinking         Thinking hard and making good choices
  about thinking    Don’t get it!!! – thinking of what you’re doing?
                    Looking back on my past work I realised I made a mistake so I went back
                   to fix it
                    When I thought something worked but it didn’t so I fixed it up
                    I was thinking about thinking when E. was talking and it didn’t make
                    Writing in my journal
                    I did this with how I could make transparent pages and we’re doing it now
                   in this evaluation
                    We did a page on thinking about thinking and it really worked, also on our
                    We wrote some ideas in our journals, like ‘How do we know when
                   someone knows something?’
10.   Taking        I took a risk by letting M. do a very hard command but he did it
 responsible       beautifully. It paid off.
 risks              My partner was away and I decided to include an arena that I made, but I
                   wasn’t sure she would like it, so I took a risk and she liked it
                    …testing out the headphones by plugging them into different spots and
                   unplugging other leads
                    When L. was away and I did our work by myself
                    …going out the front of the class and speaking in front of everyone
                   (recording commands)
                    I altered the speakers to make them work
                    When we were changing our PPT around and when B. was away I changed
                   it a bit
11. Striving for    When our files were not perfect we redid them.
  accuracy          Listening how others say French words properly and having a try yourself
                    When you’re recording if it doesn’t sound right you say it again until you
                   get it right
                    I listened to how Ms Watts said the word and I repeated it over and over
                   until I got it right
                    When I rehearsed things to get the voices right
                    Making the images fly in and getting transparent backgrounds
                    When I was working out the French writing I asked Ms Watts how to spell
                    When we were doing our sub-titles on our PPT
                    Trying to get the sound file to sound right
                    Being really determined that something I was doing would work
                    Making our sound file in French
                    ….we tried to make the sounds perfect and also the PPT
12. Finding         …when we played around with the words and put the words into reverse
  humour            We laughed when we edited the sound files and it didn’t work but it had a
                   funny sound to it
                    Where the grub sprints out of the fight
                    I found it funny when we were changing the pitch and L. changed so she
                   had a really deep voice
                    When I changed my voice and other people’s
                    …J.’s evil bug laugh
                    Changing the pitch on people’s voices in Audacity
                    Making your voice weird
                    When something that we really wanted to work didn’t, I made a joke to
                   make us feel better
                    When we made our farting noise
                    When we made our farting flea and also the whole PPT
                    Listening to funny music
                    When the PPT did something funny in the act we didn’t want
                    When we mucked up the sound files and it sounded funny
                    …we made our circus a bit funny
13. Questioning     When I didn’t know how to say a command I asked Ms Watts and I nailed
  and posing       it when I recorded it.
  problems          When the animation wouldn’t do what you want it to
                    We tried our own ideas ourselves and we learned that it’s good to try ideas
                    I asked lots of questions and learned lots of new things. When I asked
                   questions it helped me because I was able to do it by myself
                       I asked myself what would happen if I changed my voice on the computer
                       I wondered what would happen if my sound got deleted
                       What if I tried this to make the background transparent
                       …getting the hoop transparent
                       When I was editing something, thinking about what could go wrong
                       When I asked myself about whether I should change the sound file
                       When I asked myself ‘what if I do this?’
                       I was asking myself ‘what if I put a sound with this, would it sound good?’
14. Thinking      I asked my group whether Gary should have a high or low voice
  interdependent  I discussed the storyboard that I made with L. and then she told me her
  ly             views and we put both our ideas together to make the story better
                  I discussed with my partner how to end the circus and we came to an
                 agreement that we both liked
                  …we worked together but separately
                  Me and B. did this heaps on working out the custom animation
                  When we worked out together how to make a transparent background
                  We came up with a solution because we worked together…
15. Applying past  I did that when I had to animate – I already knew it from primary school
  knowledge to     I would like to learn more about Photoshop
  new situations  …when we were making the storyboard – I had done it the year before
                   I already knew how to do a storyboard so my past knowledge helped me
                  which was good
                   I knew about selecting and deleting and used this in Audacity
                   I applied my skills on the computer that I learned in Primary school
                   Editing sound files is like on Word
                   Brought PPT back from my knowledge
                   I knew how to group things and bring them to the front in PPT
16. Remaining        I knew some of the things in the tutorial but I kept listening and I learnt
  open to           something
  continuous         Keep on taking something new on board
  learning           I learn new things when I learn new French commands
                     Yes I am
                     I want to learn more about Photoshop
                     …explore Photoshop to see what else it can do
                     … listened when the teacher was offering tips and advice
                     I really listened to the tutorials because R. wasn’t there to help me
                     I reckon I used this because as they say ‘you learn a new thing every day!’

       These are the things I realised about the project from doing this evaluation exercise:
1. There was a lot more going on intellectually than I thought. The interactions between
students were richer and more focused than in previous major projects I have tried with
classes before (e.g. a French crime movie)

2. The project really allowed students a wide range of learning opportunities and most of
them took them up.

3. My original goals of motivating students and building their independent learning skills
were well and truly achieved.

4. That the students maintained their focus and energy and motivation on this project for
an entire semester despite many set-backs and problems is truly astonishing and a real
credit to them and their own personal vision.
5. The planning stages were well worth the effort and angst and insisting on them helped
students gain a lot of satisfaction from their product at the end.

6. I knew the tutorials were absolutely necessary for introducing students to important
aspects of the various programs, and I thought they would immediately and naturally link
what we were doing in the tutorial to their own project. But I was still surprised by the
tutorials featuring in the Managing Impulsivity category. I don’t know whether this means
that they wanted to get moving on the project without the tutorial or whether they wanted
to apply the information immediately without waiting until the end of the tutorial session.
The tutorials are essential to managing the whole class’s progress – although you usually
have to remind students later of what they did in the tutorial, they have something to
connect the information to and it makes individual assistance more efficient and effective.
The tutorials also allowed students who did remember the information to progress and
extend themselves more rapidly, and in this group I found some who could help others
with problems as well.

7. Despite the fact that quite a few students did not finish their movies for a variety of
reasons, the project has been really successful for everyone involved – we have all learned
something useful about various computer programs, the students have all worked on their
French and we have all greatly improved our knowledge of our own thinking processes.

8. I noticed that in many cases students responded better to multi-tasking than to single
focus activities and this was a surprise for me. I’m going to incorporate some more
research into this in future because it suggested that my usual linear approach to language
acquisition is inappropriate for these students.

Without the LSF I would not have done this project because developing it and responding
to the problems as they arose would have been too time-consuming. The time to think
things through properly, to process my observations and to discuss ideas with other staff
was only available through the LSF.

The language and planning workbook is attached as a Word document and samples of the
students’ work are attached as a set of PowerPoint shows. The students have sub-titled the
French for non-French speakers.

                                             7B survey results
This survey is about student impressions of their progress and it was difficult for them to reflect backwards to
the beginning of the semester and remember where they were then.

                                                 1 = a little bit; 5 = a lot.
Beginning of semester                                       Mid semester
How well I was able to solve problems with                  How well I am now able to solve problems with
software/hardware.                                          software/hardware.
1          2          3          4         5                1            2      3            4         5

How patient I was with things that go wrong when         How patient I am now with things that go wrong
using computers.                                         when using computers.
1         2          3           4          5            1         2         3           4          5

How quickly I gave up when I had a problem with the      How quickly I give up when I have a problem with
computer.                                                the computer.
1         2          3          4         5              1         2           3         4          5

How well I was able to put together a little play in     How well I am now able to put together a little play
French.                                                 in French.
1          2          3          4            5         1          2          3            4          5

How well I could pronounce the commands etc. in    How well I can now pronounce the commands etc. in
French.                                            French.
1          2         3          4        5         1            2            3    4        5
Overall, how would you measure your improvement? – Give it a score out of 5.
What helps YOU most to make progress in French?
                                        Sample: 22 students
                                                            improved          stayed the       gone
                                                                              same             backwards
Problem solving with software and hardware                  13                8                1
Patience when things go wrong                               12                8                2
Persistence in solving problems                             9                 10               3
Using French to tell a story                                8                 9                3
French pronunciation                                        11                10               1

Overall improvement ratings /5
17 students responded to this
       3 students gave themselves 2/5
       5 students gave themselves 3/5
       8 students gave themselves 4/5
       1 student gave herself 6/5
What helps you to make progress?
16 students responded to this.
       Teacher (and friends) 5
       friend/partner 2
       paying attention/behaviour 1
       hands on, tutorials, explanations 2
       practice 3
       books, videos 1
       concentrating, quiet environment 1
       being shown what to do 1

My impressions
There has been a marked improvement in their approach to problem solving – students are more persistent
and have a repertoire of approaches to problems that they didn’t have before. They can usually handle the
problems of headphones not working, locating appropriate resources on the network, re-establishing
workspace layouts and menus in Photoshop and when faced with something they didn’t expect, ask more
specific questions about it – like, ‘Can I still use this file format in Powerpoint?’

There is a group of students in this class who have minimal skills with computers and have problems
grasping basic concepts or remembering the location of information.

I think that next time I’ll have students make network ‘maps’ and keep a personal reference file of problem
solving techniques they have used. This might help the less confident to become more independent.

I am also seeing more attention to detail in mastering French pronunciation and students spontaneously
making pronunciation notes under their written work to help them remember the pronunciation. (We have
had two lessons on visualising the sounds and finding the right mouth shapes for them and trying to find the
closest English phonemes for representing these sounds).

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