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Rhode Island College • Feinstein School of Education & Human Development •
Dept. of Educational Studies
FNED 562
Inquiry into Classroom Practice
Week #4: Exploring Teacher Research
What was due? Memo #2: Setting -- All have been graded in Blackboard prior to Week #4 class time on Wednesday at 4 p.m.
What was due?
Read "Discovering Action Research: the Evolution of my Research Question,”
by Barbara Bell Angus.
What do you need to do in response to this assignment during today's Week #4 class?
Summary: In this analysis of her action research project, Bell Angus comes to realize that what she thought was her research question was not reflective of students’ actual classroom practice. When she turned some decision-making over to students, she discovered they were more engaged in the overarching goals. However, her research question continued to evolve as she studied the data and learned that forces greater than what she had anticipated were influencing classroom interactions and learning.
Here is your assignment: Dialectical Responses to Bell Angus. Please make a copy of this Google Doc, then complete it thoroughly. Post it on your blog. Be ready to share it with your course colleagues during our next session.
What was due?
Read Falk & Blumenreich, The Power of Questions, Chapter Nine
What do you need to do in response to this assignment during today's Week #4 class?
Assignment: Create a one-page Google Drawing that captures essential details from a page in F&B, The Power of Questions. Two or three teachers will analyze the same assigned page(s), but each teacher will have a different goal. Note: The partners do not compose together. Each creates her/ his own Google Drawing. Please use a visually appealing design that incorporates imagery and connecting lines to reinforce major ideas.
Partner A: the main idea and supporting details (direct excerpts with in-paper citations)
Partner B: overarching theme and possible applications to secondary classrooms
Here is a Google Doc for the partner and page assignments.
After you create your Google Drawing, download it as a jgp. Post it on your this Collaborative Google Slideshow on your assigned page.
The graphic below is one Dr. Carolyn created for a similar assignment recently using Google Drawing to describe an entire non-fiction essay.
What was due?
Take observational notes in your teacher researcher journal for 10 minutes average a day.
What do you need to do in response to this assignment for today's Week #4 class?
Here is a student sample of some very concise writing that I received this semester from a student in my "Introduction to Gender and Society" course. Please read it.
Then make a copy of this Google Doc. On it, identify five (5) ways why this writer was so successful due to the writing style incorporated. (Below is a schematic for ideas.)
Afterward, survey your teacher researcher journal. Identify a passage that would be excellent for revision, using the student sample above as model for style and length. Revise it, thinking of prose as poetry so that every phrase evokes an image in the reader's head. (Oops -- that's one of my concise writing strategies.) Be ready to share during our next face-to-face class.
What is due for our next class: Week #5?
- Evidence that you've completed everything above, ready to go, at the beginning of class. These items above are not submitted to Blackboard; instead, we'll use them as the foundation for our next session together face-to-face.
- Memo #3: Teacher researcher methodology, which will be graded in Blackboard prior to class time on Wednesday at 4 p.m. If you post Memo #3 to Blackboard by midnight on Monday, then that should give Dr. Carolyn time to offer feedback to you.
- Read F&B: Chapter Two
- Take observational notes in your teacher researcher journal for 10 minutes average a day.
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