Rationale for Implementing an ORID Focus Conversation
- The ORID Focus Conversation as both an instructional strategy and research methodology can be used to generate consensus among students on how to improve unit of study in English 10.
- This method allows the instructor to meet several Common Core English Language Art standards including but not limited to CCSS.ELA.SL.9-10.1 which states "Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others' ides and expressing their own clearly and persuasively."
- This particular methodology allows for the organic process of coding since questioning happens in a very specific pattern; research on conducting evaluative focus groups assert that data should be examined and reported at different levels including (1) raw, (2) descriptive, and (3) interpretive.
- The ORID Focus Conversation method is a strategy that is student-centered; research shows that student-centered learning environments are best in shaping scholars who are self-regulated with positive academic self-concepts.
Step 1: Student Pre-Survey
Prior to participating in the ORID Focus Conversation, students were asked to partake in a survey. The data gathered from the survey is meant to aid in disaggregation of data after the ORID Focus Conversation. Students were asked questions relating to demographics, attitudes towards group work, attitudes towards L.E.A.P.S., attitudes towards how they are meant to feel in my class, visual & performing art pathway, and attendance. The ultimate goal is to organize raw data in a a way that might be meaningful towards creating or implementing new grouping & instructional strategies based based primarily on student feedback in all of the aforementioned categories. Students were given the option of taking the pre-survey via QR code, link, or paper survey. This was not only a way of gathering data from students, but also a chance to incorporate technology within the classroom.
Step 2: Analysis of Raw Data
Step 3: Implementation of ORID Focus Conversation
The following PowerPoint was used during the implementation of the ORID Focus Conversation & the observed lesson.
Step 4: Findings & Reflection
Pre-Survey
Whole-Group
Focus Student, Jennifer
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ORID Focus Conversation
Whole-Group
Focus Student, Jennifer Below are Jennifer's responses during the ORID Focus Conversation:
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Step 5: Implications for Future Practice
- Implement the ORID Focus Conversation at least twice a year. I will aim, however, to conduct one at the end of each unit as we move into the next unit. This will ensure that students have heard of this method prior to implementation and each ORID FocusC Conversation should then build upon the next one resulting in stronger findings.
- Use varied Socratic or discussion methods; use both the large fishbowl and the smaller Socratic circles to keep the classroom a student-centered environment.
- Employ talking chips during both large and small discussions to ensure that all students are orally engaged in the conversation, in addition to their written reflections.
- Edit the unit for more cohesion and keep most topics and sources the same; include additional controversial topics relevant for present generation of students. This will help maintain the rigor of the unit of study and create a culturally responsive environment.
Limitations to Study
- Based on my debrief with my SP/MT, I found there is still a need for a post-survey in order to glean additional, and more specific information with particular line of questioning; during the ORID session, one student commented that she would like to have more controversial materials scared during the unit. This unit, in my option, did include several controversial topics such as police brutality, race, and religion. Additional questions are needed in this case to better understand what she means and if other students agree.
- After reviewing the initial data from the pre-survey, it became clear that perhaps not all students understood each question on the survey. Some items might need to be edited for prior to future implementation. One example of this was on the question, "In this class, are your feelings valued?" A student responded "Never". When I asked him why he felt this way, he replied that is how he feel in general, especially in other classes.
- Research regarding the implementation of focus conversations asserts that the interviewer should be someone who is not directly involved with the focus group. Because I am their teacher, and drama coach for some, the students and I have a strong, positive relationship. With that in mind, students were more likely to respond pleasantly during ORID session in order to spare my feeling or in fear of making me look "bad" in front of my SP/MT.
- Research on strong evaluative focus groups state that there should be a pilot test focus group interview. In this case, there was not enough time to pilot a focus conversation prior to the inquiry. The day of implementation was the first time students had ever heard of the ORID Focus Conversation method.