LPA 1

HGIOP Session

3/12/19

Aims PM

• To become familiar with the process of triangulation

• To explore methods of gathering people’s views

• To use the Leuven scales for direct observation

LEL Literacy Group 2015

• Triangulation is the process used to ensure evaluative statements about strengths and aspects for development are grounded in a robust evidence base.

• The triangulation of evidence-based information and data, people’s views and direct observation of practice should involve all school staff, learners, partners and other stakeholders.

• This process leads to a shared assessment of risk and an understanding of your nurseries’ capacity for continuous improvement.

HGIOS 4, p. 11

Triangulation of evidence

People’s Views

Direct Observation

• surveys

• focus groups

• on-going professional dialogue

• learning visits

• minutes of team meetings

• learning conversations

• Questionnaires

People’s Views (Staff, Parents) • GLOW forms

• Important to have a before and after for staff views/parent views OR some way of indicating on form and analysing that there has been an improvement.

• Focus on learner experiences and practitioner knowledge/skills, confidence – not if they enjoy training etc.

People’s Views: Staff and Parents

Surveys - Glow

Microsoft Forms

Direct Observation

Direct Observation

• Peer observations (POLLI) • SLT observations • Learning stories • Observations of learning • SICS • Snapshot moments of curriculum

area engagement • Development milestones • Conversational styles • SHANARRI Indicators • parental observation

Want to read more?

- To gain knowledge of what a child can do.

- To understand their strengths.

- To understand where a child likes to learn best.

- To understand how a child is disposed to learning.

- To understand their stage of development.

L. Sancisi & M. Edgington (2015) Developing High Quality Observation, Assessment and Planning in the Early Years

Why observe?

Does it tell me something about

this child that I did not know before?

Does it show me something that has

changed for the child?

Does it show me

that this child wants to know something?

Does it show me that the child is worried about something or is having difficulty?

Recognising observations that are significant

Observation

Describe what is

noteworthy

Analyse Improve

Observation cycle

Observation

Describe what is

noteworthy

Analyse Improve

What did I notice?

(see/hear)

Caleb for the first time (unprompted) joined two others in the house and took part in the scenario that was underway. He took on the role of dad and pretended to serve tea and cakes alongside

his friend. Caleb asked his friend,

‘can you make more tea, please?’

His friend responded by filling-up the teapot with

water.

Observation cycle

Observation

Describe what is

noteworthy

Analyse Improve

What did I notice?

(see/hear)

What does this tell me/what

does this mean? (see/hear)

Caleb has made a transition in his play

from playing alongside to playing

with. Caleb has begun to recognise that

other children have the same interests as

he does and he is beginning to enjoy

their company.

Observation cycle

Observation

Describe what is

noteworthy

Analyse Improve

What did I notice?

(see/hear)

What will I do now?

Gather more observations of

Caleb to confirm his security in

playing with peers. Invite Caleb to

choose a friend for table top games. What does this

tell me/what does this mean?

(see/hear)

Observation cycle

Well-Being and Involvement

• Children have to feel safe, well and involved to take their thinking deeper.

• Observations should encourage us to question why well being and involvement are at a certain level and what we can do to improve them.

• The scales are a tool to help us do this.

• They provide a score; if consistently applied can provide quantitative data over time

The Centre for Experiential Education led

by Prof. Ferre Laevers have developed a tool for assessing well being and involvement which is known as:

‘Well-being and involvement in care: A process- oriented Self

evaluation Instrument for Care Settings

or

SICS

Wellbeing Involvement

Context Factors

Circumstantial Factors Factors in the Child

Group Climate

Room for Initiative

Adult Style

Organisation

Offer of Activities

©Centre for Experiential Education

frightened lively

uncomfortable happy angry

relaxed sad involved

motivated withdrawn expressive

self-confident absorbed anxious

dejected spontaneous satisfied

Which feelings promote and which inhibit deeper levels of thinking..?

SICS

Well-being Signals Extremely low-The child clearly shows signals of discomfort: • whines, sobs, cries, screams • looks dejected, sad or frightened, is in panic • is angry or furious • wriggles, throws objects, hurts others • sucks its thumb, rubs its eyes • doesn’t respond to the environment, avoids contact, withdraws • hurts him/herself: bangs its head, throws him/herself on the floor..

Low-The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.

Moderate-The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signals indicating sadness or pleasure, com- fort or discomfort.

High-The child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.

Extremely high-During the observation episode, the child feels well in their skin: • looks happy and cheerful, smiles, beams, cries out of fun; • is spontaneous, expressive and is really him/herself; • talks to itself, plays with sounds, hums sings; • is relaxed, does not show any signs of stress or tension; • is open and accessible to the environment; • is lively, full of energy, radiates; • expresses self-confidence and self-assurance

See The Sics Manual, p. 13

Signals of Involvement

• Concentration

• Energy

• Complexity and creativity

• Facial expression and posture

• Persistence

• Precision

• Reaction time

• Verbal utterances

• Satisfaction

Involvement Level Examples Extremely low-The child hardly shows any activity: • no concentration: staring, daydreaming an absent, passive attitude • no goal-oriented activity, aimless actions, not producing anything • no signs of exploration and interest • not taking

anything in, no mental activity.

Low-The child shows some degree of activity but which is often interrupted • limited concentration: looks away during the activity, fiddles, dreams • is easily distracted • action only leads to limited results.

Moderate-The child is busy the whole time, but without real concentration • routine actions, attention is superficial • is not absorbed in the activity, activities are short lived • limited motivation, no real dedication, does not feel challenged • the child does not gain deep-level experiences • does not use his/her capabilities to full extent • the activity does not address the child’s imagination.

High-There are clear signs of involvement, but these are not always present to their full extent • the child is engaged in the activity without interruption • most of the time there is real concentration, but during some brief moments the attention is more superficial • the child feels challenged, there is a certain degree of motivation • the child’s capabilities and its imagination to a certain extent are addressed in the activity.

Extremely high-During the episode of observation the child is continuously engaged in the activity and completely absorbed in it • is absolutely focussed, concentrated without interruption • is highly motivated, feels strongly appealed by the activity, perseveres• even strong stimuli cannot distract him/her • is alert, has attention for details, shows precision • its mental activity and experience are intense • the child constantly addresses all its capabilities: imagination and mental capacity are in top gear • obviously enjoys being engrossed in the activity.

See The Sics Manual, p. 14

Getting Started with SiCs

The procedure for self-evaluation contains three steps:

Step 1: assessment of the actual levels of well-being and involvement

Step 2: analysis of the observations

Step 3: selection and implementation of actions to improve quality

• 2 sets of observations per child

• No more than 10 children at a time

• Observations to last 2 minutes for each child

See The Sics Manual, 2005, p. 3

Step One – Form A

See The Sics Manual, 2005, p. 12

The self-evaluation starts with assessing the wellbeing and involvement using Form A. The procedure is simple and can be compared to ‘scanning’: in each of the groups you observe the children individually for about two minutes. You give every child a score for well-being and involvement using a five point scale. You can also make use of the in-between levels by using a + sign e.g. 3+ means between 3 and 4. The observations for step 1 are normally done by a member of staff while the rest of the staff act as they normally do with children. The scanning gives a random picture. That is why it is very important that the circumstances reflect the ‘normal’ proceedings as much as possible.

Completed Observation Group: Number of Children: Number of educators: Date: Time:

Name of child Observation Grades

Involvement

Grades

Well-being

1 Emma ….is sitting in the house area and playing with many interruptions

….seems to be searching for something,looks at something then stops searching

…neutral but relaxed posture

3+

2

2 Nathan …is dancing enthusiastically with a few other children and the supervisor

….is so absorbed that he does not even notice his mum entering the room

….laughs, sings along, is beaming

5

5

3 Thomas ...is standing alone while the group is dancing

…he seems absent , he hardly looks up

…he has a neutral posture: does not show any sings of discomfort or pleasure

3

1

Step Two – Form B

See The Sics Manual, 2005, p. 16

Analysis of the Observations In step 2 you reflect on the collected data. Form B helps you find explanations for the levels of wellbeing and involvement marked during the observation. It consists of two sections. On the left side are the factors which may offer an explanation for the higher levels of wellbeing and/or involvement (level 4 or 5). On the right side are the factors that may explain the lower levels of wellbeing and/or involvement. When looking for an explanation for the low and high scores you consider 3 kinds of influential forces • The approach • The child and their background • Exceptional circumstances.

Form B The high scores for well-being and involvement are linked with: The low scores for well-being and involvement are linked with:

1. A rich offer 1. An offer that is not satisfactory

2. A positive atmosphere and group climate 2 .A negative atmosphere and group climate

3. Room for initiative 3. Too little room for initiative

4. Efficient organisation 4. Innefficient organisation

5. Empathic style of guidance 5. Inadequate type of guidance

Child factors

Exceptional circumstances Child factors Exceptional circumstances

Example of a completed Form B The high scores for well-being and involvement are linked with: The low scores for well-being and involvement are linked with:

1. A rich offer 1. An offer that is not satisfactory

There is too much material in the house corner. Beds are piled on top of

each other and dressing up clothes are in a mess. Not very appealing.

2. A positive atmosphere and group climate 2 .A negative atmosphere and group climate

3. Room for initiative

There are different options and as a result children choose what really

appeals to them.

3. Too little room for initiative

4. Efficient organisation 4. Inefficient organisation

5. Empathic style of guidance

Intervening in a stimulating way. The educator dances with the children.

5. Inadequate type of guidance

Child factors

Exceptional circumstances Child factors

Thomas is new in school, this is

only his second week.

Exceptional circumstances

Leuven Scales – Group Information

Wellbeing Name Involvement Notes

2 4 4 Emma 3+ 4 4

Although Mary’s well-being was high at interim and final,

her Grandfather passed away which affected both her

wellbeing and involvement at the baseline

1 3 4 Thomas 3 4 4+

Thomas is new in school at baseline. His wellbeing and

involvement both increased as he became more settled and

developed friendships.

Source of Evidence

Outcome 1:

People’s Views

Direct Observation

Quantitative Data

Analysis:

Baseline

Interim

Final

Full analysis of the outcome.

Was it achieved and how

How will gains be maintained

If not achieved, why not

Complete sources of evidence as

appropriate.

All three sources are not required.