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# Vlach ETR520 Presentation

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### Vlach ETR520 Presentation

1. 1. Article Review ETR 520 Fall, 2011 Charles E. Cain Dawin Wu
2. 2. The Effects of Observation Coaching on Childrens Graphic Representations H. A. Vlach S. M. Carver
3. 3. For each drawing… 1. Do you think a boy or girl drew it? 2. How old is the child?3. What kind of background experience do you think the child has?
4. 4. Answer: The drawings were both done bythe same 5 year old male child. The drawings were examples of a pre and post- test testing the effect of observation coaching.
5. 5. Summary• As children mature, the detail and accuracy of their graphic representations improve• Study to investigate the effects of observational coaching
6. 6. Participants 22 full day kindergarten students Lab-school classroomMixed gender, ethnicity, some with special needs
7. 7. Design• Experimental group – coached• Control group – not coached• Animate objects – stuffed animals• Inanimate objects – small appliances
8. 8. Design Pre-testCoaching session 1Coaching session 2 Post-test
9. 9. Activity• Draw this on your own• You have one minute
10. 10. Activity • Now switch your picture with a person seated near you • Follow the scoring guide and give points for each detail/feature. Cord/Plug Does the toaster oven have a cord or plug? 1 = Yes, 0 = No __________ 0 POINTS - The plug is 1 POINT - The POINTS - The represented by plug is plug is 3 POINTS - The a scribble. represented represented by a plug is by a long thick line and box represented byDetail Rating: rectangular shape, perhaps a thick cord____ (0, 1, 2, or 3 points) shape with with incorrect and square little or no detail. ted by a plug shape. detail. scribble.
11. 11. ActivityRound KnobsDoes the toaster oven have a round knob?1 = Yes, 0= No ________ 0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The knob(s) are knob(s) are knob(s) are knob(s) are represented by represented by represented by represented by a scribble. an oval shape, a circular a circular shape with the shape, with the with the presence of presence of presence of only one knob. only one knob. two knobs. Detail Rating: ____ (0, 1, 2, or 3 points)
12. 12. ActivityRectangular KnobDoes the toaster oven have a square knob?1 = Yes, 0= No ___________ 0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The knob(s) are knob is knob is knob is represented by represented by represented by represented by a scribble. an incorrect a square shape. a rectangular shape. shape. Detail Rating: ____ (0, 1, 2, or 3 points)
13. 13. ActivityGlass Door/Inside RackDoes the toaster oven have a glass door and/or inside rack? 1 = Yes, 0= No ___________ 0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The door is door is door is door is represented by represented by represented by represented by a scribble.. a lines of the a square or square/rectang inside rack. rectangular ular shape. shape with the inside rack. Detail Rating: ____ (0, 1, 2, or 3 points)
14. 14. ActivityHandleDoes the toaster oven have a handle?1 = Yes, 0= No_______ 0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The handle is handle is handle is handle is represented by represented by represented by represented a scribble. a line. a square. with correct shape and detail. Detail Rating: ____ (0, 1, 2, or 3 points)
15. 15. ActivityOther Distinguishing Features:• Does the toaster oven have words? _______• (1 = Yes, 0 = No)• Does the toaster oven have an inside (other than rack)? _______ (1 = Yes, 0 = No)• Does the toaster oven have numbers? _______• (1 = Yes, 0 = No)• List all additional parts of the toaster oven and/or setting: ________________________________________• Total # of other parts: _______
16. 16. Activity• Total up all your ratings for the details and any extra features.
17. 17. Results• Entire process was filmed• Amount of observation was quantified• Amount of detail was scored
18. 18. Drawing Results
19. 19. Looking Results
20. 20. Discussion1. Was the criteria/scoring guide complete and accurate? What did you think when using it?2. How would you transfer this model to implement/use in teaching?3. Do you think the results opened any new ideas or lead into new research?
21. 21. Discussion1. Was the criteria/scoring guide complete and accurate? What did you think when using it?• Liked the opportunity to score more points by adding details• Quantified details and results well – showed amount of improvement
22. 22. Discussion2. How would you transfer this model to implement/use in teaching?• Importance of scaffolding/modeling in teaching• Use of modeling in sports, dance• Good for visual learners
23. 23. Discussion3. Do you think the results opened any new ideas or lead into new research?• Thought results were obvious• Proves teaching works• Overall, procedure and methods were detailed and consistent, but did it really open new ideas and discussion?
24. 24. ReferencesVlach, H. A., & Carver, S. M. (2008). The Effects of Observation Coaching on Childrens Graphic Representations. Early Childhood Research & Practice, 10(1). Retrieved from http://ecrp.uiuc.edu/v10n1/vlach.html