2F Focus group Summary

Transcript recording 11-12-2024 Download

Intro

In exploring the research question of how student self-evaluation impacts critical thinking, anxiety, and compassion among a diverse student body, a multifaceted research methodology was employed, incorporating both surveys and focus groups. Participants were given the option to partake in either or both methods, allowing for a varied collection of data. ChatGPT was utilized as a tool to objectively analyze textual data from these sessions, providing insights into the discourse and mood, while photographs served to document the interactions and setting, enriching the qualitative aspect of the study. This mixed-method approach aimed to capture the nuanced experiences of students from different backgrounds, abilities, and needs, thereby shedding light on how self-evaluation practices can potentially bridge inclusivity gaps within the educational environment. The integration of AI analysis with traditional research methods offered a different lens through which to view the data, ensuring a thorough examination of the impact of self-evaluation on students’ academic and emotional dimensions.

Summary

21 participants
10 verbal interaction
49% participants

The focus group sessions conducted to explore the impact of student self-evaluation on critical thinking, anxiety, and compassion among students of diverse backgrounds have yielded multifaceted insights. Throughout the sessions, 21 participants engaged in both surveys and verbal interactions, with nearly half opting to partake in the focus groups. Utilizing ChatGPT to analyze the discourse and mood, the sessions were found to be characterized by a lively exchange of ideas and collaborative learning, as evidenced by photographs documenting active discussions and project development.

However, from a personal standpoint, an emotional closeness to the students presented challenges, particularly in maintaining objectivity. This closeness was also reflected in the realization that my own teaching approach may sometimes be hindered by biases and a tendency to interject rather than listen, potentially affecting the conclusiveness of the focus group outcomes. The dual emotions of fear and love were present throughout the sessions—fear in terms of delivering the content and managing silence, and love in imparting meaningful lessons on their last day. Additionally, the usual fears related to teaching and experiencing impostor syndrome were apparent.

Despite the aspirations to foster a supportive and inclusive environment, the focus group revealed that I need to develop better listening skills and allow for uninterrupted feedback from students. This finding is crucial as it speaks to the core of the research question, highlighting the need for educators to step back and listen more to truly understand the diverse experiences of students and how self-evaluation can serve as a bridge to inclusivity, empathy, and enhanced critical thinking in the academic setting.

Key Finding

Critical Thinking: The focus on self-evaluation and reflection, likely fostered critical thinking among participants. By engaging in discussions about their projects and aspirations, students were encouraged to critically evaluate their own work and its alignment with educational outcomes.
Anxiety: The acknowledgment of discomfort among participants when discussing future outcomes or grades indicates that self-evaluation may heighten anxiety. However, the facilitator’s supportive approach aimed to mitigate this by fostering a comfortable environment for honest feedback.
Compassion: The facilitator’s attentiveness to participants’ feelings and the encouragement of reflective practice may have cultivated compassion within the group. By sharing and discussing personal aspirations and challenges, students could develop a deeper understanding and empathy towards each other’s diverse backgrounds and needs.
Bridging Inclusive Gaps: The iterative and responsive nature of the session, combined with the use of technology for interactivity, suggests a commitment to inclusivity. The facilitator’s willingness to adapt based on participant feedback and the incorporation of practical examples to inspire students demonstrate efforts to bridge gaps in understanding and engagement among a diverse student body.
Implications for Teaching and Learning: The session’s collaborative and iterative tone, with a focus on transparency and open communication, indicates an educational philosophy that values democratic participation and continuous improvement. This approach can positively impact students’ self-evaluation experiences, influencing not only their academic development but also their emotional well-being.

In conclusion, the focus group session provided valuable insights into the complex dynamics of student self-evaluation. While it has the potential to enhance critical thinking and compassion, it also poses challenges in managing anxiety. The facilitator’s role is crucial in creating an inclusive atmosphere that supports diverse learning needs and encourages students to engage critically and compassionately with their education.

Reflection

The session is a reflective and participatory learning environment, where the facilitator emphasizes self-evaluation and open dialogue. This approach aligns with Paulo Freire’s “Pedagogy of the Oppressed,” as it fosters a democratic exchange between the educator and learners, encouraging critical thinking and self-awareness. The method of asking for candid feedback and admitting to personal shortcomings reflects Freire’s concept of dialogue, where the teacher-student dichotomy is blurred, and both parties learn from each other. The focus on comfort levels and emotional responses during the self-evaluation process also resonates with Freire’s ideas about the humanization of education. By acknowledging the learners’ discomfort and validating their experiences, we steps away from the “banking model” of education, where knowledge is simply deposited into students, towards a more liberating educational practice that empowers learners to critically engage with their learning journey and its implications for their future careers.

Personal Insight

Reflecting on the entire chat and the experience it documents, I’ve come to recognize how my emotional proximity to the students necessitated from a diffetrent perspective, which led me to use ChatGPT. Listening to my own voice during the presentation was challenging, not just because of the self-consciousness it evoked, but also due to my deep-seated desire to enhance the students’ experiences and well-being. I could discern the undertones of anxiety, the eagerness to fill silences, and the inherent push to deliver value in what was the last day for one cohort and a fresh beginning for another. It was an emotional amalgam of imparting final wisdom while also planting seeds of courage to dispel any budding fear in the newcomers.

Through the focus group, I also confronted my own vulnerabilities as an educator—the fluttering fears of inadequacy and the ghost of impostor syndrome lurking in my mind. The realization that my listening skills need honing was stark; I often caught myself interrupting student feedback with explanations, a habit that perhaps stemmed from an intent not to disappoint, yet inadvertently leading to a more inconclusive session. This self-awareness is a step toward my growth, understanding that sometimes, the most profound support I can offer is to simply listen, allowing the students to express themselves fully without the interjections of my own voice filling the quiet spaces meant for their reflections.

AI Chat GTP

The analytical description provided below was generated through prompts given to ChatGPT, which served as an impartial tool to dissect the nuances of the session. Utilizing ChatGPT’s capabilities, the paragraph offers an objective perspective on the session’s dynamics, emphasizing its participatory nature and alignment with progressive educational theories. This external analysis through an AI medium provides insights detached from personal biases or interpretations, which could be especially useful for a facilitator seeking to understand the effectiveness of their pedagogical approach from a fresh viewpoint. On the other hand, the description, as analyzed through prompts given to ChatGPT, inherently carries the constraints of the AI’s programmed knowledge and the perspectives of its creators. While the analysis aims for objectivity, it is important to acknowledge that ChatGPT operates within a defined set of parameters and draws upon a vast, yet specific, dataset that influences its interpretations. This means that the analysis, while systematic, is not entirely devoid of the underlying biases present in the data it was trained on, offering a view that is objective to a degree but still subject to the limitations and design of the AI system.

Description of images

Description prompt : Can you analyse the images below from the session and anything you can notice in the session ( mood, body positon, colours etc)?

The photographs depict what appears to be a collaborative and creative workshop environment. The mood is one of focused activity with participants engaged in discussions and hands-on work, indicative of a bustling and productive setting. Participants are seen interacting with each other around tables filled with papers, drawings, and personal items, suggesting a session involving brainstorming or design thinking. In several photos, individuals are gathered around tables in a room with computers and projectors, pointing to a technologically equipped learning space. There is evidence of group work, as many are in discussion or looking at papers together, which implies an atmosphere of peer learning and teamwork. The setting seems to be an educational workshop or a class, possibly related to design or art, given the visible sketches and storyboards. Some participants are smiling and in conversation, hinting at a positive and informal atmosphere conducive to creativity and exchange of ideas. The presence of visual aids projected on screens and the layout of the room with shared tables promote a sense of community and collaboration. The informal clothing of the participants and the organized chaos of materials suggest a casual workshop where comfort and free-flowing ideas are encouraged. The images collectively convey a snapshot of a dynamic and interactive learning experience, where the action revolves around sharing, developing, and possibly critiquing creative work. This setting is likely designed to foster innovation, peer feedback, and collective learning experiences.

Description of the transcript of the audio recording

Description prompt : Can you analyse the transcript from the session the overall discurse and results, an anything else you can notice in the session ( mood, topics, themes, reactions etc)

Description: The text appears to be a transcript of a session conducted by Kim Noce, who seems to be leading a discussion or workshop, possibly in an educational or training context. Here are some observations based on the transcript provided:

Session Topic and Activities: The session involves a discussion about a “the last unit” which determine the final grade / outcome of the Master’s program (MA). It includes self-evaluation activities and discussions about projects and aspirations.
Use of Technology: Participants are also using Mentimeter to participate in the activity, likely involving their phones, which suggests an interactive element possibly through an app or website.
Mood and Tone: Kim Noce has an informal and conversational tone. There are acknowledgments of potential discomfort among participants, especially when deciding on their future or grades. Kim seems to be supportive, aiming to make participants feel comfortable and is seeking honest feedback.
Themes and Topics: Key themes include self-evaluation, goal setting, comfort levels in assessment situations, and the importance of clear instructions. The session also touches on the alignment of student projects with educational outcomes and the relevance of these projects to future aspirations.
Interactivity: There is a back-and-forth dynamic as Kim checks in with participants about their progress through the session, asking if they are ready to move on to the next slide or activity. This suggests a structured session with visual elements or a presentation.
Participant Engagement: Kim is attentive to the participants’ understanding and feelings, asking for their comfort levels and emotional responses to the activities. This points to an emphasis on reflective practice and emotional intelligence.
Feedback and Iteration: There is a focus on continuous improvement, with Kim asking for feedback on how to improve the session and acknowledging their own potential shortcomings (“where I usually fail”). Kim is open about their own processes, admitting to being “chaotic” and seeking ways to refine the approach based on participant feedback.
Reaction to Feedback: There is a focus on discussions on changes based on previous feedback, suggesting that the session is iterative and responsive to participant needs. There is an encouragement for honest and direct feedback, indicating a democratic and participatory approach to teaching.
Aspirations and Inspirations: The conversation includes a discussion about inspiring students through examples, such as a storybook trailer, indicating a desire to motivate students by showcasing practical applications of their learning.

Overall, the session seems to be part of an educational program where self-evaluation and reflection are key components. Kim Noce appears to be facilitating this session with a focus on participant comfort, engagement, and the practical application of the course content to future career paths. The tone is collaborative and iterative, with an emphasis on transparency and open communication.

Bibliography

Freire, P. (2000). Pedagogy of the Oppressed, 30th anniversary edn, translated by Myra Bergman Ramos, with an introduction by Donaldo Macedo. New York: Continuum.
Mellow Kyler (2022) YouTube. Video Audiobook: Freire, P. (2018). Pedagogy of the Oppressed. 4th edn. [ebook] New York: Bloomsbury Academic: Available at: https://www.youtube.com/watch?v=9NzKrFAaCsA (Accessed: 07 June 2023-03 February 2024).
(2024). “Data Collection Using Drawings, Photographs and Transcript: A Reflexive Approach in Ethnographic Research”, Open AI ChatGPT. [Date of Chat: 05 December 2023 – 03 February 2024].
Noce, K. (2024). “Collection of Pictures: Student Self-Evaluation Observations Documentation” [Digital Photographs].
Noce, K. (2024). “ARP KIM NOCE – Growing Equity – Presentation 9-2-2024” [PDF].

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