Interpret+Data

=**Step Three: INTERPRET DATA and EVALUATE**=

Analyze and identify major themes. Depending upon the question, teachers may wish to use classroom data, individual data, or subgroup data. Some of the data are quantifiable and can be analyzed without the use of statistics or technical assistance. Other data, such as opinions, attitudes, or checklists, may be summarized in table form. Data that are not quantifiable can be reviewed holistically and important elements or themes can be noted through observation.

** MY INTERPRETATION **

 * One of the primary themes I noticed is that students were unaware that they were "naming" the process. As they were assisting their partner, they were not only explaining the steps of the writing process by name, but they were also discussing paragraph format, sentence structure, grammatical techniques, and structural techniques. Following our first session, they were made aware of what they were doing which set them up for the next session. **


 * A week later, my students met with the same ELL student. This time, the ELL student had completed the draft and was ready to edit and revise. Again, my students **** noticed this right off and used vocabulary consistent with understanding this. For example, Leeroy made the observation, "Oh, I notice you haven't finished your draft yet. You had some great information on your pre-write that you left out. I think you can insert it in the second body paragraph." Rachel noticed about her partner's paper that she had already started editing before she had done any revisions **** and suggested she change the steps a bit. **


 * Not only were student recognizing the drafting process, but they also commented on grammar and structure. For example, Natalie told her partner, "You use the pronoun 'they' but your verb doesn't agree with that. Do you know what you should use?" Sophia looked over her partner's paper and made the comment, "You have too many commas here; when you use only one conjunction in a sentence like this, you don't need a comma." **


 * I pointed this out to the students once they returned to the room and they realized that they truly did understand the writing process and were able to apply what we had been working on in class. **


 * Finally, I collected the final bit of data through an open-ended questionnaire. **



**Go To Conclusion**