Focusing Tool Paired Comparison Analysis

The Task: Choose a task card for our next storytelling unit I chose this task because the class needed to pick out a storytelling project from a wide selection of options. This has been overwhelming for students. I thought this tool would help them analyze the choices. Each small group needed 15 minutes to do this exercise.

I chose this task because the class needed to pick out a storytelling project from a wide selection of options. This has been overwhelming for students. I thought this tool would help them analyze the choices.

Each small group needed 15 minutes to do this exercise.

What we did I modified the PCA form and eliminated the preference scale because adding together the numbers and making this decision was one step too much. We could add in this element the next time we use this tool. I changed the letters and used our style preference icon instead. Each icon represented a task choice. We compared each choice to one another and circled the preferred task. When we were finished the total number of icons circle was entered in the appropriate top box. The students circled the largest number first to see what their first choice was. Every student chose this one for the project they will be starting.

I modified the PCA form and eliminated the preference scale because adding together the numbers and making this decision was one step too much. We could add in this element the next time we use this tool.

I changed the letters and used our style preference icon instead. Each icon represented a task choice.

We compared each choice to one another and circled the preferred task.

When we were finished the total number of icons circle was entered in the appropriate top box.

The students circled the largest number first to see what their first choice was.

Every student chose this one for the project they will be starting.

Problem Solving Preferences A few students were very unsure of themselves and wanted to choose what was the right answer or copied their classmates. Others were willing and very interested in their own decision making process despite peer’s interests. Some wanted to control the choice they knew they already wanted. All enjoyed finding out the results of the exercise.

A few students were very unsure of themselves and wanted to choose what was the right answer or copied their classmates.

Others were willing and very interested in their own decision making process despite peer’s interests.

Some wanted to control the choice they knew they already wanted.

All enjoyed finding out the results of the exercise.

What were the results? Did you select the tools wisely? Apply them effectively? Were the results satisfactory to you? To the group? Everyone got the choice they wanted. One student had a tie between two choices and could easily decide between them. The comparison of each task card to another made them consider options they wouldn’t of otherwise considered. They were involved, on task and the exercise fit their abilities perfectly.

Everyone got the choice they wanted.

One student had a tie between two choices and could easily decide between them.

The comparison of each task card to another made them consider options they wouldn’t of otherwise considered.

They were involved, on task and the exercise fit their abilities perfectly.

Would you do it differently if you were starting over ? How ? I took off the section the third section on the form. This is where the ranking of the options is recorded. I was concerned it would be visually confusing but we needed a place to put the order of our choices. Next time I need to have a second piece of paper where they can place a sticker of the choice icon as they prioritize them.

I took off the section the third section on the form. This is where the ranking of the options is recorded. I was concerned it would be visually confusing but we needed a place to put the order of our choices.

Next time I need to have a second piece of paper where they can place a sticker of the choice icon as they prioritize them.

PCA Lesson 2: Let’s go to the movies Task: What movie should you see? 30 minutes per group. We used the PCA form and I introduced how to score each choice. I connected the score from 1-3 with the happy faces we used in the evaluation matrix lesson. I chose this task because it would be an engaging activity which they could identify with. I also wanted to see how the PCA form would work out.

Task: What movie should you see?

30 minutes per group.

We used the PCA form and I introduced how to score each choice.

I connected the score from 1-3 with the happy faces we used in the evaluation matrix lesson.

I chose this task because it would be an engaging activity which they could identify with. I also wanted to see how the PCA form would work out.

Problem Solving Preferences Many children already knew what movie they would want to see. They tried to psych out the process. They were able to understand quite easily the degree at which they wanted their choice. The 3 - 1 scale was understood immediately.

Many children already knew what movie they would want to see. They tried to psych out the process.

They were able to understand quite easily the degree at which they wanted their choice. The 3 - 1 scale was understood immediately.

What were the results? Did you select the tools wisely? Apply them effectively? Were the results satisfactory to you? To the group? Adding together the points in the end was very tricky. We used counters, but they had a hard time seeing what points each letter got. They were not surprised by their first choice movie, so I am not sure how well I demonstrated that this tool can be used to make difficult decisions. At the end some students commented that the process was hard.

Adding together the points in the end was very tricky. We used counters, but they had a hard time seeing what points each letter got.

They were not surprised by their first choice movie, so I am not sure how well I demonstrated that this tool can be used to make difficult decisions.

At the end some students commented that the process was hard.

Would you do it differently if you were starting over ? How ? I think the letter choices needed to be highlighted to make it easier to see. I could have them add up their points in teams. I would like to find choices that aren’t so clear to students before the process starts. I need to find a way to modify the PCA form but maintain the point system.

I think the letter choices needed to be highlighted to make it easier to see.

I could have them add up their points in teams.

I would like to find choices that aren’t so clear to students before the process starts.

I need to find a way to modify the PCA form but maintain the point system.