For my paper, I interviewed my younger sister who is in Kindergarten. I entered the interview assuming that she would know more than she actually did. We started with the easier questions (we used addition and subtraction). The first question I asked basically just to explain to her how the interview was going to work, because sometimes explaining things to a 6 year old is hard to do without a visual. She actually answered the first one right, and we were off to a great start! I asked her: If Maya has 100 jellybeans, and her sister gives her 25 more, than how many jellybeans does Maya have altogether? She recognized that she had two separate groups (100 and 25), but when you put the two groups together you had the whole, or the answer (125). …show more content…
I instantly realized when I gave her odd numbers, or numbers that were over 100 that she was easily confused. This is where I as the interviewer definitely began to struggle. All I wanted to do was help her, and I knew that she thought that because I was her sister I would help her if she acted confused for long enough. For a lot of the questions she did not find the right answers. She DID find some great strategies though. I asked her a question about saving for a horse, and how much more money she needed to reach $100 if she already had $60. In the beginning she attempted to count by ones, but she soon realized that she could count by tens and she would find the answer a lot sooner. It was definitely interesting to see. She also answered a few of the questions by drawing pictures which showed me that she needed to physically see what was going on in order to be able to think clearly about the problem. One of the biggest things that I learned was when I decided to give her a few number sentences to see how well she did with them in comparison to the word problems. She had a MUCH easier time answering simple number sentences as opposed to the whole word
Preschoolers love to count and of course, like mentioned in the article, they always love to mention the fact that someone else in the classroom has more of something then they do.
Compare and contrast a child from younger age group with a child from an older age group.
Session one began with me getting to know Jenna. However, this is not my regular student so I had to follow in the footsteps of the future teacher who was paired up with her. However I was able to give her my getting to know you activity as well has an informal assessment in order to gather an understanding of what math level she was at. After she answered questions from both the other future educator as well as my getting to know you activity, we began working on both of our pre assessments with her. It quickly became apparent that her biggest struggle was when it came to fractions. Every fraction question she had left unanswered. Additionally, she struggled with a few division problems and two digit multiplication problems. However, as a
The aim of the research experiment is to explore the conditions under which unbiased leading questions would influence a child’s memory performance. If young children are asked unbiased leading questions, then their memory performance is going to alter the correct answer. The independent variable is age. Age is an important indicator of how children will view their environment. Age is often inextricably associated with available strategies which children may use to aid in their memory performance. The dependent variable is the number of correct answers. Hence, understanding the children’s limitations will help to understand their version of the truth.
First, I had asked my grandma to tell me a little about herself, and what she does on a daily basis; a little about her duties. When asking her, I had used both cognitive and inferential interviewing, she did the talking while I listened to some of what she was saying then, based on her story she was giving me I would ask her questions so I can get an accurate recall, or accuracy, using inferential interviewing.
Although the experience was nerve-racking, I believe that I did a very good job. I was able to collect the majority of the information that she was telling me while asking follow up questions. However, it was more to balance than I had expected. It was difficult asking questions and attempting to record enough information to complete my assignment. As the conversation continued, I got interested in her life stories and professional examples and noticed I had stopped taking notes. I also felt the need to make constant eye contact to show I was alert and aware of what she was saying, which brought challenges to my note taking. This interview process made me feel excited for the future. It was an intriguing opportunity to know that one day I will be able to positively impact lives the way Fultz does. To improve my interview skills, I would ask if I could record the conversation. This will allow me to interact more with the health professional while also consuming a maximum amount of information. I wish I had thought about recording this conversation prior to the interview, because Fultz spoke beautifully about her passion as a social worker, and I wish I was able to directly quote her in this
For that, I interviewed my boss, Karen. I see her almost every work day but there were still many things I wanted to ask her about. I knew that she had been married to a man before she met her wife, and that she still had his last name even after separating and remarrying. I also knew that her father was a Methodist minister and performed her marriage ceremony back when he could’ve gotten in a lot of hot water for doing so. I knew that she was adopted, too. But the rest of her life, the in-between moments, were still a mystery to me. So, I really enjoyed that interview. As you can tell from the transcription, we laughed a lot and got along well. I think she felt comfortable and she told me later that she had enjoyed talking with me. I also came more prepared and with more questions. It was hard to do my initial research on my student interviewee because there wasn’t a lot of prior information that I could find about her. With Karen, I not only had my own prior information, but she is also easily found on the internet. A lot of that has to do with her age and the businesses she has been involved
She felt that I maintained eye contact and reiterated her responses in a way to made her feel heard. The open-ended questions that I had integrated into the interview allowed her to realize the inconsistencies between her current behavior and her future goals. I big point from her was that I allowed her to do majority of the talking which she believed put her in control and that I wasn’t forcing her into a particular direction of change. She could tell that I wasn’t completely confident in the way that I asked my questions, using a lot of “um’s” and “so’s “. We also discussed how she felt about the amount of pauses I took in order to respond and how this made for a awkward silence, taking away the comfort of the setting. It was also brought up that I could have used more empathy when responding to her as it would of let her knew that I am taking into account the difficulty of the change for
They decided to pose the question “What do third graders eat for lunch?” With teacher guidance, the students developed a list of questions that they wanted their survey to answer. To create an accurate study, they began eliminating and narrowing down their questions. They decided that if they already knew the answers, then they needed to ask different questions. They eventually narrowed it down to 4 questions that they wanted their study to
The next set of question I asked her to base it off her experience as a special education teacher and asked her to share real-life example if she had any.
When this interview/notebook activity was assigned, I was very uneasy with the fact that I would be interviewing a stranger about her child. Before meeting with Megan Lindley, I was extremely nervous for what to expect, and even how she, her husband, and her birthing coach would act with me there. Going up to the front door of Megan’s house was one of the scariest things that I have ever had to do, nevertheless, I did it with a positive attitude and prayed to the Lord that she would be very open and willing to answer the questions I had for her. Megan answered the door and greeted me with a genuine smile. Immediately, she started asking me questions, which was such a relief because I had no idea how I was going to begin my interviewing process. After introductions had gone around, Megan and I had a great conversation about Hannah, her seven month daughter, which was a wonderful transition into some of the questions that I was going to be asking her. Due to my lack of knowledge of pregnancy and birth- which has greatly increased since conducting this interview- I asked Megan all of the sample questions provided on the notebook activity sheet, and once I became more comfortable, I started asking some
N.G., 4 years, 11 months, embodied all I could ask for in a child to conduct such an interview on. Nearing her fifth birthday in the upcoming week, her age is central between ages three and seven, providing me with information that is certainly conducive to our study. Within moments upon entry into our interview it was apparent that my child fell into the preoperational stage of Piaget’s cognitive development. More specifically, N.G. fell into the second half of the preoperational stage. What initially tipped me off was her first response to my conduction of the conservation of length demonstration. Upon laying out two identical straws, her rational for why one straw was longer than the other was, “it’s not to the one’s bottom”. This is a perfect example of an intuitive guess, though showing a lack of logic in the statement. A crucial factor of the preoperational stage of development is that children cannot yet manipulate and transform information into logical ways which was plainly seen through the conservation of number demonstration. Though N.G. was able to correctly identify that each row still contained an equal number of pennies upon being spread out, it required her to count the number of pennies in each row. In the preoperational stage of development children do not yet understand logical mental operations such as mental math as presented in the demonstration. Another essential element that leads me to firmly support N.G.’s involvement in the preoperational ...
When we were first given this assignment I had not put much consideration into it. I thought we were to ask a couple of questions, it would all work itself out and I would be done. But this was not the case. The thought and reflection put into interview questions really surprised me. There was far more factors other than the questions you were asking, because you were also dealing with people, people who are giving you there free time, their attention and opening themselves up to you a stranger, so there were far more responsibilities then what were initially at hand.
As soon as we started the interview I realized that my informant was very honest. While conducting the interview I recognized that the order of my questions was not the most organized, but she was very cooperative and knew how to handle the situation very well, even though we were going from one side to the other. I think bringing the biscuit pie works great for breaking the tension between us. She seemed fascinated with the idea of being eating and answering my questions at the same time. Gradually we entered in confidence and she was very fluent in her answers, although suddenly she left a little of the subject, discretely I tried to keep her in truck. I found it very interesting that despite the age difference we are very similar. Being so similar helped a lot to the conversation flowed so positively, I know that if it had not been that way, it would have cost me a little more work. However, the only point in which she did not coincide with one hundred percent with her was when I mention that she does not teach her daughters to respect the elderly people because of mistrust; in my case my parents taught me that I always have to respect older people no matter what. This disagreement was minimal so it was not the big thing, and did not bother or make me feel uncomfortable. I noticed that my informant likewise felt comfortable
To do this, I created assessment problems that required Mandy to know number combinations when solving addition equations. I prepared a worksheet with seven equations that were mixed in the way they were written. For example, some problems had either a missing number in the first number slot or in the second with the sum visible. Mandy was responsible to solve the problem by using the two mathematical numbers found in the equation. This part of the assessment started by introducing Mandy to the following equation: 3+__=7 (see page 2 of assessment). Lucy was able to solve the problem and as a result I proceeded to give her the worksheet with an additional seven equation problems (see page 3 of