Child Study

How can we develop our observational skills of students and continue to challenge our deeply held beliefs about children? Since it would be overwhelming to closely observe an entire class, we could focus on one student... Use the following guidelines to help you. Please use your creativity within the structured guidelines. Ultimately, you are doing this for you - not us. You may choose any student that you wish. Talk with your SA regarding the ethics of: taking pictures, videos, keeping samples of work with names on them, allowing the student/parents to know what you are doing, or not letting parents/student know, etc. Your SA will help you make these decisions. Look closely at the criteria and the givens. These are important. Don't make this into a full-blown project where it consumes every waking hour. However, don't try to wing it the night before: use the last 3 weeks to concentrate on the mini-unit and on this child study. How long does it have to be? As long as it takes for you to be a very thoughtful observer of the student while keeping in mind the criteria and the givens. You may want to take a peek at the PDP goals to see your progress thus far in PDP and how the child study fits in with the goals. ....just an idea. You may want to look closely at the profiles which explore the whole area of observation. These Profiles and Goals will be an important part of your 401/2 final. If you have any questions, call us at: 814-3101 (UCFV office), phone us at home, or fax us your questions at 814-3102. We're there to support you.

GIVENS ("must haves"): typed include visual representations (photos, illustrations, work samples, etc.) presented in a professional manner (in a binder or scrapbook, with correct spelling, punctuation, grammar, etc.). If you choose a different format let me know... all areas covered within the template below

CRITERIA: thoughtful (include evidence that you have reflected on and analyzed the data, have considered multiple perspectives, as well as collected a variety of data). specific (use detailed examples of actual occurences to illustrate your observances about the student). clear (consise and coherent)

PLEASE collect observational data on the following areas: Academic Performance: strengths, areas for growth, work samples Peer Interactions: friends in class, on the playground/hallways, in the community, and peers that your student conflicts with or chooses not to befriend Student/Adult Interactions with: teachers, office staff, administrators, lunchtime supervisors, and parents in the community (at school/off school grounds) Organization: desk, locker, binders, assignments (correct spelling, punctuation, follows guidelines, etc.), use of planners (parent signature/ Elementary, does the student use it? To what extent?), lunch (items they pack, have lunch at all? nutritional value, etc.), and clothing (appropriate for weather/school environment, same clothes every day?), etc. Behaviour: perceived attitudes (towards self, peers, adults, school assignments/projects and activities, etc.), actions in the classroom/playground/hallways, etc., reactions to others, etc. Extra-Curricular Activities: involvement (kinds of activities, behaviour within those activities, etc.), timing (when, where, how often, etc.).

	Collect samples such as: photos, illustrations, evidence of the child's learning (quizzes, projects, writing, mathematical computations, artwork, etc.), video/audio cassette/written interview, journal entries, cards, letters, etc. Note: This assignment may also contribute to your Pro-in-the-Box and your reflections. Cool eh?   DUE: Wednesday, November 26th.