ks1esrcmotivation - uk data service

KS1ESRCmotivation.sav Variable Name Year in

school Time of testing

Description

1 Teachid Class identification, each teacher/class given a unique number identifier

2 Pupilcode Pupil identified, each pupil given a unique number and letter identified

3 sexcode Sex of pupil (1=male; 2=female) 4 yeargrp Year group of pupil (1=Yr1; 2=Yr2) 5 datatype Experimental (SPRinG) or Control class

(1=experimental; 2=control) 6 iaquiet Yr1 Autumn I am quiet (1-agree; 2=not sure; 3=disagree) 7 iathink Yr1 Autumn I am always thinking (1-agree; 2=not sure;

3=disagree) 8 ialistening Yr1 Autumn I like listening to stories (1-agree; 2=not sure;

3=disagree) 9 iahappy Yr1 Autumn I am a happy person (1-agree; 2=not sure;

3=disagree) 10 iaplaying Yr1 Autumn I like playing by myself (1-agree; 2=not sure;

3=disagree) 11 iatricks Yr1 Autumn I like playing tricks on others (1-agree; 2=not sure;

3=disagree) 12 iagrpwk Yr1 Autumn Group work is fun (1-agree; 2=not sure;

3=disagree) 13 ialikegrp Yr1 Autumn I like to be in a group (1-agree; 2=not sure;

3=disagree) 14 iaworkhard Yr1 Autumn I work hard in a group (1-agree; 2=not sure;

3=disagree) 15 iawork Yr1 Autumn I work hardest (1=group; 2=pair; 3=myself) 16 iaworkleast Yr1 Autumn I work not so hard (1=group; 2=pair; 3=myself) 17 ianotworkgrp Yr1 Autumn I work least (1=group; 2=pair; 3=myself) 18 ialearnmost Yr1 Autumn I learn most (1=group; 2=pair; 3=myself) 19 ialearn Yr1 Autumn I learn some (1=group; 2=pair; 3=myself) 20 ialearnleast Yr1 Autumn I learn least (1=group; 2=pair; 3=myself) 21 iathinkbest Yr1 Autumn I think best (1=group; 2=pair; 3=myself) 22 iathinkmed Yr1 Autumn I think some (1=group; 2=pair; 3=myself) 23 iathinkleast Yr1 Autumn I think least (1=group; 2=pair; 3=myself) 24 ialikemost Yr1 Autumn I like most (1=group; 2=pair; 3=myself) 25 ialikemed Yr1 Autumn I like some (1=group; 2=pair; 3=myself) 26 ialikeleast Yr1 Autumn I like least (1=group; 2=pair; 3=myself) 27 iiaquiet Yr2 Autumn I am a quiet person (1-agree; 2=not sure;

3=disagree) 28 iiathinking Yr2 Autumn I am always thinking (1-agree; 2=not sure;

3=disagree) 29 iiaworrying Yr2 Autumn I am always worrying about something (1-agree;

2=not sure; 3=disagree) 30 iialistening Yr2 Autumn I like to listen to stories (1-agree; 2=not sure;

3=disagree) 31 iiascheasy Yr2 Autumn I find school work easy (1-agree; 2=not sure;

3=disagree) 32 iiahappy Yr2 Autumn I am a hapy person (1-agree; 2=not sure;

3=disagree) 33 iiaplayalon Yr2 Autumn I like playing by myself (1-agree; 2=not sure;

3=disagree) 34 iiaworryspeaking Yr2 Autumn I am worried when I have to speak out in class (1-

agree; 2=not sure; 3=disagree)

35 iiatricks Yr2 Autumn I like playing tricks on others (1-agree; 2=not sure; 3=disagree)

36 iiathinlalone Yr2 Autumn I like being left alone to think (1-agree; 2=not sure; 3=disagree)

37 iiawatchfriends Yr2 Autumn I always stop work to watch my friends (1-agree; 2=not sure; 3=disagree)

38 iialikegrp Yr2 Autumn I like to be in a group (1-agree; 2=not sure; 3=disagree)

39 iiaworkhard Yr2 Autumn I work harder when in a group (1-agree; 2=not sure; 3=disagree)

40 iiagropfun Yr2 Autumn Working in a group is fun (1-agree; 2=not sure; 3=disagree)

41 iiathinkmoregp Yr2 Autumn You get to think more in groups (1-agree; 2=not sure; 3=disagree)

42 iiawkbestalone Yr2 Autumn I work best when by myself (1-agree; 2=not sure; 3=disagree)

43 iiaworkhardest Yr2 Autumn I work hardest (1=group; 2=pair; 3=myself) 44 iialikemost Yr2 Autumn I like most to be (1=group; 2=pair; 3=myself) 45 iiaplaymost Yr2 Autumn I play about most (1=group; 2=pair; 3=myself) 46 iialearn Yr2 Autumn I learn most (1=group; 2=pair; 3=myself) 47 iiahave Yr2 Autumn I have most fun (1=group; 2=pair; 3=myself) 48 iiathink Yr2 Autumn I think best (1=group; 2=pair; 3=myself) 49 iiaget Yr2 Autumn I get most help (1=group; 2=pair; 3=myself) 50 ibquiet Yr1 Summer I am quiet (1-agree; 2=not sure; 3=disagree) 51 ibthink Yr1 Summer I am always thinking (1-agree; 2=not sure;

3=disagree) 52 iblistening Yr1 Summer I like listening to stories (1-agree; 2=not sure;

3=disagree) 53 ibhappy Yr1 Summer I am a happy person (1-agree; 2=not sure;

3=disagree) 54 ibplaying Yr1 Summer I like playing by myself (1-agree; 2=not sure;

3=disagree) 55 ibtricks Yr1 Summer I like playing tricks on others (1-agree; 2=not sure;

3=disagree) 56 ibgrpwk Yr1 Summer Group work is fun (1-agree; 2=not sure;

3=disagree) 57 iblikegrp Yr1 Summer I like to be in a group (1-agree; 2=not sure;

3=disagree) 58 ibworkhard Yr1 Summer I work hard in a group (1-agree; 2=not sure;

3=disagree) 59 ibwork Yr1 Summer I work hardest (1=group; 2=pair; 3=myself) 60 ibworkleast Yr1 Summer I work not so hard (1=group; 2=pair; 3=myself) 61 ibnotworkgrp Yr1 Summer I work least (1=group; 2=pair; 3=myself) 62 iblearnmost Yr1 Summer I learn most (1=group; 2=pair; 3=myself) 63 iblearn Yr1 Summer I learn some (1=group; 2=pair; 3=myself) 64 iblearnleast Yr1 Summer I learn least (1=group; 2=pair; 3=myself) 65 ibthinkbest Yr1 Summer I think best (1=group; 2=pair; 3=myself) 66 ibthinkmed Yr1 Summer I think some (1=group; 2=pair; 3=myself) 67 ibthinkleast Yr1 Summer I think least (1=group; 2=pair; 3=myself) 68 iblikemost Yr1 Summer I like most (1=group; 2=pair; 3=myself) 69 iblikemed Yr1 Summer I like some (1=group; 2=pair; 3=myself) 70 iblikeleast Yr1 Summer I like least (1=group; 2=pair; 3=myself) 71 iibquiet Yr2 Summer I am a quiet person (1-agree; 2=not sure;

3=disagree) 72 iibthinking Yr2 Summer I am always thinking (1-agree; 2=not sure;

3=disagree)

73 iibworrying Yr2 Summer I am always worrying about something (1-agree; 2=not sure; 3=disagree)

74 iiblistening Yr2 Summer I like to listen to stories (1-agree; 2=not sure; 3=disagree)

75 iibscheasy Yr2 Summer I find school work easy (1-agree; 2=not sure; 3=disagree)

76 iibhappy Yr2 Summer I am a hapy person (1-agree; 2=not sure; 3=disagree)

77 iibplayalon Yr2 Summer I like playing by myself (1-agree; 2=not sure; 3=disagree)

78 iibworryspeaking Yr2 Summer I am worried when I have to speak out in class (1-agree; 2=not sure; 3=disagree)

79 iibtricks Yr2 Summer I like playing tricks on others (1-agree; 2=not sure; 3=disagree)

80 iibthinlalone Yr2 Summer I like being left alone to think (1-agree; 2=not sure; 3=disagree)

81 iibwatchfriends Yr2 Summer I always stop work to watch my friends (1-agree; 2=not sure; 3=disagree)

82 iiblikegrp Yr2 Summer I like to be in a group (1-agree; 2=not sure; 3=disagree)

83 iibworkhard Yr2 Summer I work harder when in a group (1-agree; 2=not sure; 3=disagree)

84 iibgropfun Yr2 Summer Working in a group is fun (1-agree; 2=not sure; 3=disagree)

85 iibthinkmoregp Yr2 Summer You get to think more in groups (1-agree; 2=not sure; 3=disagree)

86 iibwkbestalone Yr2 Summer I work best when by myself (1-agree; 2=not sure; 3=disagree)

87 iibworkhardest Yr2 Summer I work hardest (1=group; 2=pair; 3=myself) 88 iiblikemost Yr2 Summer I like most to be (1=group; 2=pair; 3=myself) 89 iibplaymost Yr2 Summer I play about most (1=group; 2=pair; 3=myself) 90 iiblearn Yr2 Summer I learn most (1=group; 2=pair; 3=myself) 91 iibhave Yr2 Summer I have most fun (1=group; 2=pair; 3=myself) 92 iibthink Yr2 Summer I think best (1=group; 2=pair; 3=myself) 93 iibget Yr2 Summer I get most help (1=group; 2=pair; 3=myself)

BrightonESRCmotivation.sav Variable Name Year in

school Time of testing

Description

1 Teachid Class identification, each teacher/class given a unique number identifier

2 Pupilcode Pupil identified, each pupil given a unique number and letter identified

3 sexcode Sex of pupil (1=male; 2=female) 4 yeargrp Year group of pupil (1=Yr1; 2=Yr2) 5 datatype Experimental (SPRinG) or Control class

(1=experimental; 2=control) 6 iaquiet Yr1 Autumn I am quiet (1-agree; 2=not sure; 3=disagree) 7 iathink Yr1 Autumn I am always thinking (1-agree; 2=not sure;

3=disagree) 8 ialistening Yr1 Autumn I like listening to stories (1-agree; 2=not sure;

3=disagree) 9 iahappy Yr1 Autumn I am a happy person (1-agree; 2=not sure;

3=disagree) 10 iaplaying Yr1 Autumn I like playing by myself (1-agree; 2=not sure;

3=disagree) 11 iatricks Yr1 Autumn I like playing tricks on others (1-agree; 2=not sure;

3=disagree) 12 iagrpwk Yr1 Autumn Group work is fun (1-agree; 2=not sure;

3=disagree) 13 ialikegrp Yr1 Autumn I like to be in a group (1-agree; 2=not sure;

3=disagree) 14 iaworkhard Yr1 Autumn I work hard in a group (1-agree; 2=not sure;

3=disagree) 15 iawork Yr1 Autumn I work hardest (1=group; 2=pair; 3=myself) 16 iaworkleast Yr1 Autumn I work not so hard (1=group; 2=pair; 3=myself) 17 ianotworkgrp Yr1 Autumn I work least (1=group; 2=pair; 3=myself) 18 ialearnmost Yr1 Autumn I learn most (1=group; 2=pair; 3=myself) 19 ialearn Yr1 Autumn I learn some (1=group; 2=pair; 3=myself) 20 ialearnleast Yr1 Autumn I learn least (1=group; 2=pair; 3=myself) 21 iathinkbest Yr1 Autumn I think best (1=group; 2=pair; 3=myself) 22 iathinkmed Yr1 Autumn I think some (1=group; 2=pair; 3=myself) 23 iathinkleast Yr1 Autumn I think least (1=group; 2=pair; 3=myself) 24 ialikemost Yr1 Autumn I like most (1=group; 2=pair; 3=myself) 25 ialikemed Yr1 Autumn I like some (1=group; 2=pair; 3=myself) 26 ialikeleast Yr1 Autumn I like least (1=group; 2=pair; 3=myself) 27 iiaquiet Yr2 Autumn I am a quiet person (1-agree; 2=not sure;

3=disagree) 28 iiathinking Yr2 Autumn I am always thinking (1-agree; 2=not sure;

3=disagree) 29 iiaworrying Yr2 Autumn I am always worrying about something (1-agree;

2=not sure; 3=disagree) 30 iialistening Yr2 Autumn I like to listen to stories (1-agree; 2=not sure;

3=disagree) 31 iiascheasy Yr2 Autumn I find school work easy (1-agree; 2=not sure;

3=disagree) 32 iiahappy Yr2 Autumn I am a hapy person (1-agree; 2=not sure;

3=disagree) 33 iiaplayalon Yr2 Autumn I like playing by myself (1-agree; 2=not sure;

3=disagree) 34 iiaworryspeaking Yr2 Autumn I am worried when I have to speak out in class (1-

agree; 2=not sure; 3=disagree)

35 iiatricks Yr2 Autumn I like playing tricks on others (1-agree; 2=not sure; 3=disagree)

36 iiathinlalone Yr2 Autumn I like being left alone to think (1-agree; 2=not sure; 3=disagree)

37 iiawatchfriends Yr2 Autumn I always stop work to watch my friends (1-agree; 2=not sure; 3=disagree)

38 iialikegrp Yr2 Autumn I like to be in a group (1-agree; 2=not sure; 3=disagree)

39 iiaworkhard Yr2 Autumn I work harder when in a group (1-agree; 2=not sure; 3=disagree)

40 iiagropfun Yr2 Autumn Working in a group is fun (1-agree; 2=not sure; 3=disagree)

41 iiathinkmoregp Yr2 Autumn You get to think more in groups (1-agree; 2=not sure; 3=disagree)

42 iiawkbestalone Yr2 Autumn I work best when by myself (1-agree; 2=not sure; 3=disagree)

43 iiaworkhardest Yr2 Autumn I work hardest (1=group; 2=pair; 3=myself) 44 iialikemost Yr2 Autumn I like most to be (1=group; 2=pair; 3=myself) 45 iiaplaymost Yr2 Autumn I play about most (1=group; 2=pair; 3=myself) 46 iialearn Yr2 Autumn I learn most (1=group; 2=pair; 3=myself) 47 iiahave Yr2 Autumn I have most fun (1=group; 2=pair; 3=myself) 48 iiathink Yr2 Autumn I think best (1=group; 2=pair; 3=myself) 49 iiaget Yr2 Autumn I get most help (1=group; 2=pair; 3=myself) 50 ibquiet Yr1 Summer I am quiet (1-agree; 2=not sure; 3=disagree) 51 ibthink Yr1 Summer I am always thinking (1-agree; 2=not sure;

3=disagree) 52 iblistening Yr1 Summer I like listening to stories (1-agree; 2=not sure;

3=disagree) 53 ibhappy Yr1 Summer I am a happy person (1-agree; 2=not sure;

3=disagree) 54 ibplaying Yr1 Summer I like playing by myself (1-agree; 2=not sure;

3=disagree) 55 ibtricks Yr1 Summer I like playing tricks on others (1-agree; 2=not sure;

3=disagree) 56 ibgrpwk Yr1 Summer Group work is fun (1-agree; 2=not sure;

3=disagree) 57 iblikegrp Yr1 Summer I like to be in a group (1-agree; 2=not sure;

3=disagree) 58 ibworkhard Yr1 Summer I work hard in a group (1-agree; 2=not sure;

3=disagree) 59 ibwork Yr1 Summer I work hardest (1=group; 2=pair; 3=myself) 60 ibworkleast Yr1 Summer I work not so hard (1=group; 2=pair; 3=myself) 61 ibnotworkgrp Yr1 Summer I work least (1=group; 2=pair; 3=myself) 62 iblearnmost Yr1 Summer I learn most (1=group; 2=pair; 3=myself) 63 iblearn Yr1 Summer I learn some (1=group; 2=pair; 3=myself) 64 iblearnleast Yr1 Summer I learn least (1=group; 2=pair; 3=myself) 65 ibthinkbest Yr1 Summer I think best (1=group; 2=pair; 3=myself) 66 ibthinkmed Yr1 Summer I think some (1=group; 2=pair; 3=myself) 67 ibthinkleast Yr1 Summer I think least (1=group; 2=pair; 3=myself) 68 iblikemost Yr1 Summer I like most (1=group; 2=pair; 3=myself) 69 iblikemed Yr1 Summer I like some (1=group; 2=pair; 3=myself) 70 iblikeleast Yr1 Summer I like least (1=group; 2=pair; 3=myself) 71 iibquiet Yr2 Summer I am a quiet person (1-agree; 2=not sure;

3=disagree) 72 iibthinking Yr2 Summer I am always thinking (1-agree; 2=not sure;

3=disagree)

73 iibworrying Yr2 Summer I am always worrying about something (1-agree; 2=not sure; 3=disagree)

74 iiblistening Yr2 Summer I like to listen to stories (1-agree; 2=not sure; 3=disagree)

75 iibscheasy Yr2 Summer I find school work easy (1-agree; 2=not sure; 3=disagree)

76 iibhappy Yr2 Summer I am a hapy person (1-agree; 2=not sure; 3=disagree)

77 iibplayalon Yr2 Summer I like playing by myself (1-agree; 2=not sure; 3=disagree)

78 iibworryspeaking Yr2 Summer I am worried when I have to speak out in class (1-agree; 2=not sure; 3=disagree)

79 iibtricks Yr2 Summer I like playing tricks on others (1-agree; 2=not sure; 3=disagree)

80 iibthinlalone Yr2 Summer I like being left alone to think (1-agree; 2=not sure; 3=disagree)

81 iibwatchfriends Yr2 Summer I always stop work to watch my friends (1-agree; 2=not sure; 3=disagree)

82 iiblikegrp Yr2 Summer I like to be in a group (1-agree; 2=not sure; 3=disagree)

83 iibworkhard Yr2 Summer I work harder when in a group (1-agree; 2=not sure; 3=disagree)

84 iibgropfun Yr2 Summer Working in a group is fun (1-agree; 2=not sure; 3=disagree)

85 iibthinkmoregp Yr2 Summer You get to think more in groups (1-agree; 2=not sure; 3=disagree)

86 iibwkbestalone Yr2 Summer I work best when by myself (1-agree; 2=not sure; 3=disagree)

87 iibworkhardest Yr2 Summer I work hardest (1=group; 2=pair; 3=myself) 88 iiblikemost Yr2 Summer I like most to be (1=group; 2=pair; 3=myself) 89 iibplaymost Yr2 Summer I play about most (1=group; 2=pair; 3=myself) 90 iiblearn Yr2 Summer I learn most (1=group; 2=pair; 3=myself) 91 iibhave Yr2 Summer I have most fun (1=group; 2=pair; 3=myself) 92 iibthink Yr2 Summer I think best (1=group; 2=pair; 3=myself) 93 iibget Yr2 Summer I get most help (1=group; 2=pair; 3=myself)

KS1ESRCPIPS.sav Variable Name Description 1 sch id School identification, each school given a unique number identifer 2 class id Class identification, each teacher/class given a unique number

identifier 3 pupilcode Pupil identified, each pupil given a unique number and letter identified 4 sexcode Sex of pupil (1=male; 2=female) 5 yrgroup Year group of pupil (1=Yr1; 2=Yr2) 6 datatype Experimental (SPRinG) or Control class (1=experimental; 2=control) 7 bmaths Yr1 mathematics scores for end-of-year 8 breadi Yr 1 reading scores for end-of-year 9 cmaths Yr 2 mathematics scores for end-of-year 10 creading Yr2 reading scores for end-of-year 11 read1cor Yr1reading scores for start-of-year (from PIPS end of reception year

test) 12 maths1cor Yr1 mathematics scores for start-of-year (from PIPS end of reception

year test) 13 y2readb Yr2 reading scores for start-of-year 14 y2maths Yr2 mathematics scores for start-of-year

BrightonESRCPIPS.sav Variable Name Description 1 sch id School identification, each school given a unique number identifer 2 class id Class identification, each teacher/class given a unique number

identifier 3 pupilcode Pupil identified, each pupil given a unique number and letter identified 4 sexcode Sex of pupil (1=male; 2=female) 5 yrgroup Year group of pupil (1=Yr1; 2=Yr2) 6 datatype Experimental (SPRinG) or Control class (1=experimental; 2=control) 7 bmaths Yr1 mathematics scores for end-of-year 8 breadi Yr 1 reading scores for end-of-year 9 cmaths Yr 2 mathematics scores for end-of-year 10 creading Yr2 reading scores for end-of-year 11 read1cor Yr1reading scores for start-of-year (from PIPS end of reception year

test) 12 maths1cor Yr1 mathematics scores for start-of-year (from PIPS end of reception

year test) 13 y2readb Yr2 reading scores for start-of-year 14 y2maths Yr2 mathematics scores for start-of-year

Observation variables

Variable name Description Observer Observer identifier Date_of_Observ Date of Observation School_code School code ExpCont Spring or Control schools Class class identifier Pupilcode pupil identifier Year_Grp Year Grp Visit_no Visit no. Teacher_Code Teacher Code TcherSex teacher gender TA Teaching Assistant present N_boys_present_in_class N boys present in class N_girls_present_in_class N girls present in class class_Set class Set time time of day ChildNo ChildNo. ChildSex target child sex ChildAbility target child ability Nbases number of bases Nteams number of teams Activity activity description BaseBoys number of boys at base BaseGirls number of girls at base TeamBoys number of boys in team TeamGirls number of girls in team TeamAch team achievement observation_no observation no. WorkSetting Work setting categories Subject Subject area worked on Wait Target waits HandUp Target has hand up IndTaskBeh Pupil not interacting with others - target's task activity Adult_Inv Adult-pupil interaction - Type of adult

AdultAud Adult-pupil interaction - Adult audience - target is focus or audience or other

AdultActivity Adult-pupil interaction - adult's activity

CtrlCritic Adult-pupil interaction - adult reprimands/controls/criticises target

TgtTcherInteract Adult-pupil interaction - nature of target's interaction with adult TgtActivity Adult-pupil interaction -target's task activity TgtChildActivity Pupil-pupil interaction - target's task activity TgtChildInteract Pupil-pupil interaction - nature of target's interaction

Convers Pupil-pupil interaction - does the conversation go beyond the observation window?

TgtAud Pupil-pupil interaction - target's audience - own team or other team

TalkLevel Pupil-pupil interaction - quality of the talk

SPRING Project Universities of Brighton, Cambridge (Homerton) and London (Institute of Education)

Working in Groups Sam and friends

. ..

Liking groups: Year 1 Sam goes to school like you. Sam works in a group. Do you like to be in a group ? Can you help Sam ? Follow Sam to see what you have to do. Name Boy or girl

Off we go……………………. ……this way ………..turn over………

Now, what do I do ? Put a tick in a box………………easy… Keep your tick marks secret ! Statement

Tick

1. Group work is fun

Group work is not fun.

Not sure

2. I like to be in a group.

I do not like to be in a group.

Not sure

3. I work hard in a group.

I do not work hard in a group.

Not sure

First bit finished , well done !!

Now get some glue.......... ...we have to do sticking...next page

Now, what do I do ? Stick a picture by the number………easy… I work hardest/ not so hard 1. 2. 3. …………………………………………………………………………….

On the next one ……………………. ..this way ……turn over………

.................... stick a picture by the number… I learn most/ learn least 1. 2. 3. …………………………………………………………………………….

On to the next one ……………………. ..this way to the next page………

I think my best/ think least 1. 2. 3. …………………………………………………………………………….

One more to go ……………………. ..turn over………

This is the last one................... stick a picture by the number… I like most/ like least 1. 2. 3. …………………………………………………………………………….

Well done.......... you have finished !! ............ ............. Now I must go to another school. Thank you for your help.



. ..

How I am feeling today: Year 1 Sam goes to school like you. Sometimes Sam feels fine. Sometimes Sam is a bit upset. How do you feel today ? Follow Sam to see what you have to do. Name Boy or girl

Off we go……………………. ……this way ……..turn over………

What do I do ?…………. ……tick your answer…easy ! Keep your tick marks secret !

I am quiet

On to the next one……………. ……this way ……..turn over…

not sure

agree

disagree

1.

Tick your answer……………. ………

2. ?

I am always thinking

Keep close to me……………. ……this way ……..turn over…

agree

disagree

not sure


I like listening to stories

Off we go again……………. ……this way ……..turn over…

not sure

agree

disagree

3.

...then..


4.

Just two more……………. ……this way ……..turn over…

I am a happy person

not sure

disagree

agree


5.

I like playing by myself

On to the last one……………. ……this way ……..turn over…

not sure

agree

disagree


6.

I like playing tricks on others You have finished. Well done !

Now I am off to tea…………….….......................... ………

not sure

agree

disagree



. ..

Liking groups: Year 2 Sam goes to school like you. Sometimes Sam gets a bit puzzled by life. To help people like Sam at school, we need to know how people like you feel today so we can make things better for Sam and friends tomorrow. But not everyone is the same ! Sam wants to know about class groups. Do you like them? We have written out a lot of simple sentences about working in a group. Can you answer every one, as quickly as you can, by making a tick mark in the box ? There are no right and wrong answers. Just make sure you tick what you really feel. Your answers are very special. Don't show the tick marks to anyone else. Please write your name and if you are a boy or a girl. Name Boy or girl

Off we go……………………. ……………………this way ……..turn over………

Now, what do I do ? Just put a tick in the box you choose…………easy… Sentence

Agree Not

sure Disagree

1. I like to be in a group.

2. I work harder when in a group.

3. Working in a group is fun.

4. You get to think more in groups.

5. I work best when by myself.

Now, how do you feel about groups, pairs and being by yourself ? ............. Put a tick in a box to finish the sentence, please............… Start of sentence

by MYSELF in a PAIR in a GROUP

6. I work hardest

7. I like most to be

8. I play about most

9. I learn most

10. I have most fun

11. I think best

12. I get most help

Did you answer every one ? You did ? Then, you have finished !

Sam and the team wish you well....................



. ..

How I am feeling today: Year 2 Sam goes to school like you. Sometimes Sam gets a bit puzzled by life. To help people like Sam at school, we need to know how people like you feel today so we can make things better for Sam and friends tomorrow. But not everyone is the same ! Sometimes Sam is fine. Sometimes Sam is a bit upset. We have written some simple sentences about how people feel. Can you answer every one, as quickly as you can, by making a tick mark in the box ? There are no right and wrong answers. Just make sure you tick what you really feel. Your answers are very special. Don't show the tick marks to anyone else. Follow Sam to see what you have to do. Name Boy or girl

Off we go……………………. ……………………this way ………………………..turn over………

Now, what do I do ? Just put a tick in the box you choose…………easy! Sentence describing me

Agree Not

sure Disagree

1. I am a quiet person.

2. I am always thinking.

3. I always seem to be worrying about something.

4. I like listening to stories.

5. I find most school work easy.

6. I am a happy person.

7. I like playing by myself.

8. I am worried when I have to speak out in class.

9. I like playing tricks on others.

10. I like being left alone to think.

11. I always stop work to watch my friends.

Did you answer every one ? You did ? Then, you have finished ! Sam and all the team wish

you well. ...................................

Attainment and attitudinal variables

Variable name Description conditio Experimental or control id Pupil identifier schno School No. tcherno teacher no. sex pupil sex year year group senstate Child is statmented sen Child is considered to have SEN eal Child is considered to have EAL fsm Child receives FSM ethnic Child's ethnic background Schroll No. pupils on school roll SchFSM % of Pupils in receipt of FSM StateSEN % of school Pupils that are statemented SchSEN % of school Pupils that are SEN SchEAL % of school Pupils that are EAL SchWHITE % of school Pupils that are white (UK or EURO) SchMIXED % of school Pupils that have mixed ethnic background SchASIAN % of school Pupils that have asian ethnic background SchBLACK % of school Pupils that have black ethnic background SchCHINESE % of school Pupils that have chinese ethnic background SchOTHER % of school Pupils that come from other ethnic backgrounds abilityScienceTime1 Science T1 split into 3 levels of equal children - different cut off for each age range evat1tot Evapo pre test total evat1pct Evap pre test % evat2tot Evapo post test total evat2pct Evap post test % dateat1 date attitude 1 Q'aire completed p1_q1 If I dont like someone, I wont work with them - hi score = won't work with them p1_q2 I like maths more than any other school subject p1_q3 I like to share what I know with others in the group p1_q4 I am doing well in most subjects

p1_q5 Other children are always winding me up when I work in a group -hi score = they do wind up

p1_q6 I always look forward to English lessons p1_q7 I get more work done when in a group p1_q8 I can write really well in English p1_q9 When working in a group we always take turns when talking

p1_q10 When working in a group we are never well organised - hi score = we are well organised

p1_q10REV reversed so consistent with other variables in set p2_q1 I like working with friends all the time p2_q2 I like doing Maths work p2_q3 Learning is more interesting in groups p2_q4 I work hard to please my parents p2_q5 I keep quiet about my own ideas when working in a group - hi score = I keep quiet p2_q6 Learning English makes me think better p2_q7 We should all have a say in the decisions made when working as a group p2_q8 I need to work hard to get to university p2_q9 When working in a group we never interrupt each other

p3_q1 I like to make my point of view

p3_q2 We should have fewer Maths lessons - hi score = we should have more Maths lessons

p3_q2rev reversed so consistent with other variables in set p3_q3 We should help others in the group if there is a problem p3_q4 I am pretty confident about doing the tasks I am set p3_q5 I have some really close friends p3_q6 I should like to get a job where I can use all I know about English p3_q7 Group work is fun p3_q8 I like to start new, more difficult work p3_q9 When working in a group we are always sensitive to the needs of others p4_q1 I have lots of ideas to share with others p4_q2 I should like to get a job where I can use all I know about Maths p4_q3 If we disagree we should find a way to reach agreement p4_q4 I do my best to get the highest level in the SATs p4_q5 I usually follow the others and do what they do - hi score = I follow others p4_q6 I like Science more than any other school subject p4_q7 To get a job done in the group you have to work together p4_q8 I would say that I am a really hard worker

p4_q9 When working in a group we never discuss things and always argue - hi score = we do discuss things

p4_q9Rev reversed so consistent with other variables in set p5_q1 Its cool not to be too smart - hi score = It IS cool not to be smart p5_q2 I like English more than any other school subject p5_q3 Groups encourage you to work hard p5_q4 I try to learn as much as I can p5_q5 I would say I am a popular person p5_q6 I like to watch science programmes on TV p5_q7 You get to think more in groups p5_q8 I feel proud when I get good marks p5_q9 When working in a group we always get on well together date2 date attitude 1 t2p1_q1 If I dont like someone, I wont work with them - hi score = won't work with them t2p1_q1a If I dont like someone, I wont work with them - hi score = won't work with them t2p1_q2 I like maths more than any other school subject t2p1_q3 I like to share what I know with others in the group t2p1_q4 I am doing well in most subjects

t2p1_q5 Other children are always winding me up when I work in a group -hi score = they do wind up

t2p1_q6 I always look forward to English lessons t2p1_q7 I get more work done when in a group t2p1_q8 I can write really well in English t2p1_q9 When working in a group we always take turns when talking

t2p1_q10 When working in a group we are never well organised - hi score = we are well organised

t2p1_q10rev reversed so consistent with other variables in set t2p2_q1 I like working with friends all the time t2p2_q2 I like doing Maths work t2p2_q3 Learning is more interesting in groups t2p2_q4 I work hard to please my parents t2p2_q5 I keep quiet about my own ideas when working in a group - hi score = I keep quiet t2p2_q6 Learning English makes me think better t2p2_q7 We should all have a say in the decisions made when working as a group t2p2_q8 I need to work hard to get to university t2p2_q9 When working in a group we never interrupt each other

t2p3_q1 I like to make my point of view

t2p3_q2 We should have fewer Maths lessons - hi score = we should have more Maths lessons

t2p3_q2rev reversed so consistent with other variables in set t2p3_q3 We should help others in the group if there is a problem t2p3_q4 I am pretty confident about doing the tasks I am set t2p3_q5 I have some really close friends t2p3_q6 I should like to get a job where I can use all I know about English t2p3_q7 Group work is fun t2p3_q8 I like to start new, more difficult work t2p3_q9 When working in a group we are always sensitive to the needs of others t2p4_q1 I have lots of ideas to share with others t2p4_q2 I should like to get a job where I can use all I know about Maths t2p4_q3 If we disagree we should find a way to reach agreement t2p4_q4 I do my best to get the highest level in the SATs t2p4_q5 I usually follow the others and do what they do - hi score = I follow others t2p4_q6 I like Science more than any other school subject t2p4_q7 To get a job done in the group you have to work together t2p4_q8 I would say that I am a really hard worker

t2p4_q9 When working in a group we never discuss things and always argue - hi score = we do discuss things

t2p4_q9rev reversed so consistent with other variables in set t2p5_q1 Its cool not to be too smart - hi score = It IS cool not to be smart t2p5_q2 I like English more than any other school subject t2p5_q3 Groups encourage you to work hard t2p5_q4 I try to learn as much as I can t2p5_q5 I would say I am a popular person t2p5_q6 I like to watch science programmes on TV t2p5_q7 You get to think more in groups t2p5_q8 I feel proud when I get good marks t2p5_q9 When working in a group we always get on well together t2p1_qx1 I often get in to trouble at school. t2p1_qx2 Learning in school is boring. t2p1_qx3 I think working hard at school is important. t2p2_qx1 I can't be bothered to do homework. t2p2_qx2 I am always happy when I am reading. t2p3_qx1 I mess about a lot in school. t2p3_qx2 It is important that I do well at school. t2p4_qx1 No matter what, I always do my best. t2p5_qx1 Making my teacher happy is more important than making my friends happy. t2p5_qx2 I don't write any more than I have to.


Variable name Description Exptctrl SPRinG, PeRCEL or Class Size id Pupil identifier sex Pupil sex

abilityScienceTime1 Science T1 split into 3 levels of equal children - different cut off for each age range

FSM Pupil Eligible for Free Meal SEN Pupil SEN status EAL Pupil that have english as an additional Language SENstate Pupil SEN statement status Ethnicity Ethnicity SchoolNo School number tcherno Class teacher number tsex Teacher sex yeargrp Pupil year group visit Visit no. 1-5 nothads Number of other adults present (other than the main teacher) typads Type of other adults present (other than the main teacher) typads2 Type of other adults present (other than the main teacher) nboys Number of boys in the class ngirls Number of girls in the class set Is this class set by ability if so what level baseboys Number of boys at the base position basegirl Number of girls at the base position teamboys Number of boys in the team teamgirl Number of girls in the team teamach Achievement of the team obsnum ObsNo. 1-8 (sometimes more) workset Work setting categories subject Subject area worked on wait Target waits handup Target has hand up indtaskb Pupil not interacting with others - target's task activity adultinv Adult-pupil interaction - Type of adult adultaud Adult-pupil interaction - Adult audience - target is focus or audience or other adultact Adult-pupil interaction - adult's activity ctrl1 Adult-pupil interaction - adult reprimands/controls/criticises target ptintact Adult-pupil interaction - nature of target's interaction with adult pactivit Adult-pupil interaction -target's task activity ppactivi Pupil-pupil interaction - target's task activity ppintact Pupil-pupil interaction - nature of target's interaction

convers Pupil-pupil interaction - does the conversation go beyond the observation window?

tgtaud Pupil-pupil interaction - target's audience - own team or other team talkqual Pupil-pupil interaction - quality of the talk

My feelings about working in class

SPRinG Project

Hi there! The SPRinG team have been dreaming up lots of exciting group work for you to do this year. To help us get the activities right it would help to know what you feel about group work and school. Not everyone thinks the same and so it is important that we know what you think. We have written some statements for you to think about. There are no right or wrong answers, but it is important that you keep your answers secret! We will keep your answers secret and will only use them to find out what all children think about school work. We will not tell anyone your name. This is what you have to do:

• Write your name and the other information needed into the boxes at the bottom of this page

• Read each statement and answer it as quickly as you can • Put a tick in the box that is closest to what you think or feel

My first name is… My last name is… My Year group is

The name of my School is… I am a boy or girl… The date is…

Springbok says, “Please go to the next page”!

Springbok suggests you just put a tick in the box you choose. It is as easy as that!!

Statement

Strongly

agree Agree Not sure Disagree Strongly

disagree

If I don’t like someone, I won’t work with them.

I like maths more than any other school subject.

I like to share what I know with others in the group.

I am doing well in most subjects.

Other children are always winding me up when I work in a group.

I always look forward to English lessons.

I get more work done when in a group.

I can write really well in English.

When working in a group we always take turns when talking.

When working in a group we are never well organised.

Did you answer every one? If you did, you can follow Springbok to the next page!

Springbok says, “Remember, just put a tick in the box that matches what you think.

Statement Strongly agree

Agree Not sure Disagree Strongly disagree

I like working with friends all the time.

I like doing Maths work.

Learning is more interesting in groups

I work hard to please my parents

I keep quiet about my own ideas when working in a group.

Learning English makes me think better.

We should all have a say in the decisions made when working as a group.

I need to work hard to get to university.

When working in a group we never interrupt each other.

Did you answer every one? Keep up with Springbok by going to the next page!

Springbok says, “Don’t forget, it is what you think that is important!”

Statement

Strongly


disagree

I like to make my point of view.

We should have fewer Maths lessons.

We should help others in the group if there is a problem.

I am pretty confident about doing the tasks I am set.

I have some really close friends.

I should like to get a job where I can use all I know about English.

Group work is fun.

I like to start new, more difficult work.

When working in a group we are always sensitive to the needs of others.

Springbok says, “How are you doing? Are you keeping up? Not far to go now!”

“You’re doing great!! Keep going!”

Statement

Strongly


disagree

I have lots of ideas to share with others.

I should like to get a job where I can use all I know about Maths.

If we disagree we should find a way to reach agreement.

I do my best to get the highest level in the SATs.

I usually follow the others and do what they do.

I like Science more than any other school subject.

To get a job done in the group you have to work together.

I would say that I am a really hard worker.

When working in a group we never discuss things and always argue.

Springbok says “Only one more page to go!”

“Last page!”

Statement

Strongly


disagree

It’s ‘cool’ not to be too smart.

I like English more than any other school subject

Groups encourage you to work hard.

I try to learn as much as I can.

I would say I am a popular person.

I like to watch science programmes on TV.

You get to think more in groups

I feel proud when I get good marks.

When working in a group we always get on well together.

Springbok says, “Well done, you’ve finished! Wasn’t that easy?”

Springbok and the SPRinG team would like to say thank you for working so hard!...

1

Hi there!

The PeRCEL team are doing some research into friendships and learning in classrooms. To help us make learning more interesting and easier for kids in the future, it would be useful to know how your view of school has changed. Not everyone thinks the same and so it is important that we know what you think. We have written some statements for you to think about. There are no right or wrong answers, but it is important that you keep your answers secret! We will keep your answers secret and will only use them to find out what all kids think about school work. We will not tell anyone your name.

This is what you have to do:

• Write your name and the other information needed into the boxes at the bottom of this page

• Read each statement and answer it as quickly as you can • Put a tick in the box that is closest to what you think or feel

My first name is… My last name is… My Year group is

The name of my School is… I am a boy or girl… The date is…

Springbok says, “Please go to the next page”!

My feelings about working in class

2

Springbok suggests you just put a tick in the box you choose. It is as easy as that!!

Statement

Strongly


disagree

When working in a group we are always sensitive to the needs of others.

I have some really close friends.

When working in a group we always get on well together.

I have lots of ideas to share with others.

I often get in to trouble at school.

To get a job done in the group you have to work together.

If we disagree we should find a way to reach agreement.

I feel proud when I get good marks.

I need to work hard to get to university.

Learning in school is boring.

I keep quiet about my own ideas when working in a group.

I think working hard at school is important.

Did you answer every one? If you did, you can follow Springbok to the next page!

3

Springbok says, “Remember, just put a tick in the box that matches what you think.

Statement

Strongly agree


I like maths more than any other school subject.


I like to share what I know with others in the group.

I am pretty confident about doing the tasks I am set.

I can't be bothered to do homework.

I always look forward to English lessons.

Other children are always winding me up when I work in a group.

I am doing well in most subjects.

When working in a group we always take turns when talking.

When working in a group we are never well organised.

I am always happy when I am reading.

Did you answer every one? Keep up with Springbok by going to the next page!

4

Springbok says, “Don’t forget, it is what you think that is important!”

Statement

Strongly agree


I like working with friends all the time.

I can write really well in English.

We should help others in the group if there is a problem.

I like doing Maths work.

I mess about a lot in school.

I get more work done when in a group.

Learning is more interesting in groups

I work hard to please my parents

We should have fewer Maths lessons.

I like to make my point of view.


I should like to get a job where I can use all I know about Maths.

It is important that I do well at school.

Springbok says, “How are you doing? Are you keeping up? Not far to go now!”

5

“You’re doing great!! Keep going!”

Statement

Strongly agree


I should like to get a job where I can use all I know about English.

When working in a group we never interrupt each other.

We should all have a say in the decisions made when working as a group.

I do my best to get the highest level in the SATs.

No matter what, I always do my best.


I like English more than any other school subject

I like to watch science programmes on TV.

You get to think more in groups

I try to learn as much as I can.

It’s ‘cool’ not to be too smart.

Springbok says “Only one more page to go!”

6

“Last page!”

Statement

Strongly


disagree

Group work is fun.

I like Science more than any other school subject.

I would say that I am a really hard worker.

Making my teacher happy is more important than making my friends happy.

I like to start new, more difficult work.

I don't write any more than I have to.

Learning English makes me think better.

Groups encourage you to work hard.

I usually follow the others and do what they do.

When working in a group we never discuss things and always argue.

Springbok says, “Well done, you’ve finished! Wasn’t that easy?” Springbok and the PeRCEL team would like to say thank you for

working so hard!...

THE MISSING WATER MYSTERY

INDIVIDUAL THINKING BOOKLET

To be completed by each pupil BEFORE the Science activities.

Detective X needs your help!

Please write your best ideas in this booklet when

your teacher asks you to.

Write your full name here:

Detective: _____________________

School: ______________Year Group: ____Date: ____

2

In this booklet, you are asked to write down all your ideas about the water that has evaporated from some towels. If you need any help with reading the questions or with spellings, please ask for help.

This picture shows two towels that were wet when they were hung up in a classroom. Now all the water has gone and they are completely dry.

1a) Where do you think the water missing from the towels has gone? (Tick ONE box.)

a) Somebody took it. b) It’s soaked into the towel rail. c) It’s gone up into the sun. d) It’s vanished. e) It’s gone into the air.

The Missing Water Mystery

What’s your theory?

3

b) If you think the water has changed in some way, explain exactly how you think it has changed. (You may think the water has vanished, has changed somehow or that it is still just water.)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… c) How do you know this?

(Describe anything you have seen or done or any work which has helped you with these ideas.)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… d) What has happened to the particles in the water which is missing

from the towels? (Tick JUST ONE box.) a) I don’t know b) They have moved very close together and are very still.

c) They have moved far apart and are moving very quickly. d) They are quite close to each other and are moving about.

e) Nothing.

f) They have moved far apart and are very still.

g) They have disappeared. 2a) What has made the water go so quickly? (Tick TWO boxes)

a) A thief b) Water c) Wind d) Heat e) Magic f) The sun g) Clouds

4

b) What makes you think this? (Describe anything you have seen or done or any work which has helped you with these ideas.)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 3a) How could you have made the towels dry faster? (You can tick

MORE than ONE box if you want to)

a) You can’t make them dry faster b) Hang them in a dry room.

c) Hang them out on a windy day.

d) Hang them in a damp room.

e) Hang them out on a hot day.

f) Leave them where they are. b) Explain how you think these things would help to make the towels

dry faster? (If you don’t think they can be dried faster, leave this question)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 4. You have been thinking about water which has gone missing from

some towels. a) Do you think you can get any missing water back? (Tick ONE box)

YES NO

5

b) How can you explain this? (Tick ONE box) a) Water can be sucked back. b) The water is hidden. c) Water vapour in the air can become liquid. d) Water vapour in the air can become a gas. e) The water has disappeared. c) If you think you can get some water back, explain exactly what

you would do to get some water back. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… d) How do you know this?

(Describe anything you have seen or done or any work which has helped you to know this.)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… e) Explain why you think this would work. (Tick ONE box) a) The water particles would get more energy and move

apart quickly. b) The water particles would lose some energy and move

quite close together. c) The water particles would stay in the same place. d) The water particles would lose a lot of energy and move

very close together. e) The water particles would get more energy and move

quite close together.

THE MISSING WATER MYSTERY

INDIVIDUAL ASSESSMENT BOOKLET

To be completed by each pupil AFTER the Science activities.

Detective X needs your help!

Please write your best ideas in this booklet when your teacher asks you to.

Write your full name here:

Detective: _____________________

School: ______________ Year Group: _____Date: ___

2

Detective X wants some expert advice from you about some more missing water. He hung his washing up and his clothes dried out. Then he washed his hair and his hair dried out. He wants to know what has happened to the water. Use your ideas from your investigations to answer these questions as well as you can. 1. What is the process called when the water dries out? (Tick ONE box.)

a) Melting

b) Condensation

c) Evaporation

d) Disappearing

e) Freezing

f) Appearing 2a. Where has the water from Detective X’s clothes and hair gone? (Tick ONE box.)

a) It’s gone into the air.

b) It’s soaked into his clothes and hair.

c) It’s gone up into the sun.

d) It’s vanished.

e) Somebody took it. 2b. What has happened to the water? (Tick ONE box.)

a) Nothing.

b) It’s become a liquid.

c) It’s become a gas.

d) It’s disappeared.

e) It’s become a cloud.

3

2c. What has happened to the particles in the water? (Tick ONE box.)

a) They have moved very close together and are very still.

b) They have moved far apart and are very still.

c) Nothing.

d) They are quite close to each other and are moving about.

e) They have disappeared.

f) They have moved far apart and are moving very quickly. 3a. Detective X’s clothes and hair dried VERY quickly. What is the best explanation for this? More than one answer may be CORRECT. We want you to choose the BEST explanation. (Tick ONE box.)

a) It was hot and sunny.

b) It was hot and windy.

c) The sun was out.

d) The water disappeared.

e) There were a lot of clouds about. 3b. Why do you think this? There may be MORE THAN ONE correct answer. Tick ANY answers which you think are correct.

a) Wind blows the water vapour away.

b) Wind makes the water disappear.

c) Clouds suck up the water.

d) Heat makes the water disappear.

e) Heat helps the water to become a gas.

4

3c. What do you think happened to the particles in the water when Detective X’s clothes and hair dried quickly? (Tick ONE box).

a) They disappeared.

b) They had a lot of energy but stayed quite close together.

c) They had a lot of energy and moved away quickly.

d) They had little energy and moved away quickly.

e) They had a medium amount of energy and stayed quite close together.

4a. How could you make the water go more SLOWLY from his clothes? (Tick ONE box.)

a) Hang them in a dry room.

b) Hang them out on a windy day.

c) Hang them in a damp room.

d) Hang them out on a hot day.

e) Leave them where they are. 4b. Why do you think this would work? Choose the BEST explanation. (Tick ONE box.)

a) There would be very little water vapour around the clothes.

b) The water vapour would have a lot of energy.

c) There would be a lot of water vapour around the clothes.

d) The water vapour would move away quickly.

5

5a. Detective X has an idea. He thinks that smoothing out his clothes carefully may help them to dry more quickly. Imagine you have 2 pieces of wet material. How could you use the wet material to test Detective X’s idea? (Tick ONE box.) a) Hang one piece indoors and one piece outside.

Then see how fast they dry.

b) Fold up the pieces of material. Then see how fast they dry.

c) Spread one piece out and scrunch one up. Then see how fast they dry.

d) Blow on one piece and not on the other. Then see how fast they dry.

5b. What would you do to make sure that the test was fair? There may be MORE THAN ONE correct answer. Tick ANY answers which you think are correct.

a) Use the same amount of water to wet the material pieces.

b) Use the same colour for the material pieces.

c) Use different kinds of material.

d) Put the material pieces in the same place to dry. e) Put one piece of material in a hot place and one in a windy place to dry.

f) Use different colours for the material pieces.

g) Use the same size of material pieces.

5c. What other equipment would you need? (Tick ONE box.) a) A clock

b) A thermometer

c) A ruler

d) Some weighing scales

6

5d. If Detective X is right and smoothing out clothes helps them to dry quickly, what will happen to the 2 pieces of material in your test? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… 6. Detective X thinks he may be able to get some water back. Which process could he use to try and do this? (Tick ONE box.)

a) Melting

b) Condensation

c) Evaporation

d) Disappearing

e) Freezing

f) Appearing 7a. Detective X thinks he may be able to collect some water on the outside of a COLD bottle. Why do you think this could work? (Tick ONE box.)

a) It won’t work.

b) The water vapour will turn into a gas.

c) The water vapour will turn into a liquid.

d) The water will freeze on the bottle. 7b. What do you think will happen to the water particles? Choose the BEST answer. Tick ONE box.

a) Nothing.

b) They will lose some energy and move quite close together.

c) They will get more energy and move quite close together.

d) They will get more energy and move apart quickly.

e) They will lose a lot of energy and move very close together.

7

8. Detective X has noticed that bathroom walls and ceiling are wet all over after he has had a shower. Can you explain why this happens? (Tick ONE box.)

a) The water is disappearing.

b) The walls are cold and the water vapour freezes.

c) The walls are cold and the air contains a lot of water vapour.

d) The water runs all over the place from the shower.

e) The walls are warm and the air is cloudy. 9a. Can we reverse the process where water dries up? (Tick ONE box.)

Yes

No 9b. How can you explain this? (Tick ONE box.)

a) The water has disappeared.

b) The water is hidden.

c) Water vapour in the air can become a gas.

d) Water can be sucked back.

e) Water vapour in the air can become liquid. 10a. Detective X has noticed that in winter he sometimes has water appearing on the INSIDE of his windows. This never happens in summer. Can you explain why? Choose the BEST explanation. Tick ONE box.

a) Rain soaks through the windows in winter.

b) The cold windows make water vapour turn into liquid.

c) Frozen water melts onto the windows.

d) The cold windows make the water turn into gas.

e) The cold windows make the water freeze.

8

10b. Can you explain what happens to the water particles when the water appears on the inside of the windows? Choose the BEST explanation. (Tick ONE box.)

a) Nothing.

b) They lose some energy and move quite close together.

c) They get more energy and move quite close together.

d) They get more energy and move apart quickly.

e) They lose a lot of energy and move very close together.

Evaporation/ Condensation Pre-Test (‘Individual Thinking Booklet’) Score Sheet Maximum possible score = 41 (See document ‘Evap Micro Test mark scheme 2 for details) Qu. 1a (Location) a) ½ b) 1 c) 1 d) 0 e) 2 Qu. 1b (Transformation) Open-ended • Shows no understanding of transformation of water - 0 • Shows understanding of transformation of water from liquid to gas - 3 • Shows understanding of how particles change during process of evaporation – 4 Qu. 1c (Evidence of transformation) Open-ended • No reference to specific evidence of change in water (e.g. We’ve done lessons on it.) – 0 • Reference to relevant evidence of/ work done to show water has changed without specific

description of how this shows water change. (e.g. I saw a wet cloth and the next day it was dry./ We’ve done work on the water cycle.) – 1

• Specific description of evidence showing change in state of water. (e.g. It rained and then the sun came out and I saw steam coming off the puddles) - 2

Qu. 1d (Transformation) a) 0 b) 0 c) 4 d) 0 e) 0 f) 0 g) 0

Qu. 2a (Agent) a) 0 b) 0 c) 2 d) 2 e) 0 f) 1 g) 1 Qu. 2b (Evidence of Agent) Open-ended • No evidence of correct agent of change referred to (e.g. The water did go) - 0 • Reference to relevant evidence of / work done about agent but without direct reference to agent

(e.g. I saw steam coming off my bath water.) – 1 • Specific description of evidence showing agent as cause of change in water. (We put some water by a hot

radiator and it went faster than the water which was in a cool place). - 2 Qu. 3a (Agent) a) 0 b) 1 c) 2 d) ½ e) 2 f) 0 Qu 3b (Mechanism) Open-ended • No correct description of process of change of water during evaporation – 0 • Correct reference to how agent causes change of water from liquid to gas during evaporation

process – 3 • Correct reference to how agent causes particle change of water during evaporation process – 4 Qu. 4a (Location) Yes 2 No 0

Qu. 4b (Transformation) a) 0 b) 0 c) 3 d) 0 e) 0 Qu. 4c (Agent/ Mechanism) Open-ended • No mention of any agent and how it causes change during condensation – 0 • Mention of an agent but incorrect – 1 (Score as Agent) • Mention of correct agent – 2 (Score as Agent) • Mention of correct agent plus how it causes change from gas to liquid during condensation

process – 3 (Score as Mechanism) • Mention of correct agent plus how it causes particles to change during condensation process –

4 (Score as Mechanism) Qu. 4d (Evidence of transformation) Open-ended • No reference to specific evidence of change in water (e.g. We’ve done lessons on it.) – 0 • Reference to relevant evidence of/ work done to show water has changed without specific

description of how this shows water change. (e.g. I saw a wet cloth and the next day it was dry./ We’ve done work on the water cycle.) – 1

• Specific description of evidence showing change in state of water. (e.g. I saw the steam from a kettle go up to the ceiling and turn into drops of water) - 2

Qu. 4e (Mechanism) a) 0 b) 4 c) 0 d) 0 e) 0 ________________________________________________________________________

Evaporation/ Condensation Post-Test (‘Individual Assessment Booklet’) Score Sheet Maximum possible score = 56 (See document ‘Evap Micro Test mark scheme 2 for details) Qu. 1 (Label process) a) 0 b) 0 c) 1 d) 0 e) 0 f) 0 Qu. 2a (Location) a) 2 b) 1 c) 1 d) 0 e) ½ Qu. 2b (Transformation) a) 0 b) 0 c) 3 d) 0 e) 0 Qu. 2c (Transformation) a) 0 b) 0 c) 0 d) 0 e) 0 f) 4 Qu. 3a (Agent) a) 1½ b) 2 c) 1½ d) 0 e) 1 Qu. 3b (Mechanism) a) 3 b) -2 c) -2 d) -2 e) 3

Qu. 3c (Mechanism) a) 0 b) 0 c) 4 d) 0 e) 0 Qu. 4a (Agent) a) ½ b) ½ c) 2 d) ½ e) 0 Qu. 4b (Mechanism) a) 0 b) 0 c) 3 d) 0 Qu. 5a (SC1) a) 0 b) 0 c) 1 d) 0 Qu. 5b (SC1) a) 1 b) -1 c) -1 d) 1 e) -1 f) -1 g) 1 Qu. 5c (SC1) a) 1 b) 0 c) 0 d) 0

Qu. 5d (SC1) Open-ended • Incorrect answer - 0 • Correct answer – 1 Qu. 6 (Label process) a) 0 b) 1 c) 0 d) 0 e) 0 f) 0 Qu. 7a (Transformation) a) 0 b) 0 c) 3 d) 0 Qu. 7b (Transformation) a) 0 b) 4 c) 0 d) 0 e) 0 Qu. 8 (Agent/ Transformation) a) 0 b) 2 (Score as Agent) c) 3 (Score as Transformation) d) 0 e) 0 Qu. 9a (Location) Yes 2 No 0

Qu. 9b (Mechanism) a) 0 b) 0 c) 0 d) 0 e) 3 Qu. 10a (Mechanism) a) 0 b) 3 c) 0 d) 0 e) 0 Qu. 10b (Mechanism) a) 0 b) 4 c) 0 d) 0 e) 0

SPRinG Observation: Instructions The observations require the observer in the classroom to be a ‘fly on the wall’. It is important to be as unobtrusive as possible and to observe pupils in terms of a set of behavioural categories covering interactions with the teacher and adults, other pupils and when on their own. Those conducting the observations need to know their way around schools, be able to put teachers and pupils at ease, avoid passing judgements, and use the observation schedule as intended (the reliability and accuracy of results will depend on this). Dealing with Teachers and other Staff Some teachers and support staff may be upset and act out of character if they feel they are being watched and their teaching methods noted and criticised. When talking to them, if you stress that you are only there to see what goes on in the classroom on a day-to-day basis. Stress that you are not making judgements about what you see, just recording activities. You can also stress that the main focus of your activities is that of the pupils. Be discreet about showing anyone the observation form, if they see it without having it properly explained, it might worry them. How to Remain Unobtrusive This is probably very obvious but worth stating anyway. Do not sit in the eye-line of the pupils, try to sit slightly behind them at the side of the class. Do not sit directly facing the children, particularly those who will be observed, sitting at a right angle to them is less noticeable and less confrontational. Do not look directly at the target, watch him out of the corner of your eye. Adopt the body language that will suggest, “I am not here to be talked to”. Be pleasant but remote to the pupils, do not initiate conversation. If you are addressed, keep any answers to the bare minimum and make it clear from your tone that you are not going to chat. You could apologise, say that you are busy and answer any questions later. Try to do this in a pleasant, cool but firm manner. Do not wear anything that may cause comment amongst the pupils, it is difficult to remain unobtrusive if all the pupils are commenting upon your pink hat. Also wearing a shirt and tie in a relaxed primary classroom will suggest you are an authority figure and pupils will be more wary of you. You will have to move around in order to be able to see everyone, make sure that the teacher knows that this will happen and that there are places for you to go. Just try to do it quietly without drawing attention to yourself. Encourage the teacher to introduce you to the pupils. Make sure the teacher does this in as general way as possible e.g. ‘This is X, he has come to see how we do things in our class” rather than ‘This is X, he has come to see how well you behave and if you pay attention to me’. Encourage the teacher to say that you will be busy working and should not be distracted. If you are introduced, the pupils may then be able to ignore you. You are likely to observe behaviours and events that may be rather concerning e.g. abusive behaviour, aggressive behaviour, off task messing around and so on. Avoid getting involved as much as possible unless you really feel that the safety of a pupil or pupils is at risk. Ensure that the teacher knows that you will be behaving in this way. If you are unsure how to react it may be worthwhile discreetly drawing the teacher’s attention to this rather than directly getting involved. Observation kit Pencil and rubber Watch with seconds’ hand. Class list with achievement levels identified by teacher Classroom context sheets. At least one for each lesson to be observed.

2

© SPRinG Project KS2 ks1_2obsrulesarchive

Systematic pupil observation sheets Folder/ clipboard to rest observation sheets on. Acclimatisation visit If the class has not been observed previously, arrange an acclimatisation visit, to get to know the layout of the class, to collect class list and find out about any children who should not be observed. Ask the teacher for class lists and Optional test raw scores. Carry out some practice observations to become familiar with the practical difficulties of observing in that classroom, and to allow the children to get used to being observed. Procedure: before the observed sessions On reverse of classroom context sheet, and after discussion with teacher: Record lesson aims, tasks, purpose of groups if relevant, position of lesson in scheme, grouping criterion etc. Ask the teacher before the lesson for names of absentees, overall lesson format and approximate timings, the groupings and grouping criterion/a that will be used where applicable. Draw a sketch plan of classroom showing main tables and position of key furniture etc, Show boy (b) or girl (g) seating arrangements. Mark each BASE alphabetically A B C etc. (BASE = pupils seated together at same table). Mark TEAMS (= pupils expected to work together on shared task or part-task) as 1, 2 etc within bases as A1, A2, B1, B2 etc. TEAMs refers to teacher-designated or negotiated stable groupings. If pupils form spontaneous temporary teams this will be picked up in the interaction record. It may not be possible to identify the teams in advance if the teacher allocates pupils to groups during the session. During the lesson note the main activities and organisational changes and their approximate duration. Lesson notes When systematic observations are complete, return to the classroom context sheet and add extra notes about the session, including overall ethos of session; any comments on nature of topic and differential effects on targets, critical incidents or events during or prior to lesson, which might influence pupil behaviour. NOTE any idiosyncrasies about lessons or classes e.g. class has large majority boys or girls, or is mixed year group etc. Systematic observations The aim is to make repeat observations of 6 children. From the class list randomly identify 8 children (6 targets and 2 reserves). You should sample boys and girls and low middle and high attainments equally. Make sure the teacher has no objections to these pupils being observed. Observe the first of these children. When the 8 scans have been completed for that child more on to the next target child. This child should be of the opposite sex to the child just observed. Once this new child has been observed move to the next pre-selected child and observe them until you have 6 observations of 6 children. The aim is to do as many observations as possible for each child over the two lessons. It is anticipated that at least 8 consecutive observations will be made of each child per lesson and this should be achieved for all 6 targets before carrying out further blocks of observations. The same children should then be observed in the next lesson and through to the end of the year – so that we get longitudinal data on these pupils. The observations will be as consecutive as possible and each observation period will last 10 seconds. We are using an observation ‘window’ approach. For example in a 20 second window, 5 seconds are spent ‘tuning in’ to what the child is doing, the child is then observed for 10 seconds and their

3


behaviour coded (the remaining 5 seconds is the time period available for this). It does not matter if the ‘window’ changes in length as long as the ‘window’ is consistent over the full day of observation. So novices may like to use a 40 second window. Those familiar with the research tool may be able to use a 20 second window. Some lessons will not be long enough to accommodate observation of six targets. In such cases it is better to ensure complete observation records for four target pupils than to have six half completed records, or two or three complete ones. The two lessons to be observed should include one SPRinG lesson or a lesson that involves a substantial amount of group work and an ordinary classroom based lesson and may also include others occurring outside the classroom. Certain lessons such as singing, PE, circle time, practising assembly or situations where classes join up (e.g. practising an end of term play etc.) should be avoided although a music theory lesson could be observed, as could an IT lesson if all the children in the class are included. Class sets for particular curriculum areas - where pupils leave the classroom to join up with other pupils to form new classes should not be observed unless this is manageable in the time available. During lessons where group work is to be observed briefing and debriefing are instances of whole class teaching unless they involve pupils working in pairs and groups. Before the lesson or during the taking of the register, complete all or the relevant parts of the notes at the top of each target observation sheet. The important information that should be recorded is the target’s no. (or name) and characteristics of bases and teams. Identify the target child’s base and team as indicated on the classroom sketch e.g. A2. If this has not been captured sketch the base and team/s on the back of the observation sheet. The remaining information could potentially be completed after the lesson or at another appropriate point. The priority is to complete the systematic observations so if there is not enough time to map out the classroom before the lesson begins then this should be kept until a later point in the lesson (e.g. when 6 pupils have been observed). General points about the categories The categories within the Sections are mutually exclusive with the exception of Control/Criticise in Section H which may occur with other Task, Task Preparation, Routine or Social from the same group. When coding over the 10 sec observation code the most pervasive behaviour unless specified in the rules, e.g. if the pupil is on task for approx 6 secs, then off task, code as being on task. Sections B – C:- Work situation as expected by the teacher Section B should always be completed to identify what the teacher expects the child to be doing. The teacher may expect them to work alone, in a group etc. whether they are or not is captured by sections E, F-J and K-O. The Work Setting may alter during the observation period as the teacher changes from talking to the entire class to making them work in groups etc. Section C relates to the subject being studied. It may only be necessary to note this once at the start of the observation but if the subject does change you will need to note this. These sections must be marked in conjunction with any of the other Sections. Section D:- Wait This Section may be completed in conjunction with any of the following sections. It is used whenever the Target is waiting to see or talk to an adult or waiting for materials to be allocated.

4


Section E:- hand up This Section may be completed in conjunction with any of the following sections. It is used whenever the Target has their hand up. Section F:- Task Behaviour Individual This section is completed when the Target is not interacting with any other person (whether intended by the teacher for the lesson or not i.e. the teacher may have set pupils to work in groups – if the target is working alone then this section would be completed), as a result, Sections B, C (maybe D and E) will be completed but no others. Sections G – K:- Target and Adult Interactions These sections are used when the Target is interacting with an adult in the classroom (whether intended by the teacher for the lesson or not) and must be completed along with Sections B and C and may be completed in conjunction with any of the others with the exception of Section F. Sections L – P:- Target and Child Interactions These sections are used when the child is interacting with other children (whether intended by the teacher or not). These sections must be completed in conjunction with Sections B and C and may be completed with any of the others with the exception of Section F. More detailed definitions of categories Sections B – C to be completed in every observation B: Work Setting – note down what children should be doing as intended by the teacher Work setting is enduring, it is not a moment by moment experience. There may be occasions when the Target is working in a setting such as ‘Individual’ or ‘Pupil Led Group’ and then the teacher addresses the entire class. This should not be marked as ‘Whole Class’ but should continue to be marked as before. If the situation continues over a number of observations and it is felt that the tone of the class has changed then the setting may be changed retrospectively if necessary.

1. Individual: Target is supposed to be working on a task alone, e.g. a handout, maths in book, an individual piece of work sometimes with a product at the end. The children may or may not be allowed to talk whilst working. If children are allowed to work with others and do so then this should be categorised as group work and not individual. In some cases there is no visible piece of work such as when the Target is reading or individual learning of multiplication tables. Individual also applies if the Target is working on a 1:1 basis with a member of staff, this is because the Target is completing an individual piece of work although he may be receiving guidance from a member of staff.

2. Pupil group work: 2 or more children are expected to work together to produce a joint piece of work or may work together to perform the task but each child may produce an individual piece of work as a record of what was carried out. The teacher may visit the group to observe or guide but does not dominate or control activities.

3. Adult led group: Teacher dominates what was group or individual work, the pupils rarely interact with each other.

4. Whole Class: Teacher talks to the class or individuals within the class e.g. maybe in a question – answer format. Pupils may present work they have done to the teacher and the rest of the class.

5. Pupil plenary: Pupil/s present work, ideas, stories etc. to the whole class 6. Other: any other situations not covered by the above – note down what this was and raise it

with other researchers to reach a decision on how this may be coded.

5


Note Look at the interval itself rather than the context as a guide to whether it is Individual or Group (e.g. if the Target is working alone writing up a piece of group generated work this must be counted as Individual) C: Subject – the primary subject that pupils are working on. If it is topic work then select the main theme running through the work.

1. Maths 2. English: This subject includes reading, handwriting and spelling. It also includes any of the

specialist spelling programs such as ‘Spellbound’. 3. Science 4. Other: A lesson changes from being (for example) a maths lesson to Other when the books

have been put away and the children are beginning to prepare for the next event, i.e. they may be lining up or about to be taught a new subject.

Section D may be completed in conjunction with any other category D Wait This is a period of routine waiting, including waiting for the teacher to come round to help; waiting by the teacher’s desk or Target waiting to take turns with equipment.

1. This should also be included if the Target has asked the teacher a question but has not yet had a reply. Wait should also be marked if the Target has been requested to do something such as “Sit in a circle” and having done so is waiting for the teacher or the other pupils to be ready. This particular situation would be marked in conjunction with ‘Procedure/Routine’.

Section E may be completed in conjunction with any other category E Hand-up The Target’s hand is up, he may be requesting help, hoping to answer a question or planning to ask a question.

6


Section F should be completed when the child is not interacting with others, and should not occur in conjunction with Adult Sections (G – I) or Child Sections (L – P). The Adult and Child Sections should be coded no matter however briefly the interaction occurs, this may therefore result in both sections being completed. Section F (Child Not Interacting) would only be completed if for the majority of the observation interval there was no interaction at all. An interaction may be defined as: an activity such as a verbal or non-verbal interchange, eye contact, or where the target listens or is attending to another person. If the Target shows no evidence of listening or attending to others then they are not considered to be interacting (e.g. a glazed expression may be taken as an indication of not listening). If pupil plenary is ticked and the target is (or is part of a group) talking to the class or is supposed to be listening to pupil/s talk to the class then sections G to K (and not L – P) should be completed. If the target is talking to the class then H would be marked as focus and I as other (or something else if the teacher speaks). Categories J and K are completed as normal. On – off task The following sections mention ‘On-Task’. There may be times when it is difficult to distinguish between On and Off-Task. If the Target is required to listen to a teacher then the Target’s gaze in the direction of the teacher should be taken as being On-Task. The Target may also be doodling or fidgeting, yawning, laying head on arms etc. Provided that there are no other signs of abstraction, these should be marked as On-Task. Behaviours such as these should be observed with the understanding that they can co-exist with, and even aid concentration. However, reassessment of the scoring may be necessary if it is later demonstrated that the Target’s behaviour does not constitute On-Task after all. For example, the Target’s behaviour may not have altered but when asked a question it is apparent that the Target had not been listening during that interval and therefore possibly not during any of the others in which similar behaviour was demonstrated. If the child is to be marked as being Off-Task, there should be clear evidence that this is the case. Evidence that a child is off task would include: If a child is watching or listening to (distracted by) others doing something else (e.g. talking, mucking around, playing in the playground etc.) whether on or off task when the child should be listening to the teacher then this should be coded as individual – off task passive. If the child is finishing off work when he should be listening to the teacher then this should be coded as on task unless the teacher has specifically asked them to stop or to pay attention. Individual off task active does not include interacting with others. This would be coded under the pupil- pupil section. A glazed expression may be taken as evidence of off task if it is longer then 5 seconds and is not associated with a request to think up a response etc. F Task Behaviour – Individual

1. On-task: Target is completely engaged in the task. This includes any activities to do with the task including preparation and completion of the task, e.g. planning and listening. Essentially, anything connected to the work.

2. Task Preparation: The Target is getting ready to carry out the task, this category may be completed rarely since it usually involves interaction with others as it involves organization the task and instruction in how the task is to be completed. Essentially anything to do with the organization, preparation and planning of the task (although writing an essay plan etc

7


should be considered as Task). The planning of the task does not include gathering items and organizing materials. There may be occasions on which the task is in fact preparing for something e.g. preparing to give an assembly. This should be marked as On-Task rather than Task Preparation since the aim of the task itself is the preparation of an event or task.

3. Procedure/routine: The Target is involved in classroom management and organization of classroom routine, often at transition times. This therefore includes times when the teacher is taking the register, dinner money or collecting forms and the Target is involved in this. It also includes gathering materials; tidying and lining up.

4. Off-task-active: Target should be On-task but is actively engaged in something else, either talking to himself (about something other than the task) or moving about the room or mucking about. Target is not interacting with others.

5. Off-task-passive: Target should be On-task but is plainly not attending, the Target is quiet, may be staring into space, day-dreaming, doodling, not interacting with others

6. Other.

Sections G – K only to be used in Teacher With Target Interactions or when Teacher is observing Target. Therefore any interaction at all should be noted here, however brief. This section can be used in conjunction with L to P if a teacher briefly assists a group of pupils working together. If this then becomes a teacher led group then it may be necessary to change Section B. If pupil/s are presenting to the whole class this section is completed (if the target is presenting then the target is the ‘focus’ if not then ‘audience’ and if the teacher is not involved then record the teacher as monitoring or other). G Adult Involved The person identified here should be the adult interacting with the Target, if 2 or more adults are interacting with the Target then the teacher takes priority.

1. Teacher: Class or set teacher. 2. SENT: Special Educational Needs Teacher. 3. TA: Teaching Assistant. 4. Volunteer: Parent; ‘reading lady’ or similar. 5. Trainee: Student teachers, nursery nurses or work experience students from school. 6. Other:

H Adult’s Audience Order of Priority:- 1st Focus, =2nd Audience.

1. Focus: The Target is the focus of the adult’s attention, this may be in a whole class or group setting. Focus takes priority over other categories. A verbal or physical interaction must take place, this does not include monitoring/observing. Mark once if the Target was the focus of the adult’s attention at all regardless of length.

2. Audience: The Target is one of a number of others, either group or class, attending to the adult, the Target is not the focus of the adult’s attention

3. Other: For example if the teacher ignores a question from the pupil I Adult’s Activity Use this section when the adult is interacting with the Target to define the activities of the adult. The activity of the adult is not necessarily the same as the child, despite interactions occurring. The categories in this section are mutually exclusive with the exception of Control/Criticise which may be marked in conjunction with Task, Routine or Social. e.g. the teacher can be criticising the Target with regards to the task

8


1. On Task: The interaction between the adult and the Target is concerning the task. The adult may be instructing the Target on how to do the task or listening to the Target demonstrating how the work was carried out.

2. Task Preparation: The teacher is concerned with preparing for the task ahead such as organization, preparation and maintenance involved in getting the work done, this will not include facts, concepts and ideas about the task. The function is to organise how work might be carried out. This can serve to set up an activity as well as to finish it off. This included allocating activities to the children, reminding them how to do the planning involved and organizing groups and where the children will sit for the task. Comments have to be about how to organize the task in progress or the task to be done now. For example, Teacher explaining how the task will be set out, ‘Choose which character to you are going to write about and write a plan of what will happen in that scene’. Task preparation does not include facts, such as ‘You need to multiply this before you do that’, this would count as ‘Task’. Any discussion involving materials will be marked as Routine.

3. Routine/Procedure: The adult and the Target are engaged on procedure, thus the adult may be telling the Target to line up; hand out books; taking the Target’s dinner money ; asking who he would like to work with or discussing what time the Target is due to leave for the dentist. Any discussion involving the materials to be used.

4. Monitor/Observe: The adult is watching the activities of the Target (or the target within a group). This can be difficult to distinguish from Task or Routine/Procedure, essentially the interaction consists of the Target being watched, regardless of what the Target is active in. The Target may or may not be aware that he is being watched. This covers the whole time interval and is the only activity during the time period. Also use this during a plenary if pupils are talking to the class and the teacher is just listening.

5. Social: The interaction between the adult and the Target is of a social nature such as discussions about family, plans for the weekend.

6. Other: For example if the teacher ignores a question from the pupil. 7. Control/Criticise: The adult is telling the Target/class off or criticising the Target’s/class’s

behaviour or work. The adult may be telling the Target to do something in a more forceful manner than occurs in normal interactions. E.g. if the Target has to be asked more than once to carry out a Routine activity such as taking moving a bag from the aisle. Also includes statements such as ‘Don’t do that’, ‘Why did you do that?’ (in a forceful manner) or ‘I have told you before not to…’. This category may therefore be in conjunction with Routine or Task or Task procedure. Tick this if it occurs at all

J Target to Teacher Interaction Order of Priority:- 1st Begins, 2nd Responds, 3rd Sustains, 4th Hand-up, 5th Attend/Listen (default), Other

1. Begins: The Target initiates an interaction with the adult, this may be by word or by gesture (putting the hand up is not enough to constitute beginning an interaction). Begins takes priority over Respond

2. Responds: The Target responds to a new interaction initiated by the adult. Respond takes priority over Sustains. E.g. if the teacher is asking questions of different pupils and then turns to the Target, the Target would be responding, however if the teacher then says ‘why do you think that?’ and the Target replies, it would be sustains.

3. Sustains: The Target and the adult continue the verbal conversation over the majority of the 10 seconds and it was started outside the observation time so you do not know who started it. Sustains takes priority over the final three categories.

4. Hand-up: The Target’s hand is up, he may be requesting help, hoping to answer a question or planning to ask a question.

5. Attend/Listen: The Target is attending to what the teacher says for the majority of the 10 seconds. This is also the default and is marked if nothing else is occurring.

9


6. Other: For example if the pupil is not listening to the teacher or if the target is off task active. K Target’s Activity This section is used to identify the activity of the Target during the interactions with the adult.

1. On-task: The Target is involved in the task. The interaction with the teacher may involve discussion on how to complete the task or guidance on use of materials. It may be marked in conjunction with the Adult’s content as being, On Task, Monitoring, Controlling, etc. However, the Target is completing, or trying to complete the task.

2. Task Preparation: The Target is getting ready to carry out the task, this may be moving to a new seat or getting into groups. Essentially anything to do with the organization, preparation and planning of the task such as discussing with the adult the way in which the task needs to be organized or the work laid out (although writing an essay plan etc must be marked as Task). The teacher may just be talking to pupils about what they will be doing and the pupils just listening at this point.

3. Procedure/routine: The Target is involved in classroom management and organization of classroom routine, this often occurs at transition times. This therefore includes times such as registration and preparation to go home. It also includes the times when the target is gathering books or items for the next class; collecting materials; deciding whom to sit with; tidying; lining up and anything to do with the materials to be used. The teacher may just be talking to pupils and the pupils just listening at this point.

4. Social: The interaction between the Target and the adult is concerned with social matters, this includes talking about things from outside school such as television; what the Target is wearing or plans for the weekend. Essentially anything extra to the work. The child may be the focus of such discussion or a member of the audience.

5. Off-task-active: Target should be On-task but is actively engaged in something else, either talking (about something other than the task) or moving about the room or mucking about. This may be marked in conjunction with Adult’s Content as being Monitoring or Criticising.

6. Other. Note If the Target should be On-task but then asks something such as ‘May I take the register?’, this is classed as Procedural unless it contravenes the wishes of the teacher (who may have stated ‘no talking’ or similar) in which case it would be Off-task active Sections L - P only to be used in Target – Child Interactions This section can be used in conjunction with G to K if a teacher briefly assists a group of pupils working together. If this then becomes a teacher led group then it may be necessary to change section b. This section should not be used when pupils are addressing the whole class (pupil plenary). This section should be used when pupils are interacting during individual or whole class work. L Target to Child activity This section should be completed when the Target is interacting with another child, it identifies what the child is doing, (not what they are discussing). However, there may be times when the Target and the child appear to be Off-Task but are in fact discussing the task. In this case On-Task should be marked. Or vice versa i.e. working on task but talking socially.

1. On-task: Target is completely engaged in the task, the child with whom the Target is interacting may or may not be On Task. The Targets activities include anything to do with the task including preparation and completion of the task, e.g. planning and listening. Essentially, when the child is doing the task.

2. Task Preparation: The Target is getting ready to carry out the task, this may include, moving to a new seat or getting into groups. Essentially anything to do with the organization,

10


preparation and planning of the task (not including anything to do with the use of the materials). Writing an essay plan etc should be considered as Task, the children in a group deciding on roles for each member is also included as Task since cooperation is often one of the aims of group work. The planning of the task does not include gathering items and organizing materials.

3. Procedure/routine: The Target and the child are involved in classroom management and organization of classroom routine. The Target and the child must be interacting whilst carrying out tasks such as collecting books together, handing forms out or lining up. The Target and the child may be discussing things other than work but do not mark it as being Social unless they are not doing the task required of them. If the Target is handing out the books and discussing television at the same time then mark it as Procedure, however, should he be discussing television but not doing what the teacher has asked him to do, then it is Social.

4. Social: Between Target and another child, this includes talking about things from outside school such as television; what the Target is wearing or plans for the weekend. Essentially anything extra to the work.

5. Off-task-active: Target should be On-task but is actively engaged in something else and interacting with another child, either talking (about something other than the task) or moving about the room or mucking about.

6. Other. 7. Uncodeable: This should be marked if it is impossible to identify whether a child is on or

off task but there is a clear indication that pupils are interacting. M Target to Child Interaction Order of Priority:- 1st Intermittent then Sustained, - Decide by predominance 3rd the remainder Attend/Listening, Other – Decide by predominance

1. Sustained: The Target is involved in conversation with peers over the whole of the 10 seconds, this must involve some talking by way of an extended contribution rather than brief comments. Sustained takes precedence over Intermittent and Attend/Listening.

2. Intermittent: Conversation begins within the 10 seconds; Target contributes intermittently to 1 or more conversations. The Target may also talk intermittently to another child without necessarily getting a response. Intermittent takes precedence over Attending/Listening

3. Attend/Listening: Target is attending to the conversation over the majority of the interval. The Target does not talk.

4. Non Verbal Interaction: The Target does not speak to the other child but may gesture or may work together without the use of words such as the Target holding a model whilst the child paints it.

5. Other N Conversation Only used when sections L – P are used.

This refers to the conversation in which the child is participating (whether minimally (e.g. attending) or more substantially) not just the talk produced by the target child. It is marked to show that the conversation is sustained over the whole of the 10 seconds (and possibly beyond) even though the targets contribution may not be for that length of time or is only intermittent (i.e. it refers more to the conversation rather than the target’s contribution). The conversation may also be rather fractured but is certainly continuing.

O target’s audience Only used when sections L – P are used.

11


1. Own team: The target is talking to children in his team. (i.e. he is talking to another child/ children that he is supposed to be talking to. If he is talking to members of his own team and members of another team then favour and tick own team)

2. Other team: The target is talking to children not in their team (or pupils that they are not supposed to be talking to e.g. during whole class teaching or individual work).

3. None (default): (i.e. when 1 or 2 are un-ticked) The target is talking but no-one is attending or the child is talking but not directing it towards anyone (talking to himself).

P Talk level Only used when sections L – P are used. This refers to the conversation in which the child is participating and not just the talk produced by the target child.

1. High level talk: Talk is considered high level when it involves shared reasoning that is when a child shares their reasoning with others by making suggestions, giving opinions and crucially, giving reasons/justifications (often indicated by either ‘because’ or ‘but’). If reasons or explanations of reasoning are absent then the talk is not considered to be high level. Cue words to look out for are: ‘because…’, ‘but…’, ‘I think …’, ‘Maybe…’, ‘We could…’, ‘If … then …’ etc., however these are not always used.

2. Don’t know – mark this category if talk cannot be heard sufficiently well to be coded. 3. Low level talk: i.e. leave 1 and 2 un-ticked - Talk is considered to be low level if it does not

fit into categories 1 or 2 above.

Lesson Context: classroom or base area

Observer: Date: School: Class/Year : Visit: 1 2 3 4 5 Tcher: m/ f Other ads: Team Tch SEN T TA Parent Other… N boys N girls Set: hi/ med/ lo/ mixed Time: 1 2 3 4 Eng / Sci / Ma Topic Position of session in series …. / …. Main task/activity/aim: Resources: Classroom plan: Main phases of lesson Time (approx) Organisation and

type/size of groups Main activity (e.g. teacher-led intro; group discussion

Notes:


Autumn 2002 Variable name Description

pupilid pupil identifier: 1st digit 3 indicates KS3, 2nd and 3rd digits indicate

school, 4th digit Year, 5th and 6th digits pupil number observ first or second observation of pupil in that lesson class class/set observed set ability of class/set, medium, mixed etc score teacher esimate of attainment in that subject from 1 (low) to 7 (high) sex pupil gender, 1 for boy 2 for girl year pupil yeargroup date date of observation teachid teacher identifier othad other adult present (code on schedule) teachsex teacher gender, 1 for male 2 for female nboys number of boys in class/set ngirls number of girls in class/set nbases number of bases nteams number of teams activity pupil activity phase lesson topic position (1 beginning to 4 last lesson in series) curric subject daytime time of lesson (code on schedule) tmby basis for team selection (code on schedule) tmbyage team selection by age (code on schedule) group group descriptor nbasboy number of boys inbase nbasgirl number of girls in base ntmboy number of boys in team ntmgirl number of girls in team groupsiz size of group teamach team achievement ( seven point scale,1 low to 7 high) ontask on task routwait routine/waiting distract distracted codsris partial attention other some other distrobs distracted by observer notobs not observed intermit intermittent

sustain sustained lwteach listening/watching teacher lwpup listening/watching pupil notint not interacting audown own team audownm own team on the move audoth other team audothm other team on move tgboys number of boys in audience tggirls number of girls in audience nonverb non-verbal liswatch listening/watching question questioning suggest suggests inform giving or seeking information hicog high cognitive interaction agree agrees with others disagree disagrees/argues with others seekhelp seeks help maintain maintains function of group block blocks progress offtask engaged in social/off task topic inaud inaudible to observer teacher teacher senasst SEN assistant teasst teaching assistant volnteer volunteer trainee trainee teacher tainit target initiates adult interaction taresp target responds to adult interaction tagrint target's group is adult's audience classint class is adult's audience ignores adult ignores target seeking interaction tesust adult sustains interaction with target or group adtask adult's content is task adrout adult's content is routine admonit adult engages in monitoring/observing adother some other adult interaction content groffon overall 2-minute team rating 1 , off-task, to 3 on-task behaviour grindco overall 2-minute team rating 1 , independent, to 3 co-operative

behaviour grseat overall 2-minute team rating seating (code on 'rules') Aggregated over four successive 30 sec. intervals, scores range from 0 to 4


Spring 2003 Variable name Description


school, 4th digit Year, 5th and 6th digits pupil number observ first or second observation of pupil in that lesson class class/set observed set ability of class/set, medium, mixed etc score teacher esimate of attainment in that subject from 1 (low) to 7 (high) sex pupil gender, 1 for boy 2 for girl year pupil yeargroup date date of observation teachid teacher identifier othad other adult present (code on schedule) teachsex teacher gender, 1 for male 2 for female nboys number of boys in class/set ngirls number of girls in class/set nbases number of bases nteams number of teams activity pupil activity phase lesson topic position (1 beginning to 4 last lesson in series) curric subject daytime time of lesson (code on schedule) tmby basis for team selection (code on schedule) tmbyage team selection by age (code on schedule) group group descriptor nbasboy number of boys inbase nbasgirl number of girls in base ntmboy number of boys in team ntmgirl number of girls in team groupsiz size of group teamach team achievement ( seven point scale,1 low to 7 high) quarter part of lesson being observed (1 start to 4 end) ontask on task routwait routine/waiting distract distracted codsris partial attention other some other distrobs distracted by observer notobs not observed

intermit intermittent sustain sustained lwteach listening/watching teacher lwpup listening/watching pupil notint not interacting audown own team audownm own team on the move audoth other team audothm other team on move tgboys number of boys in audience tggirls number of girls in audience writing if not interacting, target is writing drawing if not interacting, target is drawing reading if not interacting, target is reading practicl if not interacting, target is doing practical work nonverb non-verbal liswatch listening/watching question questioning suggest suggests inform giving or seeking information hicog high cognitive interaction agree agrees with others disagree disagrees/argues with others seekhelp seeks help maintain maintains function of group block blocks progress offtask engaged in social/off task topic inaud inaudible to observer teacher teacher senasst SEN assistant teasst teaching assistant volnteer volunteer trainee trainee teacher tainit target initiates adult interaction taresp target responds to adult interaction tagrint target's group is adult's audience classint class is adult's audience ignores adult ignores target seeking interaction tesust adult sustains interaction with target or group adtask adult's content is task adrout adult's content is routine admonit adult engages in monitoring/observing adother some other adult interaction content groffon overall 2-minute team rating 1 , off-task, to 3 on-task behaviour grindgp overall 2-minute team rating 1 , independent, to 3 group behaviour

grseat overall 2-minute team rating seating (code on 'rules') classeat class seating (code on 'rules') grpracab overall 2-minute team rating 1 , practical, to 3 abstract task grcoop overall 2-minute team rating 1 , co-operative, to 3 collaborative task length length of lesson in minutes gpercent percentage of lesson allocated to groupwork gpelem group element of whole lesson (code on 'rules') resource resources used (code on 'rules') resorg organisation of resources (code on 'rules) Aggregated over four successive 30 sec. intervals, scores range from 0 to 4


Summer 2003 Variable name Description


school, 4th digit Year, 5th and 6th digits pupil number observ first or second observation of pupil in that lesson set ability of class/set, medium, mixed etc score teacher esimate of attainment in that subject from 1 (low) to 7 (high) sex pupil gender, 1 for boy 2 for girl year pupil yeargroup date date of observation teachid teacher identifier othad other adult present (code on schedule) teachsex teacher gender, 1 for male 2 for female nboys number of boys in class/set ngirls number of girls in class/set nbases number of bases nteams number of teams activity pupil activity phase lesson topic position (1 beginning to 4 last lesson in series) curric subject daytime time of lesson (code on schedule) tmby basis for team selection (code on schedule) tmbyage team selection by age (code on schedule) group group descriptor nbasboy number of boys inbase nbasgirl number of girls in base ntmboy number of boys in team ntmgirl number of girls in team groupsiz size of group teamach team achievement ( seven point scale,1 low to 7 high) quarter part of lesson being observed (1 start to 4 end) ontask on task routwait routine/waiting distract distracted codsris partial attention other some other distrobs distracted by observer notobs not observed intermit intermittent

sustain sustained lwteach listening/watching teacher lwpup listening/watching pupil notint not interacting audown own team audownm own team on the move audoth other team audothm other team on move tgboys number of boys in audience tggirls number of girls in audience writing if not interacting, target is writing drawing if not interacting, target is drawing reading if not interacting, target is reading practicl if not interacting, target is doing practical work nonverb non-verbal liswatch listening/watching question questioning suggest suggests inform giving or seeking information hicog high cognitive interaction agree agrees with others disagree disagrees/argues with others seekhelp seeks help maintain maintains function of group block blocks progress offtask engaged in social/off task topic inaud inaudible to observer teacher teacher senasst SEN assistant teasst teaching assistant volnteer volunteer trainee trainee teacher otherad other adult tainit target initiates adult interaction taresp target responds to adult interaction tagrint target's group is adult's audience classint class is adult's audience ignores adult ignores target seeking interaction tesust adult sustains interaction with target or group adtask adult's content is task adrout adult's content is routine admonit adult engages in monitoring/observing adother some other adult interaction content groffon overall 2-minute team rating 1 , off-task, to 3 on-task behaviour grindgp overall 2-minute team rating 1 , independent, to 3 group behaviour

grseat overall 2-minute team rating seating (code on 'rules') classeat class seating (code on 'rules') grpracab overall 2-minute team rating 1 , practical, to 3 abstract task grcoop overall 2-minute team rating 1 , co-operative, to 3 collaborative task length length of lesson in minutes gpercent percentage of lesson allocated to groupwork gpelem group element of whole lesson (code on 'rules') resource resources used (code on 'rules') resorg organisation of resources (code on 'rules) Aggregated over four successive 30 sec. intervals, scores range from 0 to 4


Autumn 2003 Variable name Description


school, 4th digit Year, 5th and 6th digits pupil number observ first or second observation of pupil in that lesson set ability of class/set, medium, mixed etc score teacher esimate of attainment in that subject from 1 (low) to 7 (high) sex pupil gender, 1 for boy 2 for girl year pupil yeargroup date date of observation teachid teacher identifier timeinp time teacher in the project , 1 for first year, 2 for second year (or

longer) othad other adult present (code on schedule) teachsex teacher gender, 1 for male 2 for female nboys number of boys in class/set ngirls number of girls in class/set nbases number of bases nteams number of teams activity pupil activity phase lesson topic position (1 beginning to 4 last lesson in series) curric subject daytime time of lesson (code on schedule) tmby basis for team selection (code on schedule) tmbyage team selection by age (code on schedule) group group descriptor nbasboy number of boys in base nbasgirl number of girls in base ntmboy number of boys in team ntmgirl number of girls in team groupsiz size of group teamach team achievement ( seven point scale,1 low to 7 high) quarter part of lesson being observed (1 start to 4 end) base 1=alone, 2=group, 4=class team 1=alone, 2=group, 4=class ontask on task routwait routine/waiting distract distracted codsris partial attention

other some other distrobs distracted by observer notobs not observed intermit intermittent sustain sustained lwteach listening/watching teacher lwpup listening/watching pupil notint not interacting audown own team audownm own team on the move audoth other team audothm other team on move tgboys number of boys in audience tggirls number of girls in audience writing if not interacting, target is writing drawing if not interacting, target is drawing reading if not interacting, target is reading practicl if not interacting, target is doing practical work classaud if not interacting, target is in class audience thnkaud if not interacting, target is thinking nonverb non-verbal liswatch listening/watching question questioning suggest suggests inform giving or seeking information hicog high cognitive interaction agree agrees with others disagree disagrees/argues with others seekhelp seeks help maintain maintains function of group block blocks progress offtask engaged in social/off task topic inaud inaudible to observer teacher teacher senasst SEN assistant teasst teaching assistant volnteer volunteer trainee trainee teacher otherad other adult tainit target initiates adult interaction taresp target responds to adult interaction tagrint target's group is adult's audience classint class is adult's audience ignores adult ignores target seeking interaction tesust adult sustains interaction with target or group

adtask adult's content is task adrout adult's content is routine admonit adult engages in monitoring/observing adother some other adult interaction content adgpwk adult's content is about group-working groffon overall 2-minute team rating 1 , off-task, to 3 on-task behaviour grindgp overall 2-minute team rating 1 , independent, to 3 group behaviour grseat overall 2-minute team rating seating (code on 'rules') classeat class seating (code on 'rules') grpracab overall 2-minute team rating 1 , practical, to 3 abstract task grcoop overall 2-minute team rating 1 , co-operative, to 3 collaborative task length length of lesson in minutes gpercent percentage of lesson allocated to group-work cpercent percentage of lesson allocated to class-work ipercent percentage of lesson allocated to individual-work gpelem group element of whole lesson (code on 'rules') resource resources used (code on 'rules') resorg organisation of resources (code on 'rules) Aggregated over four successive 30 sec. intervals, scores range from 0 to 4


Spring 2004 Variable name Description

asstask task observed is either assessed (ASS) or non-assessed (NON-ASS)

and is either group-work (G) or not (NG) pupilid pupil identifier: 1st digit 3 indicates KS3, 2nd and 3rd digits indicate

school, 4th digit Year, 5th and 6th digits pupil number observ first or second observation of pupil in that lesson set ability of class/set, medium, mixed etc score teacher esimate of attainment in that subject from 1 (low) to 7 (high) sex pupil gender, 1 for boy 2 for girl year pupil yeargroup date date of observation teachid teacher identifier othad other adult present (code on schedule) teachsex teacher gender, 1 for male 2 for female nboys number of boys in class/set ngirls number of girls in class/set nbases number of bases nteams number of teams activity pupil activity phase lesson topic position (1 beginning to 4 last lesson in series) curric subject daytime time of lesson (code on schedule) tmby basis for team selection (code on schedule) tmbyage team selection by age (code on schedule) group group descriptor nbasboy number of boys in base nbasgirl number of girls in base ntmboy number of boys in team ntmgirl number of girls in team groupsiz size of group teamach team achievement ( seven point scale,1 low to 7 high) quarter part of lesson being observed (1 start to 4 end) base 1=alone, 2=group, 4=class team 1=alone, 2=group, 4=class ontask on task routwait routine/waiting distract distracted codsris partial attention

other some other distrobs distracted by observer notobs not observed intermit intermittent sustain sustained lwteach listening/watching teacher lwpup listening/watching pupil notint not interacting audown own team audownm own team on the move audoth other team audothm other team on move tgboys number of boys in audience tggirls number of girls in audience writing if not interacting, target is writing drawing if not interacting, target is drawing reading if not interacting, target is reading practicl if not interacting, target is doing practical work classaud if not interacting, target is in class audience teachaud if not interacting, target is in teacher audience nonverb non-verbal liswatch listening/watching question questioning suggest suggests inform giving or seeking information hicog high cognitive interaction agree agrees with others disagree disagrees/argues with others seekhelp seeks help maintain maintains function of group block blocks progress offtask engaged in social/off task topic inaud inaudible to observer teacher teacher senasst SEN assistant teasst teaching assistant volnteer volunteer trainee trainee teacher otherad other adult tainit target initiates adult interaction taresp target responds to adult interaction tagrint target's group is adult's audience classint class is adult's audience ignores adult ignores target seeking interaction tesust6 adult sustains interaction with target or group (if no distinction)

tesust61 adult sustains interaction with target tesust62 adult sustains interaction with group tesust71 adult sustains interaction with individual in other group tesust72 adult sustains interaction with other group adtask adult's content is task adrout adult's content is routine admonit adult engages in monitoring/observing adother some other adult interaction content adinaud adult's content is inaudible adgpwk adult's content is about group-working groffon overall 2-minute team rating 1 , off-task, to 3 on-task behaviour grindgp overall 2-minute team rating 1 , independent, to 3 group behaviour grseat overall 2-minute team rating seating (code on 'rules') classeat class seating (code on 'rules') grpracab overall 2-minute team rating 1 , practical, to 3 abstract task grcoop overall 2-minute team rating 1 , co-operative, to 3 collaborative task length length of lesson in minutes gpercent percentage of lesson allocated to group-work cpercent percentage of lesson allocated to class-work ipercent percentage of lesson allocated to individual-work gpelem group element of whole lesson (code on 'rules') resource resources used (code on 'rules') resorg organisation of resources (code on 'rules) Aggregated over four successive 30 sec. intervals, scores range from 0 to 4


Summer 2004 Variable name Description

asstask task observed is either assessed (ASS) or non-assessed (N-ASS) and is

either group-work (G) or not (NG) pupilid pupil identifier: 1st digit 3 indicates KS3, 2nd and 3rd digits indicate

school, 4th digit Year, 5th and 6th digits pupil number observ first or second observation of pupil in that lesson set ability of class/set, medium, mixed etc score teacher esimate of attainment in that subject from 1 (low) to 7 (high) sex pupil gender, 1 for boy 2 for girl year pupil yeargroup date date of observation teachid teacher identifier othad1 other adult present (code on schedule) othad2 other adult present (code on schedule) teachsex teacher gender, 1 for male 2 for female nboys number of boys in class/set ngirls number of girls in class/set nbases number of bases nteams number of teams activity pupil activity phase lesson topic position (1 beginning to 4 last lesson in series) curric subject daytime time of lesson (code on schedule) tmby basis for team selection (code on schedule) (12 indicates both 1 and 2) tmbyage team selection by age (code on schedule) group group descriptor nbasboy number of boys in base nbasgirl number of girls in base ntmboy number of boys in team ntmgirl number of girls in team groupsiz size of group teamach team achievement ( seven point scale,1 low to 7 high) quarter part of lesson being observed (1 start to 4 end) base 1=alone, 2=group, 4=class team 1=alone, 2=group, 4=class ontask on task routwait routine/waiting distract distracted

codsris partial attention other some other distrobs distracted by observer notobs not observed intermit intermittent sustain sustained lwteach listening/watching teacher lwpup listening/watching pupil notint not interacting audown own team audownm own team on the move audoth other team audothm other team on move tgboys number of boys in audience tggirls number of girls in audience writing if not interacting, target is writing drawing if not interacting, target is drawing reading if not interacting, target is reading practicl if not interacting, target is doing practical work classaud if not interacting, target is in class audience teachaud if not interacting, target is in teacher audience othaud some other non-interacting activity nonverb non-verbal liswatch listening/watching question questioning suggest suggests inform giving or seeking information hicog high cognitive interaction agree agrees with others disagree disagrees/argues with others seekhelp seeks help maintain maintains function of group block blocks progress offtask engaged in social/off task topic inaud inaudible to observer teacher teacher senasst SEN assistant teasst teaching assistant volnteer volunteer trainee trainee teacher otherad other adult tainit target initiates adult interaction taresp target responds to adult interaction tagrint target's group is adult's audience classint class is adult's audience

ignores adult ignores target seeking interaction tesust6 adult sustains interaction with target or group (if no distinction) tesust61 adult sustains interaction with target tesust62 adult sustains interaction with group tesust71 adult sustains interaction with individual in other group tesust72 adult sustains interaction with other group adtask adult's content is task adrout adult's content is routine admonit adult engages in monitoring/observing adother some other adult interaction content adinaud adult's content is inaudible adgpwk adult's content is about group-working groffon overall 2-minute team rating 1 , off-task, to 3 on-task behaviour grindgp overall 2-minute team rating 1 , independent, to 3 group behaviour grseat overall 2-minute team rating seating (code on 'rules') classeat class seating (code on 'rules') grpracab overall 2-minute team rating 1 , practical, to 3 abstract task grcoop overall 2-minute team rating 1 , co-operative, to 3 collaborative task length length of lesson in minutes gpercent percentage of lesson allocated to group-work cpercent percentage of lesson allocated to class-work ipercent percentage of lesson allocated to individual-work gpelem group element of whole lesson (code on 'rules') resource resources used (code on 'rules') resorg organisation of resources (code on 'rules) Aggregated over four successive 30 sec. intervals, scores range from 0 to 4

SPRING Project

Universities of Brighton, Cambridge (Homerton) and London (Institute of Education)


. ..

Feelings about group-work in KS3 Sam goes to school like you. Sometimes Sam gets a bit puzzled by what is going on. To help people like Sam at school, we need to know how people like you feel today so we can make things better for Sam and friends tomorrow. But not everyone is the same ! So your views do count. Could you try Sam's question lists about working in groups ? These question lists have been tried out and they do work. Your answers will now help us to get the best kinds of group-work. There are six question lists, but you might not be trying them all today. Can you answer every question you are asked to answer, as quickly as you can, by making a tick mark in the box ? There are no right and wrong answers. Just make sure you tick what you really feel. Your answers are very special. Don't show the tick marks to anyone else. We need to ask some more questions later so we ask for your name to see if things change. Name Boy or girl

Off you go …………………… ……over the page……………

1. Working in groups Just put a tick in the box you choose …easy… Statement

Strongly agree


1. I like to share what I know with others in the group.

2. Learning is more interesting in groups.

3. We should help others in the group if there is a problem.

4. If we don't all agree, we should look for common ground.

5. Groups encourage you to work hard.

6. I get more work done when in a group.

7. We should all have a say in the decisions made.

8. Group work is fun.

9. To get a job done in the group you have to work together.


Did you answer every one ? You did ? Then, you have finished this one ! Sam and all

the team wish you well. ...................................

2. What happens in your class ? Just put a tick in the box you choose.

Does this happen ? Always Nearly always

Some-times

Only now and again

Never

1. We take turns when talking.

2. There is interrupting or cutting off.

3. We are sensitive to the needs of others.

4. We discuss things and do not argue.

5. We get on well together.

6. We are well organised.



3. Getting on with others ......... Just put a tick in the box you choose. Statement

Strongly agree


1. If I don't like someone, I won't work with them.

2. I like working with friends all the time.

3. I like to make my point of view.

4. I have lots of ideas to share with others.

5. Its 'cool' not to be too smart.

6. Others are always winding me up.

7. I keep quiet about my own ideas.

8. I have some really close friends.

9. I usually follow the others and do what they do.

10.


4. About your work .... ........ Just put a tick in the box you choose. Statement

Strongly agree


1. I am doing well in most subjects.

2. I work hard to please my parents.

3. I am pretty confident about doing the tasks I am set.

4. I do my best to get the highest level in the SATs.

5. I try to learn as much as I can.

6. I can write really well in English

7. I need to work hard to get to university.

8. I like to start new, more difficult work.

9. I would say that I am a really hard worker.

10. I feel proud when I get good marks.



5. Liking English maths and science

.... ........ Just put a tick in the box you choose to show how you feel. Statement

Strongly agree


1. I like maths more than any other school subject.

2. I like doing maths projects.

3. We should have fewer maths lessons.

4. I should like to get a job where I can use all I know about maths.

5. I like English more than any other school subject.

6. I always look forward to English lessons.

7. Learning English makes me think better.

8. I should like to get a job where I can use all I know about English.

9. I like science more than any other school subject.

10. I like to watch science programmes on TV.

11. I should like to be given a science kit as a present.

12. I should like to be a scientist.



6. How you react to situations Just mark your answer… YES or NO… 1. Do you like team games ? ........................................

….YES NO

2. Do you always feel under pressure ? .......................................

….YES NO

3. Do you like going to parties ? ....................................................

….YES NO

4. Do lots of things annoy you ? ....................................................

….YES NO

5. Would you like parachute jumping ? ....................................

….YES NO

6. Do you find it hard to get to sleep at night because you are worrying about things ? .............................................................

….YES

NO

7. Do you often feel life is very dull ? ..........................................

….YES NO

8. Can you let yourself go and enjoy yourself a lot at a lively party ? ..............................................................................................

….YES

NO

9. Do you ever feel 'just miserable' for no good reason ? .......

….YES NO

10. Do you think others often say nasty things about you ? ....

….YES NO

11. Do you have lots of friends to go with at school ? .................

….YES NO

12. Are your feelings rather easily hurt ? ......................................

….YES NO

13. Do you often feel 'fed-up' ? ........................................................

….YES NO

14. Would you call yourself happy-go-lucky ? ..............................

….YES NO

Did you answer every one ? You did ? Then, you have finished all the tesing this time !

Sam and all the team wish you well. ...................................

SPRING Project

Universities of Brighton, Cambridge (Homerton) and London (Institute of Education)


. ..

Feelings about group-work in KS3 Sam goes to school like you. Sometimes Sam gets a bit puzzled by what is going on. To help people like Sam at school, we need to know how people like you feel today so we can make things better for Sam and friends tomorrow. But not everyone is the same ! So your views do count. Could you try Sam's question lists about working in groups ? These question lists have been tried out and they do work. Your answers will now help us to get the best kinds of group-work. There are six question lists, but you might not be trying them all today. Can you answer every question you are asked to answer, as quickly as you can, by making a tick mark in the box ? There are no right and wrong answers. Just make sure you tick what you really feel. Your answers are very special. Don't show the tick marks to anyone else. We need to ask some more questions later so we ask for your name to see if things change. Name Boy or girl



Strongly agree
















Some-times

Only now and again

Never










Strongly agree











10.



Strongly agree














6. How you react to situations Just mark your answer… YES or NO… 1. Do you like team games ? ........................................

….YES NO


….YES NO


….YES NO


….YES NO


….YES NO


….YES

NO


….YES NO


….YES

NO


….YES NO


….YES NO


….YES NO


….YES NO


….YES NO


….YES NO

Did you answer every one ? You did ? Then, you have finished all the tesing this time !

Sam and all the team wish you well. ...................................



. ..

Feelings about group-work in KS3 Post-test

Sam is still at school! The school year is coming to an end. Sam has made some progress but is still a bit puzzled by what is going on. Could you try Sam's question lists about working in groups ? You tried these question lists before in October. Remember, your answers will help us to get the best kinds of group-work. There are six question lists. Can you answer every question as quickly as you can, by making a tick mark in the box ? There are no right and wrong answers. Just make sure you tick what you really feel. Your answers are very special. Don't show the tick marks to anyone else. We shall be comparing your tick marks this July with those from October to see how things have changed so we ask again for your name. Name Boy or girl Year



Strongly agree












Did you answer every one ? You did ? Then, you have finished this one. On you go to

number 2 ...................................



Some-times

Only now and again

Never







Did you answer every one ? You did ? Then, you have finished this one ! On to

number 3over the page ...................................


Strongly agree











10.



number 4. ...................................


Strongly agree












Did you answer every one ? You did ? Then, you have finished this one ! Now its

number 5 over the page ...................................



Strongly agree














Did you answer every one ? You did ? Then, you have finished this one ! The last one

is coming up. ...................................

6. How you react to situations Just mark your answer… YES or NO. 1. Do you like team games ? ........................................

….YES NO


….YES NO


….YES NO


….YES NO


….YES NO


….YES

NO


….YES NO


….YES

NO


….YES NO


….YES NO


….YES NO


….YES NO


….YES NO


….YES NO

Did you answer every one ? You did ? Then, you have finished all the tesing for this year! Sam and all the team wish you well for the holiday.

........................................................................................................................



. ..

Feelings about group-work in KS2 and KS3 Post-test Sam is still at school! The school year is coming to an end. Sam has made some progress but is still a bit puzzled by what is going on. Could you try Sam's question lists about working in groups ? You tried these question lists before in October. Remember, your answers will help us to get the best kinds of group-work. There are six question lists. Can you answer every question as quickly as you can, by making a tick mark in the box ? There are no right and wrong answers. Just make sure you tick what you really feel. Your answers are very special. Don't show the tick marks to anyone else. We shall be comparing your tick marks this July with those from October to see how things have changed so we ask again for your name. Name School Boy or girl Year



Strongly agree












Did you answer every one ? You did ? Then, you have finished this one. On you go to

number 2 ...................................



Some-times

Only now and again

Never








number 3over the page ...................................

3. Getting on at school ......... Just put a tick in the box you choose. Statement

Strongly agree







6. School work is very important to me.


8. I am always happy when I am reading.


10. I am not really bothered if I get low marks.

11. I’d rather keep in with friends than please the teacher.


number 4. ...................................


Strongly agree



2. I would say I mess-about a lot at school.



5. Learning in school is a bit of a bore.






11. I am often in trouble at school.


13. I don’t do much homework.


15. I don't write any more than I have to.

16. No matter what, I always do my best.

Did you answer every one ? You did ? Then, you have finished this one ! Now its

number 5 over the page ...................................



Strongly agree














Did you answer every one ? You did ? Then, you have finished this one ! The last one

is coming up. ...................................

6. How you react to situations Just tick your answer… YES or NO. 1. Do you like team games ? ........................................

….YES NO


….YES NO


….YES NO


….YES NO

5. Do you like to be the centre of attention ? ....................................

….YES NO


….YES

NO


….YES NO


….YES

NO


….YES NO


….YES NO


….YES NO


….YES NO


….YES NO

14. Do you always have plenty to say ? ..............................

….YES NO

Did you answer every one ? You did ? Then, you have finished all the tesing for this year! Sam and all the team wish you well for the holiday.

........................................................................................................................

E:\emadet\5281\noissue\original\mrdoc\word\KS3\rulesaut02.doc page 1

SPRING Observation Instructions Acclimatisation visit If the class has not been observed previously, arrange an acclimatisation visit, to get to know the layout of the class, to collect class list and find out about any children who should not be observed. Ask the teacher for class lists with a teacher judgment of NC level of overall achievement in the curriculum areas being observed if possible. Carry out some practise observation to become familiar with the practical difficulties of observing in that classroom, and to allow the children to get used to being observed. Observation kit Pencil and rubber Watch with seconds’ hand. Class list with achievement levels ONE Classroom context sheet for each lesson to be observed. THREE interaction observation sheets Folder to rest observation sheets on. Procedure: Context Sheet Before the session On blue context sheet, and after discussion with teacher:

• Complete context notes e.g. Date, School, Class, Group etc • Record lesson details including aims, tasks, purpose of groups if relevant, position of lesson in

scheme, grouping criterion, overall lesson format and approximate timings • Draw sketch plan of classroom showing main tables and position of key furniture etc, show boy

(b) or girl (g) seating arrangements. Mark each BASE alphabetically A B C etc. (BASE = pupils seated together at same table). Mark TEAMS (= pupils expected to work together on shared task or part-task) as 1, 2 etc within bases as A1, A2, B1, B2 etc. TEAMs refers to teacher-designated or negotiated stable groupings. If pupils form spontaneous temporary teams this will be picked up in the interaction record. It may not be possible to identify the teams in advance if the teacher allocates pupils to groups during the session.

• Highlight target pupils During and after the lesson

• note main phases and organisational changes and their approximate duration. • when observations are complete, return to context sheet and add extra notes about the session,

including overall ethos of session; any comments on nature of topic and differential effects on targets, critical incidents or events during or prior to lesson, which might influence pupil behaviour. NOTE any particular reasons for selection of targets or groups e.g. class has vast majority boys or girls, or is mixed year group etc. This is to remind us later of the lesson itself, and to provide some qualitative evidence to support our eventual findings.

SAMPLING and Selection of TARGETS The aim is to observe SIX target pupils per lesson. Allow 6 – 8 minutes for each complete observation per target to allow time for locating targets, moving place and checking coding where necessary etc. Some lessons will no be long enough to accommodate observation of six targets. In such cases it is better to ensure complete observation records for four target pupils than to have six half completed records, and two or three complete ones.


The observation will be based on a pre-selected random sample of three pupils, stratified by achieved according to the teacher’s informed judgement together with a further three pupils, identified by their location in the classroom, as sitting beside a pre-selected target. The achievement levels of these pupils will be noted later. Pre-select SIX pupils (three targets and three reserves) from the class list. The six will include two high, two middle and two lower achievers according to the teacher’s judgements. Select the pupils at random from within each achievement band by finding the children’s assigned class ID numbers (assigned as 1 – ca 30) in random number tables, or by using another recognised technique to obtain a random sample. One pupil at each achievement level will be the target pupil. When these pupils have been located in the class, select as second target, the pupil who is sitting beside the target and is in the same team where this is applicable, or at the same base, if groups are not being used. Check whether being observed might upset any pupils present and avoid their bases. Observation procedure Note; each observation sheet should record two children from the same group Complete details of target 1 Round 1 Columns 1 – 5 refer to what occurs in the majority of each 30-second interval Columns 6 –18 are coded once, if and when the target pupil shows that behaviour, except in the case of ‘listen’ (see below) Columns 19-21 are coded on a majority basis if an adult interacts with the target during the 30 second interval. Columns 22-25 rate the group and the task over the 2 min. period (one complete round) Column 26 describes how the group are seated over the 2 min. period (one complete round) Each row represents a 30-second time interval. One complete round of observation lasts 2 minutes. Observation and phases of lesson If lesson structure and approximate timings are known, organise observation of targets so as complete observations within different phases eg. If there is a 10 minute introduction, aim to observe two targets in this phase. Begin next observation when new organisation has begun, moving to Targets 3-6 if the lesson length permits 6 rounds. If transitions take significant time and there will not be time to complete at least 5 of the targets’ two rounds, return to Target 1 after completing first found of Target 4, in order to observe target pupils in at least two phases of the lesson, potentially in whole class and group settings. Targets later in sequence likely to be observed in middle and final phases.


Begin 30 seconds Look and listen, discreetly, for elements of target’s behaviour as listed in Columns 6 - 18 6 Non-verbal or material interaction: target interacts non-verbally through distinct facial

expression or other physical gestures or through material contact such as reading a book, writing, or handling a piece of equipment. The interaction is not paralleled by speech.

7 Listen/watch: the target is actively listening or watching one or more other pupils’ actions, intently and uninterrupted for 10 seconds or more. This category refers to extended, continuous listening behaviour, and not to the intermittent short interval listening which is part of conversation. The following 4 columns should be seen as part of a cognitive order with Giving (or seeking) information coded as the lowest input (1), then Suggests (2), then Questions (3) and finally Explains/reasons/imagines (4) coded as the highest cognitive input. 8 (3) Questions: the target asks a question of other pupils e.g. what did we do last time? The target's questions move the group on in solving the set problem. This variable differs from 'Seeks help'. in that it focuses on the task and not on retrieving the ‘answer’ 9 (2) Suggests: the target makes a suggestion about what to do, or about the task. A tentative

suggestion is coded 1 e.g. 'Maybe we could try a different one' 'What about counting all the adjectives. A more authoritative suggestion is coded 2 e.g. That is definitely a …….

10 (1) Giving (or seeking) information; target is telling others what to do, such as reading

instruction/information sheet aloud, or is giving instructions about the task and how to do it e.g. ‘It says we have to find the focal length of the lens’ or ‘What does it say next?’

11 (4) Explain/reason/imagine: target is providing an explanation, is reasoning, imagining,

speculating or hypothesising about a process for other pupils e.g. I think it’s because the thicker lens bends the light more.’ I think we need something really mysterious in this bit to make it more scary ’

12 Agree: target explicitly and clearly agrees with other pupil(s) or teacher, by saying ‘I agree ‘

‘good idea’, etc. 13 Argue/disagree; target explicitly disagrees by saying ‘No, I don’t think so’ or I don’t want to

do that’; This form of disagreement is within what might be a generally constructive discussion or debate, as opposed to an unreasoned obstinate refusal to participate – which would be Group Blocking behaviour

14 Seek Help: target explicitly seeks help from other children or teacher e.g. What should I do

next? Can you explain that bit? 15 Group maintenance; target speaks or gestures in manner to sustain interaction and function of group. For practical maintenance e.g. scribing for group, code 1. For casual maintenance e.g. when target defuses potential flashpoints through humour, code 2. For organisational maintenance e.g. when target organises group, explains task, helps other group members or summarises, code 3. For facilitating the group e.g. making sure everyone has had a chance to speak, asking others opinions and opening up discussion, code 4. If more than one behaviour is exhibited, code for the higher order input (1 being the lowest level of input).


16 Group Block: target explicitly attempts to block progress by refusal to participate or co-

operate; by saying, e.g. ‘ I’m not doing this; I don’t like this; I think this is a waste of time etc. or by ridiculing or interrupting another pupil. This attitude might include physical pose such as arms folded, or turning back on rest of group.

17 Social/Off-task; target engaged (speaking of listening) in talk about social or off-task topic. If

discussion were about social aspects of the group and its task this would be coded as ‘group function’. This refers to non-school related groups and group processes.

18 Inaudible is used when the target has been interacting non-verbally or verbally but the observer

cannot identify the contribution more precisely, or the utterances are inaudible, Pupil – teacher interaction Columns 19-21 record pupil – adult interaction 19 Note adult involved in interaction 20 Adult’s audience 1. Target as individual initiates interaction with adult 2. Target responds as individual to teacher 3. Target’s group 4. Whole class or majority of class 5. Adult ignores and does not interact with target who is seeking interaction 6. Adult sustains interaction with target or target’s group or class throughout 30 seconds

21 Adult’s content for all or majority of interaction 1. Substantive task content 2. Routine matters eg class organisation and behaviour management. Strong praise or severe criticism can be indicated by addition of a + or -. 3. Monitor/observe. Adult is focussing on target or his/her group, observing them, possibly accompanied by brief verbal interaction or non-verbal interaction for at least 15 seconds eg LA observing SEN pupil. 4. Other: note other context such as extended off-task/non school related talk

5. Inaudible; the content of the interaction cannot be identified Summary of targets behaviour over 30 secs Columns 1 – 5 After the first 30sec period, the observer summarises the targets behaviour for the majority of this period. 1 Target’s Behaviour 1. On-task: target completely engaged in task.

2. Routine/wait. target spends majority of 30 seconds, waiting for the teacher, sharpening pencil. Ruling lines, etc. 3. Distracted target is completely distracted from the task

4. CODS/RIS target is day dreaming, half on task, half off task e.g. singing whilst writing; doodling whilst listening to the teacher 5. Other refers to disruptive or extreme interactions including horseplay, aggressive physical behaviour

6. Distracted Observer target has noticed the observer, is focusing on him and is affected by


this 7. Not observed target is out of observer’s sight 2 Target’s interaction

1. Target interacts intermittently with other pupil(s) or a conversation begins during the 30 seconds 2. Target sustains a conversation throughout the 30 seconds 3. Target listens to or watches the teacher for the majority of the interval, either as they speak to the class or in a different part of the room (i.e. NOT when the teacher is interacting with the target’s group. This interaction will be coded in column 7, listens/watches). 4. Target listens to or watches other pupil(s) in a different group for the majority of the interval. 5. Target is not interacting throughout interval

3 Target’s audience 1. Member(s) of own team with target in seat 2. Member(s) of own team but target moves from seat 3. Member(s) of other team with target in seat 4. Member(s) of other team but target is out of seat 4 Note number of boys in audience 5 Note number of girls in audience

Summary of the whole group interaction over the 2 minute period After one complete round, the observer rates the group and the task on two three-point scales. 22-23 Group Rating Rate the overall ethos of the target’s team over 2 mins. for off-task – on-task where 1 = off-task vast majority of interval 3 = on task vast majority of interval

Rate also for level of independence versus group work

1 = mostly working independently 2 = mix of independent and group work 3 = mostly group work

24-25 Task Rating Rate the nature of the task the target’s team were involved in over the 2 mins. for practical/abstract where

1 = mainly practical e.g. writing, drawing 2 = a mix of practical and abstract tasks 3 = mainly abstract e.g. discussing, making decisions, developing ideas

Rate also how pupils worked at the task, co-operatively or collaboratively (see definitions below).

1 = co-operative 2 = a mixture of co-operative and collaborative 3 = collaborative


Co-operative refers to the group working on different aspects of the task towards a group outcome. The pupils are not dependent on each other in order to complete ‘their’ individual task. For example, a group producing a poster might delegate different tasks to each member such as lettering, logo design and picture. In this case all members work on their own aspect of the task and are not dependent on others contributions except to compile the poster at the end. Collaborative refers to the group working interdependently towards a group outcome, that is, each member of the group needs the input of others. For example, a group completing a science experiment might have organised themselves into roles such timer and dropper. These roles are interdependent, one cannot occur if the other is absent. Activities that focus on the sharing of ideas and discussion are also collaborative in so much as they rely on others in the group to take part and in so doing move the group’s ideas forward. 26 Group Seating Code how target’s teams are seated for majority of 2 mins.

Seating

1. One table 2. Table block (2 or more tables put together) 3. Line 4. L-shape 5. Horseshoe 6. Computer 8. Standing and moving 9. Pair 10. Lab bench.

E:\emadet\5281\noissue\original\mrdoc\word\KS3\rulesspr03.doc page 1










Co-operative refers to the group working on different aspects of the task towards a group outcome. The pupils are not dependent on each other in order to complete ‘their’ individual task. For example, a group producing a poster might delegate different tasks to each member such as lettering, logo design and picture. In this case all members work on their own aspect of the task and are not dependent on others contributions except to compile the poster at the end. Collaborative refers to the group working interdependently towards a group outcome, that is, each member of the group needs the input of others. For example, a group completing a science experiment might have organised themselves into roles such timer and dropper. These roles are interdependent, one cannot occur if the other is absent. Activities that focus on the sharing of ideas and discussion are also collaborative in so much as they rely on others in the group to take part and in so doing move the group’s ideas forward. 26 Group Seating Code how target’s teams are seated for majority of 2 mins. Group seating: variable 'grseat'

Code and group seating

1. One table 2. Table block (two or more together) 3. Line 4. L-shape 5. Horseshoe 6. Computer 7. Floor 8. Standing 9. Pair 10. Lab bench 11. Circle 12. No table 13. Changing/various All Class seating: variable 'classeat'

Code and class seating

1. One table 2. Table block 3. Line 4. L-shape 5. Horseshoe 6. Computer 7. Floor 8. Standing 9. Pair 10. Lab bench


11. Circle 12. No table 13. Changing/various Resources used: variable 'resource'

Code and Resource

0. None 1. Textbooks 2. Exercise books 3. Worksheets 4. Equipment 6. Dictionary 7. Resource (printed) sheet 8. Some other material 9. Computer 10. Black/white board Organisation of resources: variable 'resorg'

Code and organisation

1. One each 2. One per 2/3 3. One per group 4. Random Nature of group element of whole lesson: variable 'gpelem'

Code and nature

1. Co-operative 2. Collaborative 3. Both co-operative and collaborative 4. Neither 5. No groups

E:\emadet\5281\noissue\original\mrdoc\word\KS3\rulessum03.doc page 1










Co-operative refers to the group working on different aspects of the task towards a group outcome. The pupils are not dependent on each other in order to complete ‘their’ individual task. For example, a group producing a poster might delegate different tasks to each member such as lettering, logo design and picture. In this case all members work on their own aspect of the task and are not dependent on others contributions except to compile the poster at the end. Collaborative refers to the group working interdependently towards a group outcome, that is, each member of the group needs the input of others. For example, a group completing a science experiment might have organised themselves into roles such timer and dropper. These roles are interdependent, one cannot occur if the other is absent. Activities that focus on the sharing of ideas and discussion are also collaborative in so much as they rely on others in the group to take part and in so doing move the group’s ideas forward. 26 Group Seating Code how target’s teams are seated for majority of 2 mins. Group seating: variable 'grseat'




1. One table 2. Table block 3. Line 4. L-shape 5. Horseshoe 6. Computer 7. Floor 8. Standing 9. Pair 10. Lab bench


11. Circle 12. No table 13. Changing/various Resources used: variable 'resource'

Code and Resource




Code and nature

1. Co-operative 2. Collaborative 3. Both co-operative and collaborative 4. Neither 5. No groups

SPRinG Observation Rules Sampling and Selection of Targets The aim is to observe SIX target pupils per lesson. Allow 6 – 8 minutes for each complete observation per target to allow time for locating targets, moving place and checking coding where necessary etc. Some lessons will not be long enough to accommodate observation of six targets. In such cases it is better to ensure complete observation records for four target pupils than to have six half completed records, and two or three complete ones. If possible, pre-select three pupils from the class list. The three will include a high, middle and lower achiever according to the teacher’s judgements. Select the pupils at random by using the children’s assigned ID numbers (on class list) in random number tables, or by using another recognised technique to obtain a random sample. One pupil at each achievement level will be the target pupil. When these pupils have been located in the class, select as second target, the pupil who is sitting beside the target and is in the same team where this is applicable, or at the same base, if groups are not being used. The achievement levels of these pupils will be noted later. Check whether being observed might upset any pupils present and avoid their bases.

Observation kit Class list with achievement levels, pencil and rubber, watch with seconds ONE Classroom context sheet for each lesson to be observed (blue sheet) ONE Lesson evaluation sheet (pink) THREE interaction observation sheets to be used for group and non-group work lessons (purple)

Classroom Context Sheet (blue)

Before the session and after discussion with teacher: • Complete context notes e.g. Date, School, Class, Group etc • Draw sketch plan of classroom showing main tables and position of key

furniture etc, show boy (b) or girl (g) seating arrangements. Mark each BASE alphabetically A B C etc. (BASE = pupils seated together at same table). Mark TEAMS (= pupils expected to work together on shared task or part-task) as 1, 2 etc within bases as A1, A2, B1, B2 etc. TEAMs refers to teacher-designated or negotiated stable groupings. If pupils form spontaneous temporary teams this will be picked up in the interaction record. It may not be possible to identify the teams in advance if the teacher allocates pupils to groups during the session.

• Highlight target pupils on the plan • Record lesson details including aims, tasks, purpose of groups if

relevant, position of lesson in scheme, grouping criterion, overall lesson format and approximate timings

• note main phases and organisational changes and their approximate duration.

Lesson Evaluation Sheet (pink)

When observations are complete, fill in the lesson evaluation sheet which includes information about the task, the climate within the groups, interactions between teacher and pupils and the nature of the de-brief.

Observation Sheets (purple)

Each observation sheet should record two students for two rounds (lasting 2 minutes each). The sheet is organised into four blocks or rounds. Within a round there are 4 rows which represent 30-second time intervals.

Observation procedure for group work Fill in target’s code (from class list) and achievement level Record timing of 2min observation period in lesson (Quarter 1, 2 3 or 4) Base: record how pupils are actually working (alone, in group, class) Team: record how teacher expects pupils to work (alone, in group, class) Columns 1 – 5 refer to what occurs in the majority of each 30-second interval. After the first 30sec period, the observer summarises the targets behaviour for the majority of this period. Column 1 Behaviour 1. On-task: target completely engaged in task. 2. Routine/wait. target spends majority of 30 seconds, waiting for the teacher, sharpening pencil. Ruling lines, etc. 3. Distracted target is completely distracted from the task 4. CODS/RIS target is day dreaming, half on task, half off task e.g. singing whilst writing; doodling whilst listening to the teacher 5. Other refers to disruptive or extreme interactions including horseplay, aggressive physical behaviour 6. Distracted target has noticed the observer, is focusing on him Observer and is affected by this 7. Not observed target is out of observer’s sight Column 2 Target’s Interaction 1. Target interacts intermittently with other pupil(s) or a conversation begins

during the 30 seconds 2. Target sustains a conversation throughout the 30 seconds 3. Target listens to or watches the teacher for the majority of the interval,

either as they speak to the class or in a different part of the room (i.e. NOT when the teacher is interacting with the target’s group. This interaction will be coded in column 7, listens/watches).

4. Target listens to or watches other pupil(s) in a different group for the majority of the interval.

5. Target is not interacting throughout interval Column 3 Target’s audience 1. Member(s) of own team with target in seat 2. Member(s) of own team but target moves from seat 3. Member(s) of other team with target in seat 4. Member(s) of other team but target is out of seat 5. teacher 6. class Column 4 and 5 Note number of boys and girls in audience

Columns 6 –18 are coded once during the 30 sec period, if and when the target pupil shows that behaviour, except in the case of ‘listen’ (see below) Column 6 Non-verbal or material interaction Target interacts non-verbally through distinct facial expression or other physical gestures or through material contact such as reading a book, writing, or handling a piece of equipment. The interaction is not paralleled by speech. Column 7 Listen/watch Target is actively listening or watching one or more other pupils’ actions, intently and uninterrupted for 20 seconds or more. This category refers to extended, continuous listening behaviour, and not to the intermittent short interval listening which is part of conversation. The following 4 columns should be seen as part of a cognitive order with Giving (or seeking) information coded as the lowest input (1), then Suggests (2), then Questions (3) and finally Explains/reasons/imagines (4) coded as the highest cognitive input. Column 8 Questions Target asks a question of other pupils e.g. what did we do last time? The target's questions move the group on in solving the set problem. This variable differs from 'Seeks help' in that it focuses on the task and not on retrieving the ‘answer’. It is a higher level form of dialogue compared to giving information and suggesting. Column 9 Suggests Target makes a suggestion about what to do, or about the task. Suggests and giving /seeking information are sometimes hard to distinguish. Column 10 Giving (or seeking) information Target is telling others what to do, such as reading instruction/information sheet aloud, or is giving instructions about the task and how to do it e.g. ‘It says we have to find the focal length of the lens’ or ‘What does it say next?’ Column 11 Explain/reason/imagine/evaluating Target is providing an explanation, is reasoning, imagining, speculating or hypothesising about a process for other pupils e.g. I think it’s because the thicker lens bends the light more.’ I think we need something really mysterious in this bit to make it more scary ’. This column represents higher order exchanges Column 12 Agree Target explicitly and clearly agrees with other pupil(s) or teacher, by saying ‘I agree ‘ ‘good idea’, ‘yes’ etc. Column 13 Argue/disagree Target explicitly disagrees by saying ‘No, I don’t think so’ or ’I don’t want to do that’; This form of disagreement is within what might be a generally constructive discussion or debate, as opposed to an unreasoned obstinate

refusal to participate – which would be Group Blocking behaviour Column 14 Seek Help Target explicitly seeks help from other children or teacher e.g. What should I do next? Can you explain that bit? Column 15 Group maintenance Target speaks or gestures in manner to sustain interaction and function of group. For practical maintenance e.g. scribing for group when group are present and there is some interaction, code 1. For casual maintenance e.g. when target defuses potential flashpoints through humour, code 2. For organisational maintenance e.g. when target organises group, explains task, helps other group members or evaluates or summarises, code 3. For facilitating the group e.g. making sure everyone has had a chance to speak, asking others opinions and opening up discussion, code 4. If more than one behaviour is exhibited, code for the higher order input (1 being the lowest level of input). Column 16 Group Block Target explicitly attempts to block progress by refusal to participate or co operate; by saying, e.g. ‘ I’m not doing this; I don’t like this; I think this is a waste of time etc. or by ridiculing or interrupting another pupil. This attitude might include physical pose such as arms folded, or turning back on rest of group. Column 17 Social/Off-task Target engaged (speaking or listening) in talk about social or off-task topic. If discussion were about social aspects of the group and its task this would be coded as ‘group function’. Column 18 Inaudible Used when the target has been interacting non-verbally or verbally but the observer cannot identify the contribution more precisely, or the utterances are inaudible.

Columns 19-21 Pupil – teacher interaction Code adult’s majority interaction with the others during the 30 second interval. Column 19 Note adult involved in interaction Column 20 Adult’s audience 1. Target as individual initiates interaction with adult 2. Target responds as individual to teacher 3. Target’s group 4. Whole class or majority of class 5. Adult ignores and does not interact with target who is seeking interaction 6. Adult sustains interaction with individual (6i) or group (6g) throughout 30

seconds 7. Other groups in the class Column 21 Adult’s content for all or majority of interaction 1. Substantive task content (alternatively code T) G Code G if content is about the group work process 2. Routine matters e.g. class organisation and behaviour management Strong praise or severe criticism can be indicated by addition of a + or -. 3. Monitor/observe. Adult is focussing on target or his/her group, observing them, possibly accompanied by brief verbal interaction or non-verbal interaction for at least 15 seconds e.g. LA observing SEN pupil. 4. Other: note other context such as extended off-task/non school related talk 5. Inaudible; the content of the interaction cannot be identified Columns 22-23 Group Rating Rate the overall ethos of the target’s team over 2 mins. for off-task – on-task where 1 = off-task vast majority of interval 3 = on task vast majority of interval



Columns 24-25 Task Rating Rate the nature of the task the target’s team were involved in over the 2 mins. for practical/abstract where




Co-operative refers to the group working on different aspects of the task towards a group outcome. The pupils are not dependent on each other in order to complete ‘their’ individual task. For example, a group producing a poster might delegate different tasks to each member such as lettering, logo design and picture. In this case all members work on their own aspect of the task and are not dependent on others contributions except to compile the poster at the end. Collaborative refers to the group working interdependently towards a group outcome, that is, each member of the group needs the input of others. For example, a group completing a science experiment might have organised themselves into roles such timer and dropper. These roles are interdependent, one cannot occur if the other is absent. Activities that focus on the sharing of ideas and discussion are also collaborative in so much as they rely on others in the group to take part and in so doing move the group’s ideas forward.

Column 26 Group Seating describes how the group are seated over the 2 min. period (one complete round) Code how target’s teams are seated for majority of 2 mins. Group seating: variable 'grseat'




1. One table 2. Table block 3. Line 4. L-shape 5. Horseshoe

6. Computer 7. Floor 8. Standing 9. Pair 10. Lab bench 11. Circle 12. No table 13. Changing/various Resources used: variable 'resource'

Code and Resource




Code and nature

1. Co-operative 2. Collaborative 3. Both co-operative and collaborative4. Neither 5. No groups

Observation procedure for whole class/individual work If the class is not working in groups then at the top of the observation sheet, under base – class needs to be indicated and the following changes to the coding need to be followed. During a group work lesson, whole class periods are also likely to occur. Code these sections as for a class too. Columns 1-5, like for group work, record the majority behaviour of the target over a 2 minute period. When 30 seconds is taken up entirely by whole class interaction code as follows: Col 1 Targets behaviour (code 1-7 as usual) Col 2 Targets interaction (code 1-5 as usual) Col 3 Targets audience (code 1-6 but more likely to be 5 teacher or 6 class) Col 4-5 write in the word class Columns 6 –18, unlike group work observations, record any instances of interaction during a 30 second period in the class. Column 6 Tick if pupil or pupils are responding to teacher by verbal gesture (e.g. putting hands up, using a calculator) If target is involved replace tick by T. Column 7 Tick if pupils are not interacting verbally for most of the 30 seconds as the teacher is talking at the class or demonstrating For Columns 8 – 18 use T to indicate the target, G to indicate a girl, B to indicate a boy. Where there are more than one instance of a type of interaction code either B for boys interacting, G for girls or M for both. Columns 8-13 If as part of a class discussion pupils respond by asking a question (8) making a suggestion (9) giving information (10) offering an explanation (11) agreeing (12) or disagreeing (13) with the teacher Column 14 If a pupil seeks clarification of a point on behalf of the class. Column 15 leave blank Column 16 If someone disrupts the call by calling out, making rude noise etc. Column 17 leave blank Column 18 leave blank unless inaudible remark is made by target

Columns 19-21 Pupil- Adult interaction Column 19 as usual Column 20 as usual Column 21 as usual Columns 22-25 Class and Task Rating When observing a group, if 3 or more 30 second periods (within a round) are class interaction, then rate columns 22, 23 and 24 as a class. If there are less than three 30 second periods then rate the group behaviour and group task. Column 22 Rate the class for on /off task Column 23 In class mode: Code 1 if little class interaction e.g. teacher writing on board, giving instructions. Code 3 for high levels of class interaction e.g. question answer session, pupils giving explanations and others actively engaged In individual mode: Code 1 for pupils working quietly on their own. Code 3 for pupils working with others in informal groups. Column 24 Rate the task 1-3 Column 25 leave blank 26 Group Seating Code how target’s teams are seated for majority of 2 mins. Group seating: variable 'grseat'




1. One table

2. Table block 3. Line 4. L-shape 5. Horseshoe 6. Computer 7. Floor 8. Standing 9. Pair 10. Lab bench 11. Circle 12. No table 13. Changing/various Resources used: variable 'resource'

Code and Resource




Code and nature

1. Co-operative 2. Collaborative

3. Both co-operative and collaborative4. Neither 5. No groups


Column 26 Group Seating describes how the group are seated over the 2 min. period (one complete round) Code how target’s teams are seated for majority of 2 mins. 1. One table 2. Table block (two or more together) 3. Line 4. L-shape 5. Horseshoe 6. Computer 7. Floor 8. Standing 9. Pair 10. Lab bench 11. Circle 12. No table 13. Changing/various All Class seating: variable 'classeat'


1. One table 2. Table block 3. Line 4. L-shape 5. Horseshoe 6. Computer 7. Floor 8. Standing 9. Pair

10. Lab bench 11. Circle 12. No table 13. Changing/various Resources used: variable 'resource'

Code and Resource




Code and nature






1. One table


Code and Resource




Code and nature



Column 26 Group Seating describes how the group are seated over the 2 min. period (one complete round) Code how target’s teams are seated for majority of 2 mins. Group seating: variable 'grseat'




1. One table 2. Table block 3. Line 4. L-shape 5. Horseshoe

6. Computer 7. Floor 8. Standing 9. Pair 10. Lab bench 11. Circle 12. No table 13. Changing/various Resources used: variable 'resource'

Code and Resource




Code and nature






1. One table


Code and Resource




Code and nature


Spring Observation: Observer Date School Group

E:\emadet\5281\noissue\original\mrdoc\word\KS3\scheduleaut02.doc 2/12/05

Class: Y… Tchr: m1/f2 Other adults: Team tchr1 SEN tchr2 Tchg Asst3 Parent4 Other5 ……..…..

N boys …. N girls …. N bases …. N teams …. Set: hi1 / med2 / lo3 / mixed4 / n/a5 Curric area: E1 M2 S3 Other4 … … … Topic ………. Time: 1 2 3 4 Teams by: achvmt: mixed1 /same2 / friendship3 / gender4 / random5 / age: mixed6 /same7/ other8 none R1 Tgt ….. m / f Ach hi /m /lo /S base: alone1 ….bs2 ….gs3 class4 team: Ind1 .…bs2 ….gs3 class4 team ach hi /m / lo /mix /dk/ n/a

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Group rating

beh i/a’n

aud

b

g

non verb

list/ wtch

questions

suggests

givg info

expl rsng

agree

argu dagr

seek help

grp main

grp blck

Soc/offtk

in-aud

adult audi ence

con tent

Rate group working overall for 2 mins

1 1 -----2 -----3 2 Off task on-task 3 1 -----2 -----3 4 Indep’nt co-op’ve

R2 Tgt …. m / f Ach hi /m /lo /S base: alone1 ….bs2 ….gs3 class4 team: Ind1 .…bs2 ….gs3 class4 team ach hi /m / lo /mix /dk 5 1 -----2 -----3 6 Off task on-task 7 1 -----2 -----3 8 Indep’nt co-op’ve

R1 Tgt …..m / f Ach hi /m /lo /S base: alone1 ….bs2 ….gs3 class4 team: Ind1 .…bs2 ….gs3 class4 team ach hi /m / lo/mix /dk

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Group rating

beh i/a’n

aud

b

g

non verb

list/ wtch

questions

suggests

givg info

expl rsng

agree

argu dagr

seek help

grp main

grp blck

Soc/offtk

un- clear

adult audi ence

con tent

Rate group working overall for 2 mins

1 1 -----2 -----3 2 Off task on-task 3 1 -----2 -----3 4 Indep’nt co-op’ve

R2 Tgt …. m / f Ach hi /m /lo /s base: alone1 ….bs2 ….gs3 class4 team: Ind1 .…bs2 ….gs3 class4 team ach hi /m / lo /mix /dk 5 1 -----2 -----3 6 Off task on-task 7 1 -----2 -----3 8 Indep’nt co-op’ve

1 Target’s

behaviour 2 Target’s inter-action

3 Target’s audience

6-18 Target’s dialogue

19 ADULT 20 Adult ‘s AUDIENCE

21 Adult ‘s CONTENT

Tgt …. seating (for majority of interval )

Tgt …. seating (for majority of interval)

1 On task 2 Routine/Wait 3 Distracted 4 CODS/RIS 5 Other 6 Dist obs 7 Not obsved

1 Intermittent 2 Sustained 3 List/watch T 4 List/watch P 5 Not i/acting

1 own tm 2 own tm M 3 other tm 4 other tm M Boys (N) Girls (N)

Put 1 in all boxes that apply in each 30 sec interval

1 Tcher 2 SEN Asst 3 TA 4 Volnteer 5 Trainee 6 Other

1 tgt ind bgns 2 tgt ind rspnds 3 tgt's group 4 class 5 not interacting 6 sustained with

1 , 2 or 3

(i/a including tgt) 1 task 2 rtn/procedure 3 monitor/obsve 4 Other

Sch. Code: Year Grp: Teacher Code: Group: Date:

SPRinG Obs.Sheet Jan. 2003


N boys …. N girls …. N bases …. N teams …. Set: hi1 / med2 / lo3 / mixed4 / n/a5 Curric area: E1 M2 S3 Other4 … … … Topic ………. Time: 1 2 3 4 Teams by: achvmt: mixed1 /same2 / friendship3 / gender4 / random5 / age: mixed6 /same7/ other8 none Tgt .…….. m / f Ach hi /m /lo /s

Rd. 1 Qu…… base: alone …..bs….. gs class team: Ind .…bs ….gs class team ach hi /m / lo /mix/ dk

Rd.2 Qu…… base: alone …..bs ….gs class team: Ind .…bs ….gs class team ach hi /m / lo /mix/ dk

Tgt …….. m / f Ach: hi /m /lo /s

Rd.1 Qu……. base: alone ….bs ….gs class team: Ind .…bs ….gs class team ach hi /m / lo/ mix/ dk

Rd.2 Qu……… base: alone ….bs ….gs class team: Ind .…bs ….gs class team ach hi /m / lo / mix/ dk

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Beh i/a’n

aud

b

g

non verb

list/ wtch

quest ions

sugg ests

givg info

expl rsng

agree argu dagre

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / a b s t

c’op coll

Grp Seat

1 2 3 4

5 6 7 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Be

h i/a’n

aud

b

g

non verb

list/ wtch

Questions

suggests

givg info

expl rsng

agree argu dagr

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / abst

c’op coll

Grp Seat

1 2 3 4

5 6 7 8



Tgt .…….. m / f Ach hi /m /lo /s Rd. 1 Qu…… base: alone …..bs….. gs class team: Ind .…bs ….gs class team ach hi /m / lo /mix/ dk





Target’s behaviour 2. Target’s inter-action

3.Target’s audience




22- 25 Grp /Task rating over 2mins

26 Grp. Seating Arrangement

1 On task 2 Routine/Wait 3 Distracted 4 CODS/RIS

5 Other 6 Dist obs

7 Not obsved

1Intermittent 2 Sustained 3List/watchT 4 List/watchP 5 Not i/acting

1 own tm 2 own tm M 3 other tm 4 other tm M (boysN girlsN) If not i/acting:- W writing Ddrawing R reading P practical

Put 1 in all boxes that apply in each 30 sec interval except:- Suggests:1 weak 2 strong (tell) Grpmain: 1practical 2 casual, 3 organises, 4 facilitates

1 Tcher 2 SEN Asst 3 TA 4 Volunteer 5 Trainee 6 Other

1 tgt ind bgns 2 tgt ind rspnds 3 tgt's group 4 class 5 not interacting 6 sustained with 1,2 or 3


Grp. Rating 1------2-------3 off on 1------2-------3 indep’nt group Task Rating 1------2----- 3 prac abst 1------2-------3 coop coll’b

Grp. Seat 1. small table 2. table block 3. line 4. L shape 5. horseshoe 6. Computer 7. Standing 8. Floor 9. Pair

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Beh i/a’n

aud

b

g

non verb

list/ wtc

quest sugg est

givg info

expl rsng

agree argu dagr

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

on/ off

ind/ grp

p r c /a b s t

c’op coll

Grp Seat

1 2 3 4

5 6 7 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Beh i/a’n

aud

b

g

non verb

list/ wtc

quest

suggest

givg info

expl rsng

agree

argu dagr

see help

grp mai

grp blck

soc/offtk

inaud

adult

audi enc

con tent

on/ off

ind/ grp

p r c / a b s t

c’op coll

Grp Seat

1 2 3 4

5 6 7 8



1.Target’s behaviour

2. Target’s inter-action









1 own tm 2 own tm M 3 other tm 4 other tm M (boysN girlsN) If not i/acting:- W writing D drawing R reading P practical

Put 1 in all boxes that apply in each 30 sec interval except:- Suggests:1 weak 2 strong (tell) Grpmain: 1practical 2 casual 3 facilitate 4 organises



(i/a including tgt) 1 task 2 rtn/procedure 3monitor/obsve 4 Other


Grp. Seat 1.I table 5.Horseshoe 2.table block 6.Fixed 3.line 7. Standing 4.L shape 8. Mixture Class Zone FL Frontleft FR Frontright ML Middleleft MR MiddlerightBL Backleft BR Backright

Sch. Code: Teacher Code: Group



Rd. 1 Qu…… base: alone …..bs….. gs class team: Ind .…bs ….gs class team ach hi /m / lo /mix/ dk 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

beh i/a’n

aud

b

g

non verb

list/ wtc

quest suggest

givg info

expl rsng

agree

argu dagr

s’k help

grp mai

grp blck

Soc/offtk

in-aud

adult

audi enc

con tent

on/ off

ind/ grp

prc/ abst

c’op coll

Group Seating

1 2 3 4

Rd.2 Qu…… base: alone …..bs ….gs class team: Ind .…bs ….gs class team ach hi /m / lo /mix/ dk 5 6 7 8

Tgt …….. m / f Ach: hi /m /lo /s Rd.1 Qu……. base: alone ….bs ….gs class team: Ind .…bs ….gs class team ach hi /m / lo/ mix/ dk

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Beh

i/a’n

aud

b

g

non verb

list/ wtc

quest

suggest

givg info

expl rsng

agree

argu dagr

s’k help

grp mai

grp blck

Soc/offtk

inaud

adult

audi enc

con tent

on/ off

ind/ grp

prc/ abst

c’op coll

Group Seating

1 2 3 4

Rd.2 Qu……… base: alone ….bs ….gs class team: Ind .…bs ….gs class team ach hi /m / lo / mix/ dk 5 6 7 8

Sch. Code: Teacher Code: Group

1.Target’s behaviour

2. Target’s inter-action



19 ADULT

20 Adult ‘s AUDIENCE






1 own tm 2 own tm M 3 other tm 4 other tm M (boysN girlsN) If not i/acting:- W writing D drawing R reading P practical

Put 1 in all boxes that apply in each 30 sec interval except:- Suggests:1 weak 2 strong (tell) Grpmain:1practical2casual,3facilitate 4 organises





- Draw team for majority of 2mins - Add code for class seating 1. I table 2 2 tables 3. line 4. horseshoe 5. lab/fixed 6. floor


SPRinG Obs.Sheet October 03

Tgt .…….. m / f Ach hi /m /lo /s Rd. 1 Qu…… base: alone …..bs….. gs class team: Ind .…bs ….gs class team ach hi /m / lo /mix/ dk





1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Beh i/a’n

aud

b

g

non verb

list/ wtch

quest ions

sugg ests

givg info

expl rsng

agree argu dagre

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / a b s t

c’op coll

Grp Seat

1 2 3 4

5 6 7 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Be

h i/a’n

aud

b

g

non verb

list/ wtch

Questions

suggests

givg info

expl rsng

agree argu dagr

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / abst

c’op coll

Grp Seat

1 2 3 4

5 6 7 8









5 Other 6 Dist obs

7 Not obsved


1 own tm 2 own tm M 3 other tm 4 other tm M 5 Teacher 6 Class If not i/acting:- W writing Ddrawing R reading O Other P practical

Put 1 in all boxes that apply in each 30 sec interval For Grp main: 1practical 2 casual, 3 organises, 4 facilitates


1 tgt ind bgns 2 tgt ind rspnds 3 tgt's group 4 class 5 not interacting 6 sustained with 1,2 or 3 7 other group 8 other individual

(i/a including tgt) 1/T task G group work 2 rtn/procedure 3monitor/obsve 4 Other 5 Inaudible


Grp. Seat 1. small table 2. table block 3. line 4. L shape 5. horseshoe 6. chairs/no table 7. standing/floor 8. changes 9. computer


SPRinG Obs.Sheet February 2004








1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Beh i/a’n

aud

b

g

non verb

list/ wtch

quest ions

sugg ests

givg info

expl rsng

agree argu dagre

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / a b s t

c’op coll

Grp Seat

1 2 3 4

5 6 7 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Be

h i/a’n

aud

b

g

non verb

list/ wtch

Questions

suggests

givg info

expl rsng

agree argu dagr

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / abst

c’op coll

Grp Seat

1 2 3 4

5 6 7 8











5 Other 6 Dist obs

7 Not obsved





1 tgt ind bgns 2 tgt ind rspnds 3 tgt's group 4 class 5 not interacting 6i sustained interaction with ind. 6g sustained interaction with group 7 other groups













1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Beh i/a’n

aud

b

g

non verb

list/ wtch

quest ions

sugg ests

givg info

expl rsng

agree argu dagre

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / a b s t

c’op coll

Grp Seat

1 2 3 4

5 6 7 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Be

h i/a’n

aud

b

g

non verb

list/ wtch

Questions

suggests

givg info

expl rsng

agree argu dagr

seek help

grp main

grp blck

soc/ offtk

inaud

adult audi enc

con tent

off/ on

ind/ grp

p r c / abst

c’op coll

Grp Seat

1 2 3 4

5 6 7 8











5 Other 6 Dist obs

7 Not obsved





1 tgt ind bgns 2 tgt ind rspnds 3 tgt's group 4 class 5 not interacting 6i sustained interaction with ind. 6g sustained interaction with group 7 other groups




File all0203 File type SPSS data No. variables 129 No. cases 356 Pre-test, October 2002

Variables wg1.1 to wg6.14 in order on questionnaire. Variables wg1.1 to wg 5.12 are coded 5 =strongly agree through to 1 = strongly disagree. Variables wg6.1 to wg6.14 are coded 2 = Yes and 1= No.

Post-test, July 2003

Variables swg1.1 to swg6.14 in order on questionnaire. Variables swg1.1 to swg 5.12 are coded 5 =strongly agree through to 1 = strongly disagree. Variables swg6.1 to swg6.14 are coded 2 = Yes and 1= No.

General variables

PUPILID: pupil identifier, eg 301714 indicates school 01, pupil is no. 14 in Year 7. First digit 3 indicates KS3 project pupil. SEX: 1 for a boy, 2 for a girl YEAR: Year 7, 8 or 9 SCORE: teacher estimate of pupil attainment in English on a 1 (low) to 7 (high) point scale.

File all0304 File type SPSS data No. variables 136 No. cases 1147 Pre-test, September 2003

Variables wg1.1 to wg6.14 in order on questionnaire. Variables wg1.1 to wg 5.12 are coded 5 =strongly agree through to 1 = strongly disagree. Variables wg6.1 to wg6.14 are coded 2 = Yes and 1= No.

Post-test, July 2004

Variables swg1.1 to swg6.14 in order on questionnaire. Variables swg1.1 to swg 5.12 are coded 5 =strongly agree through to 1 = strongly disagree. Variables swg6.1 to swg6.14 are coded 2 = Yes and 1= No.

General variables

PUPILID: pupil identifier, eg 3032801 indicates school 03, pupil is no. 01 in Year 8. First digit 3 indicates KS3 project pupil. Fourth digit indicates year 2 of the project. If the fourth digit is 0, the pupil appeared in the project in year 1. SEX: 1 for a boy, 2 for a girl YEAR: Year 7, 8 or 9 SUBJECT: either English, maths or science. SCORE: teacher estimate of pupil attainment in the corresponding subject on a 1 (low) to 7 (high) point scale.

ks1esrcmotivation - uk data service

Documents