a case study of cooperative inquiry techniques in a classroom of children with special learning...
TRANSCRIPT
![Page 1: A Case Study of Cooperative Inquiry Techniques in a Classroom of Children with Special Learning Needs Elizabeth Foss, Mona Leigh Guha, and Panagis Papadatos](https://reader036.vdocuments.us/reader036/viewer/2022070306/5517e388550346d5568b4602/html5/thumbnails/1.jpg)
A Case Study of Cooperative Inquiry Techniques in a Classroom of Children with Special Learning
NeedsElizabeth Foss, Mona Leigh Guha,
and Panagis [email protected]
5/22/12
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What is Cooperative Inquiry?
Druin, A. (2002). The role of children in the design of new technology. Behavior and Information Technology, 21(1), 1-25.
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Why Children with Special Learning Needs?
Core belief of Participatory Design….Expanding Cooperative Inquiry to a broader
population
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Can Cooperative Inquiry be successfully implemented in a classroom of children with special learning needs?
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Maple SchoolPrivate school for children ages 5-14 (grades K-8)Disorders represented include mild to moderate
autism spectrum, learning disabilities, and attention deficits
Two teachers and approximately 10 students per class
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Project
“Design a sports game using technology”
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Design Sessions
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Design SessionsTable 1: Techniques, Rationale, and Activity
Technique Session Purpose Activity
Big Paper Generate initial design directions
Drawing and writing design ideas on large sheets of paper
Mixing Ideas Combine multiple design directions
Physically recombining artifacts from Big Paper
Bags of Stuff Allow a break from project Using arts and crafts supplies to plan for age-mates’ design project
Storyboarding Refine ideas, visual design feedback
Annotating paneled drawings of the game’s story
Sticky Noting Generate feedback on prototype
Writing feedback on post-it notes, which are then clustered by theme
KidReporting Generate data, gather final feedback
Students interviewing each other about the game using video cameras
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Table 1: Techniques, Rationale, and Activity
Technique
Big Paper
Mixing Ideas
Bags of Stuff
Storyboarding
Sticky Noting
KidReporting
Design Sessions
Walsh et al., 2009
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Table 1: Techniques, Rationale, and Activity
Technique
Big Paper
Mixing Ideas
Bags of Stuff
Storyboarding
Sticky Noting
KidReporting
Design Sessions
Guha et al., 2004
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Table 1: Techniques, Rationale, and Activity
Technique
Big Paper
Mixing Ideas
Bags of Stuff
Storyboarding
Sticky Noting
KidReporting
Design Sessions
Druin, 2002
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Table 1: Techniques, Rationale, and Activity
Technique
Big Paper
Mixing Ideas
Bags of Stuff
Storyboarding
Sticky Noting
KidReporting
Design Sessions
Orr et al., 1994
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Table 1: Techniques, Rationale, and Activity
Technique
Big Paper
Mixing Ideas
Bags of Stuff
Storyboarding
Sticky Noting
KidReporting
Design Sessions
Walsh et al., 2009
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Table 1: Techniques, Rationale, and Activity
Technique
Big Paper
Mixing Ideas
Bags of Stuff
Storyboarding
Sticky Noting
KidReporting
Design Sessions
Bekker et al., 2003
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Data Collection
Design ArtifactsVideo and Photos
Researcher JournalInterview Transcripts
Adult Debriefing Notes Participant-observation Notes
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Analysis
Qualitative coding of all data collected using grounded theory approach (Strauss and Corbin, 2008)
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Findings
Cooperative Inquiry techniques were able to be used with a classroom of children with special learning needs with only minor modifications.
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Cooperative Inquiry in a Classroom of Children with Special Learning Needs
Informal TimeHigh Adult-to-Child RatioWritten and Auditory DirectionsPlan for High Engagement
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Ongoing Work
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AcknowledgementsThanks to the students, teachers, and administration at
the Maple School for their open-minded assistance with this project. Researchers contributing to the session planning and execution were Greg Walsh, Jason Yip, and Tamara Clegg, and we could not have had successful sessions without their expertise.
http://www.heypano.com/thegame/