Threats+to+validity

Draft - Threats to validity

A - At the same time as teaching the Design Cycle, Andreas was also teaching about different text type genres for the separate stages of design cycle. Differentiation (flexible grouping) was also used and promoted in classes during this term. Differentiation and Literacy was a senior school requirement.

A - Grade 9 observation: Dragging heals... Hormonal business a possible threat to validity. Rebellious nature. On the other hand it is evident in some choices of project (raising awareness, gathering support and influencing change) is appealing to their rebellious nature as a vehicle to get noticed (street cred) and are picking interesting choices for making a change (abandoning school uniform, more autonomy in subject choices, voice in organisational change, addressing environmental issues by managing school traffic and school gates etc...). This may be he saving grace to this project if developed and marketed to them in a way that appeals to this nature.

A - During a class discussion - The idea that extra work counts is highly prized and motivating for students. Positive feedback received when I discussed idea of merits as a means for deciding borderline cases. I.e a grade 3/4 would fall on the 4 if choices had been used to reinforce understanding. (caution stressed that this was not a promise as it would be a threat to validity). Also see Barry Swartz compelling research regarding negative effects of rewards on intrinsic motivation.

A - Deadlines pose a serious threat to validity because of the large undertaking of the project. Some students with time management issues have not completed some of the project activities expected to be completed at home and thus rush to get a minimal piece of passing work in on time. Therefore time management, deadlines and personal organizational skills contribute to threats to validity. (Connected with CURRICULUM + comments and timetable collapses)

J- Scott came in and introduced a new technology that could be used and many chose it because it was novel. When asked to make a choice, some boys were not able to decide on what they would like to do.... when one boy in the class said that he was going to choose domo animate, 2 other boys said that that was a good idea and then they also ended up presenting using domo animate. (snowball effect)

A - Students reasonably mobile around the classroom today during activities. Once again, threats to validity. Students motivated and performing better due to choices or kin esthetic activity? Or peer assessment? These activities are borne from the parent "project choices" and are therefore a consequence rather than a separate influence.

Threat to validity during this week - FCC in school seminars caused disruption to grade 7 classes as both grade 7 classes lost one of two lessons. Momentum lost but deadlines for coursework remain. this has happened a few times during this research where timetable collapses impact on time available to complete work. ( Example: Grade 8 - Not enough time to explore choices for presenting plan section of the project and therefore without exception all submitted unimaginative and uninspiring plans in a template) Note: post likert test taken after this event (Perhaps a factor and threat to validity) if survey taken at a snapshot in time when students are not happy bunnies.

J- Grade 5 is a busy year group. Field trips to School Without Walls impacted on regular teaching schedule and left less time for the children to prepare their projects within the specified time frame.

A - Students independently talking about setting up Facebook and Skype groups to continue sharing ideas and collaborate. A possible threat to validity if student choices are influenced by others. On the other-hand a threat disabler if it helps reinforce a students original choice.

J- When conducting the pre-likert motivation questionnaire, not a lot of emphasis was placed on the importance/ care required to complete it. After seeing the results of this first questionnaire, I felt more context was required for a truer reflection, thus more emphasis was placed on the care and thought that should be given to answering the post-likert motivation scale. Q: Was it over emphasised?

G- Likert (Motivation) scale: at this age, the students are very invested in pleasing the teacher and are generally motivated as long as the teacher is generally motivated themselves. My students are generally capable students who enjoy learning and are encouraged to engage in the learning process so are already a fairly motivated bunch.)

G - When the project choices were explored, the technology and support was not available to have all children have a hands on experience with Voice Thread, so I held a whole class lesson with a few students working on the interactive whiteboard. Voice Thread was the only option that was consistently rejected by all students.

G - While the children were making their projects, each group had a different teacher and 2 of the groups were in a new environment.

G - while making the project, the poster group had a rocky start as the printer stopped working so they had less support while I spent the first 30 mins getting it going again. This could have been frustrating for them and a reason for giving up, but they kept going and maintained motivation. Not the threat that I thought it was going to be.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 120%; text-decoration: none; vertical-align: baseline;">G - Likert: One student had recently been told off for bad behaviour so when asked if he likes to come to class, he answered no because at that moment he was not happy with me.

<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 120%; vertical-align: baseline;">__Minimising Threats to Validity__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 120%; text-decoration: none; vertical-align: baseline;">A - My way survey originally considered as a threat to validity (by its mechanism to determine and thus pigeon hole a student into a particular trail of thought for choosing a particular method of presentation). Minimiser because students did not recognise the cyclic pattern of questionnaire and consequently considered all options equally without bias.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 120%; text-decoration: none; vertical-align: baseline;">G - Providing 3 different opportunities for the children to review their project choice so that they got past wanting the new and exciting choice or the easy choice and settled for the choice where they felt they could have the most success

<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 120%; text-decoration: none; vertical-align: baseline;">Next Time:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 120%; text-decoration: none; vertical-align: baseline;">Likert: have absolute consistency in delivery
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 120%; text-decoration: none; vertical-align: baseline;">Likert: possibly have another teacher deliver the survey so students are not unconsciously influencing survey results