Day 2: Sound Bytes

Snacks
We’re official! The chocolate arrived! One of the two bags of peanut M&M’s were opened before many computers were raring to go! Muffins, fruit, pistachios, peanut butter M&M’s, two bags of Twizzlers [Family Size with the Resealable Bag], and Natalie’s special request: cranberry juice and sparkling water. Again, we’re officially at a NWP event!

Natalie started the day by personalizing daily pages. Each person is given an invitation that contains two prompts: a written prompt and of course a visual from our residing artist! :)

Morning Pages: Our Personal Invitations from Natalie to Explore our Research
Renee, I was intriguiged with the idea of “tracking” in your writing circles. This particular artist, who creates images of sacred circles, clearly feels that the diversity of color, shapes and textures adds to the intensity of her message. Do you feel that homogenous groups would spark deeper or more shallow discussion? What are some of the problems in a homogenous group?
The suggestion was given to me by two teachers to let them form their own groups at first. This way they will have a comfort level with who they are with and usually the students put themselves in homogeneous groups naturally. Let them stay in these groups for a while and then make necessary changes.I am thinking that groups of 4 are the goal. From what I have experienced and heard in Kagan cooperative training that is the best number. Also, I am thinking that keeping them in the groups for 6 weeks is a good time. They could be in these groups for lit circles and writing circles. 6 weeks is a hexter and Kagan cooperative training suggests that amount of time also.

Stacey, I’m curious as to what you expect to glean from the Art of Revision ed, Wendy Bishop book. How do you see this relating to your research question?, I’m curious as to what you expect to glean from the Art of Revision book. How do you see this relating to your research question?
☼ As I was reading, I thought of something else I think I know: students need to have experienced something –sports, rodeo, music, cooking – where they have repeatedly practiced that something to get it right to understand the importance of revision. And, as a teacher, I need to help students make the connection between that something and writing! I see a lesson plan and demo in the works…

Nat,Hmmm, I guess what I want to know is how this will all wash out in the long run. Do I have any plan in mind to track the progress of my students?
“It seems that the only way they [students] will actually take the love of writing – and the potential it has to offer their students into this real world is to have made it part of who they are as teachers. My process must address this internalization. Which means the process cannot be a one-shot strategy. Because in order for an idea to become part of who you are I believe there must be interaction over time. And this is a revelation that has occurred to me for the first time now. Prior to this minute I thought of my strategies and entities separate from the rest of my curriculum – but in order to succeed I see now that the concept must become part of my own teaching. I need to face the future and model what I know.”

Steph, it seems that you encourage your students to look at themselves as what they can be, not what they are. Did you know artist Keith Haring began his career as a graffiti artist, undoubtedly someone who many people didn’t think would amount to much. Have you given any thought to looking at any research models in the other arts to help develop your own research question?
“I think kids just don’t get taught ‘life’ much and therefore are so busy figuring that out that they forget to see themselves in it; therefore, I feel they don’t understand their own potential….We talk about ethical and political issues often as a result of looking at Picasso’s “Gernica” or reading one of many of Ginsberg orWhitman’s poems. It’s interesting. The kids have a lot of ideas and are often willing to support them, once they can take a temporary leave of all the other garbage they’re worried about and just put it out there and see what happens. They know full well they’re safe to do so in my class and that saying or doing anything to just please me makes me want to vomit or throw a temper tantrum, so that is never an issue.”

Cindy, In this picture it appears at first glance to be two people, but on closer inspection you see that one is the artist and the other simply a chalk drawing on the sidewalk. This addresses my question for you ...how do you tell what’s real from what’s perception? What I mean is, how do we determine the changes that occur as a result of what we do as t-rs and changes that would have naturally occurred anyway? How do we know what’s real?
“Believe it or not, I’ve been thinking about the last question in particular, and Jason (Malone) and I were just talking about it yesterday in reference to students’ reactions to The Life of Pi, which Rebecca’s kids have been reading to mixed reviews in book clubs for the past couple of years. Well, you get the picture—more groovy serendipity in CSUWP. So it may be hard for me to think of these questions in the broader sense of t-r, but I’m going to try in the next 8 minutes.This question really has to do with the nature of truth, I think (oh, yeah, like I’m gonna solve that problem in 8 minutes…). Okay, so I’ll take a stand. I do think that truth is in the eye of the beholder to a large extent, but I also think it does matter. Yes, there is such a thing as empirical truth, at least when it comes to inanimate objects, but as soon as something moves, well, so does the nature of truth. One of the things I’ve learned in my years as a qualitative researcher (and a human being) is that truth is to a large extent the story we tell to make sense of what happened (cf. Life of Pi again).”

Rebecca, I’m curious about what, if any, parameters do you put in place to help monitor the discussion of controversial subjects in your book circles? Interpretation of artworks such as this one titled “Christ’s Last Day” would certainly be a hot topic in a public school setting - how do you handle the idea of censorship?
“My puzzle is how do I help students to not censor their discussions and deal with those ‘elephants’ presented on the pages of their novels in a productive manner.”

Jason, artist Piet Mondrian felt that balance in his life could be achieved through the balance of color, line and shape in his compositions - by looking into himself and using visual images to express larger ideas such as the feel of the city and essence of Broadway in this piece titled Broadway Boogie Woogie. How do you see this new technology changing the way students interpret ideas - or will it?
Paraphrased by yours truly! :0
The title didn’t match up with the picture. I expected movement and color. Broadway Boogie Woogie – it’s like legos! I got bogged down in my blog with so many ideas – that I was digressing so far away from my topic that I just tabled it for now.
Technology has reprogrammed the way we think – perception of ourselves, each other, the world.

Inquiry Groups
SJ [squared]
It has become apparent within the first two minutes of meeting that this group needs a task master. I’m happy to oblige. With a group as dynamic and energetic as this, we’ve decided on a few short hand phrases/actions that can be applied to the individual who needs to be reeled in:
I got it.
Arm motions.
Can we just focus on this one thing?
Distract the talkers with a shiny object! J

Mantra: Be honest and don’t take offence.

PAB’s
The PAB's are a pretty compatible, (if agreeably moody) crew. Some of the norms we agreed on included: equal time for all members, honesty in our responses, desire to be challenged and most importantly a philosophy of press, address, then bless!

Independent Study Time and Search Engines

Researcher’s Chair: Rebecca
The first official researcher’s chair! We realized that we need –of course -- more time. We’re toying with the idea that each t-r should have two time slots: the first, to share his/her research [half hour one day] and the second, to return with any questions he/she might have [half hour the following day]. This would give the t-r time to reflect on all the information we’ve bombarded them with. We’re learning as we go!

One Liners of the Day
If I got a Mac, I’d have to get a divorce. – Natalie
The essence of the M&M’s are taking over the room. – Cindy
“the Slowskis” seem to have inhabited pre-AP – Rebecca
Teacher research doesn’t give you any more control over the variables in your classroom, but you are able to discern patterns which help you understand what is happening in the classroom. – Cindy