My primary interest was to get a picture of how my scaffolding activities affected the retelling of “The Tailor”. I based my data collections on my observations from the latest Adobe Voice recordings as well as anecdotal notes I had made from student behaviours/pictures I had taken. I chose to look at the scaffolding techniques that I had used and how these had impacted the student’s ability to retell/record the story. I also compiled a snapshot of each student’s recording to get an overall picture of the results of the scaffolds I had used. Here are the results:
Overall snapshot of 16 students (criteria: is able to tell the entire story including the intro. and ending; uses a clear voice; remembers the repetitions/patterns of the story; operates Adobe Voice effectively)
exceeding expectations: 1 student (6%) fully meeting expectations: 7 students (44%) minimally meeting expectations: 5 students (31%) not meeting expectations: 3 students (19%)
1. Scaffold: Making and using a story map
15/16 students successfully made a story map that represented "The Tailor". One students needed support to complete it. 16/16 students used their own story maps as a prompt to retell the story (the story map on the yellow paper strips was used first and then later when it was transferred onto the i-pads).
2. Scaffold: Practicing to say an introduction and ending
16/16 students introduced and ended their story correctly as practiced (this may also have been because they were prompted by the beginning and ending frames on the i-pads).
3. Scaffold: Learning to use Adobe Voice
Student needing coaching: 1 (6%) Student didn't want to record: 1 (6%) Students having some difficulty but no assistance require: 4 (25%) Students experiencing no difficulty: 10 (63%)
4. Scaffold: Incorporating repeated patterns in the retelling
10/14 (71%) students