VIG in North Lanarkshire Council Towards the Nurturing City Nancy Ferguson, Laura MacDonald, Psychological Services 14 th November, 2013

What has been happening? Multi-agency VIG training to target under 2’s at risk of being looked after and accommodated VIG to enhance group work Video Enhanced Reflective Practice to improve literacy teaching behaviours of Early Years Practioners and Senior Managers

Video Enhanced Reflective Practice (VERP) and Literacy Nancy Ferguson, Pamela Bell, Marianne McLafferty and Victoria Smith

Film

Key messages from review of effective interventions Content Method of delivery Group size

The research Training Active Literacy Establishments were trained in: VERP and Active Literacy teaching methods (March & April 2013). Research Pre-test filming - March /April 2013 with 6 Active Literacy & 6 Comparison Post-test filming took place in June 2013.

How did we analysis the film? Initial Video Coding Interacting (including ‘strive for 5’) Reading Book Aloud Giving Information & Instruction Non-Teaching Activities Questions types

Reading book was a code only used to identify when the book was being read to children. Interaction e.g. answering pupil initiated question, accepting & using pupil’s ideas, praising pupils observing listening helping children to generalise learning encouraging pupil participation in story physical touch

Giving information / instruction e.g. stating the purpose of a task giving factual information giving strategy instruction demonstrating techniques summarising Non-teaching activities e.g. managing learning & non- learning tasks maintaining discipline

Developing Children’s Emergent Literacy Skills & Understanding of Stories Developing Literacy Skills –Concepts of Print –Vocabulary –Think Alouds –Using Illustrations Narrative Story Elements –Character –Setting –Actions –Problem –Resolution Aiding Comprehension –Prediction –Inference –Summarising

Knowledge included questions asked about concepts of print, content of book and topics related to book. Inferential Comprehension includes questions asking why something has happened, think about how a character is feeling and prediction. Literal Comprehension questions are testing questions e.g. What colour is that?

Strive for 5 Turn 1: Child “Look I made a giant car with building blocks” Turn 1: Child “Look I made a giant car with building blocks” Turn 3: Child “I am going drive to Africa to see Elephants.” Turn 3: Child “I am going drive to Africa to see Elephants.” Turn 5: Child “No it won’t My car can go really fast!” Turn 5: Child “No it won’t My car can go really fast!” Turn 2: Adult “Jordan, what an amazing car! Where are you going to go in your car?” Turn 2: Adult “Jordan, what an amazing car! Where are you going to go in your car?” Turn 4: Adult “All the way to Africa! Africa is very far, I think it will take you a long time to get there. Turn 4: Adult “All the way to Africa! Africa is very far, I think it will take you a long time to get there. Reference: Weitzman, E. & Greenberg, J. (2010) ABC and Beyond: Building Emergent Literacy in Early Childhood Settings. Toronto, Canada: The Hanen Centre Publication, P. 11

Strive for 5 All videos were coded for instances of ‘Strive for 5’ conversations These were split into child and adult initiated conversations Missed chances to build on conversation were also noted

Summary Compared with the control group the VERP group displayed: More instances of interacting. Fewer instances of giving instructions/non-teaching behaviours. Increase in ‘developing literacy skills’, ‘developing narrative story elements’ and ‘aiding comprehension’. Increase in certain types of questioning. Increase in child and adult initiated extended turn taking. Reduction in the percentage of times a child’s initiation was ignored.

What happens next?

Using VIG to Support Primary Pupils Participate in Group Work Lessons Laura McDonald North Lanarkshire Council Strathclyde University Video Interaction Guidance Event 2013

Overview Why Group Work? Current Study Results Pupils in Action

Group Work Consider times when you have had to work with others as part of a group… What were the positive aspects of this? Any challenges?

Group Work in Schools Embedded in C4E Role in NLC Feedback from teacher interviews & pupil focus groups & questionnaires

Research Focus Does VIG improve measures of pupils’ participation in group work lessons? What are the teacher’s views on the impact of VIG on pupils’ participation in group work? What are the pupils’ views on the impact of VIG on their participation in group work?

Main Study Planning session with teachers 3 groups of 4 from different schools Project over 11 weeks Concurrent multiple baseline AB design Teacher interview and pupil focus group post project

Initial Analysis More pro-social behaviour Very positive teacher and pupil evaluation Impact on learning? Now judge for yourself….

Video Clips