hello from the nwp conference in massachusetts!

Hi, all,
Just a quick message to say that I just showed our Advanced Institute blog (and many of your individual blogs) to the participants here at the "Inside Inquiry" conference in Wellesley, Massachusetts, and they think your blogs--as well as the overall concept of our AI--are way cool!

Craig Moyer and Megan Baker are here with me, and they're cramming every resource about teacher research that they can into their heads, and I'm co-facilitating the conference with other members of the NWP Teacher Inquiry Communities Network leadership team. It's been a terrific, but very intense, experience, and we'll have lots of knowledge to share when we get back home.

- Cindy

Inquiry heats up under the summer sun

Summer days are drawing too quickly to a close at my house and I’m working to focus my research question. Cooler mornings have even spurred me to work in the studio. I must admit I included an image here only to try and entice you into reading this entry, and perhaps lure you to my blog where I’ve posted my questions and included the responses I came up with when I completed the activity. Rebecca has already found a few chinks that I completely overlooked (thanks for that!) and I’d be very grateful to have another set of professional eyes looking things over.

As far as the image, it’s the “rough draft” of a visual narrative. Each figure a paragraph expressing one idea, the narrative not complete until all seven figures are finished and in place. The work is very much like the formal critique I want my students to complete – there is a purpose for each component and they all work together. Like good writing each separate sculpture needs to be a strong statement that can stand alone (like a good paragraph), but together the idea coalesces into an idea larger than the sum of the parts.

Just some “food for thought.”

Steph's research 7/17/07

"If we knew what it was we were doing, it would not be called research, would it?" - Albert Einstein

I keep getting stuck on this quote for my research. I want to find out more about what it is that I'm doing in my classes in the research I have or why what I'm doing here and there works in my classroom. I have ordered the Gallas books recommended to me by Cindy, but haven't received them yet. But, I am somewhat hesitant about my project focusing on information I already know. But then again I don't really know where to go from where I am now---reading research. I am currently reading (skipping around) the book Natalie loaned me about abstract thinking and the arts. It spends some time on philosophy (Plato, Aristotle) and their opposing views of abstract thinking's value, or lack thereof. It's so fascinating to me.

But I can't disregard the great and insightful comments made by the AI about an interest in my writing something about what I do in my classes, either. I am still just stuck on the idea of retelling what happens---it makes it sound like my classes are all full of genius children and they are that way all because of me---which is TOTALLY not the case! Ha!

I need to find a happy medium among all of these things and see what comes out of it, maybe. I will keep researching as I prepare to go back to school sooner than later (sorry to bring that up!!!) and reflect on my poetry unit and classroom setting for a reader/conference attendee who doesn't know me or my school...more later as I reread my research schedule! I am both intimidated and excited about it: it's a lot, but it gives me a definite focus for the upcoming year!!!

Fun's over now comes the hard part

Well the fun is over, it was a great two weeks with ya’ll but I guess now we have to get down to the nitty-gritty of our research. At least I feel infinitely better equipped to handle the rigors of the process. Must be these dog-days of summer, but in the short time since the end of the CSUWPAI I’ve already forgotten exactly how we’re supposed to be posting. Is it just to the main blog? Just to our own blog? Or should we do both. So, in an effort to make sure I’ve got all my bases covered (because Renee, like you, I’m a rule follower!) I’ve got two separate (yet equal) posts, here and on my own blog.

I’ve been trying to develop that elusive baseline rubric, the evaluative rubric NOT for grading purposes. My intent is to use this to garner enough information to establish whether or not my students’ writing has improved at the conclusion of my research project. Thanks in advance for taking a look – and I apologize for the length of this blog! Remember that I’m looking for an anticipated improvement in organization and details so that’s what I’m trying to quantify at this point. Students will be looking at art postcards. So, does the following outline what I’m looking for:

Organization
- Introductory paragraph addresses all major components of thesis that follows in the body of the paper (i.e. formal elements, content of the piece, factual and/or inferential information)
- Thesis paragraphs are in the same order as outlined in intro paragraph
- At least one paragraph addresses the formal elements
- At least one paragraph addresses the content of the piece
- At least one paragraph addresses the factual and/or inferential information about the piece
- Thesis paragraphs introduce a concept and build on the concept
- Each paragraph addresses a cohesive, complete component
- Closing paragraph re-addresses all major components of thesis and makes connections that pull them together

Details
- The analysis includes details about the artist, title of the piece, media, subject matter and additional information that could be found on the postcard (size, collection, etc.)
- The paragraph(s) addressing the formal elements include references to both the elements and principles of art
- The paragraph(s) addressing the formal elements relate the elements and principles to one another
- The paragraph relating to content relates at least one idea to a formal element of art
- The paragraph relating to content relates at least one idea to either factual or inferential information about the piece

Outline of Article for a Research Journal

One last part of my notes from the daily log that may be helpful for future reference.

RQs
Review of Secondary Research

• Not a summary
• Argument that synthesizes prior secondary research in a way the demonstrates a gap
• Cindy usually follows the pattern: 1. Here's the relevant stuff we know 2. Here's what we don't know 3. Here's what we need to know 4. Here's what I found out to help fill the gap

Context
Research Methods
Results: Discussion (Analysis of Key Pieces of Data--often reorganized by themes)
Implications/Questions for Further Research (answer so what? and what now?)

Cindy will send out over e-mail 2 articles as samples.

The Last Daily Log

We have arrived at the end of our time together on campus, but the plans have already been made to reconvene soon.

Here's a recap of our final day:

Morning Pages: Jason’s prompt asked us to reflect on the AI experience. What worked? What didn’t work? What needs to be revised/tweaked/omitted?

Overall the group discussed the need for more direction in some aspects (goals, final products, researcher's chair, open activity), yet praised the individual focus that the schedule allowed through independent study, researcher's chair, blogging, and inquiry groups.

Some of the highlights of our discussion:

Renee accurately assessed that we rock. I believe her words were, "We're the coolest!"

Natalie compared the pre-institute meeting to whole life insurance. “Whole life insurance makes sense when you’re talking to the insurance guy, but when you walk out of his office you wonder why you need it.”

Researcher’s Chair: Natalie

Natalie, as always, began with a handout of her time line for next year to focus our attention. She then went on to ask for our feedback concerning her study of pre-service art teachers completing a writing assignment focusing on the critique of a piece of art.

One can only wonder how many times were we answering the wrong question for Natalie.

Natalie has taught the group two important lessons.

1. It is what it is.

2. You don’t know, what you don’t know because you don’t know.


BROWN BAG LUNCH:

During our working lunch we covered several important topics.

1. Staying Connected
A. Blogging:

We will blog a minimum of 2 times a month by posting on our blog and commenting on others’ blogs. (see deadline draft questions below for ideas for posts)

Blog schedule: July 16, July 30, Aug. 13, Aug. 27, Sept. 10
On Sept. 10 post demo outline + 50 word session description

Blogging Buddies will be Inquiry Groups.
(Steph, Stacey, Jason M., Jason C.)
(Renee, Natalie, Rebecca, Cindy)
* Remember you aren’t limited to your blogging buddies! *

B. Inquiry Groups
Meeting face to face is optional, but Cindy’s suggestion is to meet at least once before Sept. 15.

2. Post-Institute Meeting: Saturday, September 15 from 9am-2:30pm at Mugs
Remember to bring:
A. a deadline draft that answers these questions: (bring 8 copies for others to read)
DEADLINE DRAFT ?s
- here’s where I am now
- this is what I think now
- these are the questions I still have
B. outline of demo + session description (8 copies--you posted these on your blog Sept. 10)
(Remember that your demo is a slice of your research. Focus on best practices or strategies for the attendees to take to their classroom. Remember Natalie’s frazzled, fast-talking, canvas bag toting performance).

3. CSUWP Conference
We brainstormed ideas for a focus and title for the conference and discussed the plan for the day. The conference is planned for Saturday, January 26.

Penultimate Daily Log

It is so hot in our room that we changed the schedule so that researcher's chair can be over by 12:30. No air conditioning in our room makes for a warm day.

Morning Pages: Renee; Wisdom from the I Ching
Write from a point of view you've never tried before. Focus on the demo--what will it be like for the person sitting in the audience, what do they want? What will they get from it? Pretend you're an audience member at your own demo.


Renee: I've realized that I'm negative (or paranoid, I don't know which). Renee wrote about the perceptions of audience members and how they might respond. Conclusion: If things aren't going well, just keep going and don't make a face.


Stacey: I went a totally different direction. I figure there is always going to be someone who has more experience, and someone who has less experience than I do.

Natalie: I liked this activity. Made me think of some things I wouldn't have thought of. I guess I would have htem go through the activity. Smiling face. Something on the chairs. Sheet of paper, 3x5 card, art people always expect free stuff.
(All teachers like free stuff, added Steph)

Steph: I wonder if someone in special ed would think "we've known that for years." Other teachers would say, "no way am I teachingpoetry, I hate it and the kids do too. Who does she think she is? But ideally they'll think: Wow, this is interesting to think about the way kids think. If she were up for Miss America I would vote for her.

Malone: I immediately started thinking about what I would do. Creating the documents, thinking about waht I have to rework for my kids. Started going back and thinking about it from the a different perspective. Looks great to me, but I need to back off and think, how does this look to kids. How does this look to parents?

Cindy: Wrote about the Administrator's conference. Very preliminary. Wound up writing about the disappointments. If admin. do decide to come, they may be expecting one thing, and that's not what we do. It needs to be interactive, to get the administrators writing. They are conditioned to think in terms of boxes and binders, and we just don't do that. Professional development like the WP is complex, more than just handouts and worksheets. We want them to write and share their writing so that they can see from the inside out how WP feels and looks. We want admin. to see that WP is not about one person standing in front of the room going through a binder of curriculum materials, it's a more professional life-span approach.

We also talked about the impact of the WP on people, and how to communicate that feeling to administrators. Perhaps a Q&A panel? Cindy also mentioned that we can perhaps co-opt the terminology of the "look for" as in, these are the some of the things that you can look for in a good writing teacher's class.

Rebecca: Good idea for morning pages Renee! I wrote from three different points of view.
First pov: Anti-touchy-feely anti-groupwork teacher might think that it sounds like a "more work for the teacher idea," they hate those.
Second pov: Questioner: How do you actually pull it off? Lots of questions, how do yo make it work? Money? Choices? Groups? How do you set it up?
Third pov: I've tried book clubs, but didn't find it succesful. It seems like a lot more work than just having everyone read one book.

Jason Clarke: I wrote questions for the quick write at the beginning of the session, what would get people writing and thinking:
What is technologies' place in the classroom?
Is technology a revolution for teaching, or just another tool, basically a glorified overhead projector?
Should teachers be on MySpace?
Is the internet making kids smarter and more knowledgable or is it just causing more ADD and creating students who can't and don't think critically?
Which is worse for education, the invention of the television or the invention of the computer?

As we talked, the group pointed out that because my focus is class blog discussions, these discussions should be on a blog as well, which is a great idea--thank you everyone!!!

Inquiry Groups:


Steph: I finished that endless article!
Also found some more articles, but haven't read them yet.
I've also been Gathering information from colleagues over email. My question is more in-depth than I thought. Not caught up with my question yet.
How can I frame questions so that sped kids can get a better sense of what they are able to do?
Survey/questions about reading and writing.
Past experiences with poetry?

Stacey: I think I want permission slips to record the discussions? Other permission slips?

Jason: Blog log, way to track participation in the blog. Each week one student hosts the blog, and then responds to what happened that week. They have to post a question and then answer some questions: I expect them to connect the "four ways of knowing" to the blog; how was it discussed on the blog?

Hopefully they'll use the skills from the class in the process. The blog log will help to track data. It will help to show the connection between the blog activity to grades on papers and grades in the class. It's pretty obvious to me that people who participate in the blog have written better papers. Then we talked for a while about the four ways of knowing and how they work in Malone's "Theory of Knowledge" class.

Open Activity: (Natalie and Stacey)

They started off wearing "WTF necklaces", which concealed the "Hidden agenda".

Asked us to look at three audiences--how would you adress your research to this audience?
1. Define your audience.
2. Identify the data that would be of interest to this audience.
3. Secondary components that would be of interest.
4. Where might you present this information to this audience?

Audience 1: Frazzled, wants everything handed to him/her,wants to be shown, not told, lot's of preconceptions about what is and is not good.
This audience Needs:
Examples
Variety/Handouts
Student Samples
Mini Paradigm-shift
Your Credentials
Secondary Components:
Videotape/Pictures (Visuals)
Related books,
Annotated Bibliography
A disclaimer? What I'm not doing.

The T is removed from the necklaces so we can see "inat."

Audience 2: Super-organized, logical-sequential thinker, who hates touchy-feely stuff and wants data and an explanantion of how that data influences your teaching.

This audience Needs:
Facts
Bibliographies
Statistical data
Quantitative data
Prove that your data is triangulated
Confidence/Attitude is important for the presenter
Show it's tested and "proven" to work
Credentials are important
Want a copy of your paper, including a citation list
Power Point must look like a research report
Context, lit review, research methods, analyze data, findings and implications slide.
CSAP data--numbers on achievement (be careful, they will grill you)

The F is removed so we can see "ion"

Audience 3: Magazines/Journals (Trade Magazines vs. Academic Journals)

The W is removed so we can see the whole word "dissemination"
The "hidden agenda" question is, how do we disseminate our research?

Then they presented us with guidelines for submission from a number of different journals, Steven Church's "Submitting your work," and a "Prospectus Planning Guide."

Researcher's Chair: Steph

After researcher's chair a few of us met at the Pickle Barrel for sandwiches.

Happy fourth of July, see you Thursday everyone!