HAPPY HOUR DISCUSSION:
3. Next, independently, reflect in your blog about the experience. In particular, think and write about:
• Your perception of your role/identity at the beginning of the process.
I perceive myself as part of a team attempting to accomplish a task.
• Your perception of your role/identity as things progressed.
I need I needed to take or initiative; be more than just a member, I needed to inspire people to move faster.
• Your successes and frustrations along the way: How did you feel about your successes?
I don’t think we were successful.
• How did you feel about your frustrations?
I am not frustrated because I know the group made a genuine attempt to succeed.
• What actions/changes in behavior did the successes instigate? I feeling of enjoyment and cohesiveness.
• What actions/changes in behavior did the frustrations instigate?
more of a sense of urgency.
• What was your role, contributions, and level of commitment to the group from the perspective of your peers. We were all committed to accomplishing the task.
• Were you an innovator? A little bit.
In what way did you contribute to your group’s creative process?
I was a taping madman.
4. Lastly, share out your thoughts with the large group.
Good job group!
Thursday, February 25, 2010
Thursday, February 11, 2010
1.What concerns do you have about yourself as a researcher?
Time constraints are my primary concern. Trying to keep up with all the demands is stressful. That aside, I think I’ll need more self-discipline in trying to stay focused. One last thing, I’ll have to be a bit more aggressive in seeking out information from other participants.
2. If you look at (and document) your experience/innovation from your perspective what might you gain or lose?
I might gain insight as well as lose a bit of self-esteem.
3. If others provide their perspective and experience as participants what might you gain or lose?
There’s a lot to gain here. I need to be an effective broker and negotiate ways that I can gain access to more information. Other teachers can provide valuable insight as to whether or no the same techniques worked for them.
4. How might your perspective of your experience/innovation be considered part of your data set? How might you capture and analyze your ideas?
I think by carefully documenting and analyzing the experience as it happens.
5. What questions from the Power Point will you use?
Those that pertain to honest self-reflection.
Time constraints are my primary concern. Trying to keep up with all the demands is stressful. That aside, I think I’ll need more self-discipline in trying to stay focused. One last thing, I’ll have to be a bit more aggressive in seeking out information from other participants.
2. If you look at (and document) your experience/innovation from your perspective what might you gain or lose?
I might gain insight as well as lose a bit of self-esteem.
3. If others provide their perspective and experience as participants what might you gain or lose?
There’s a lot to gain here. I need to be an effective broker and negotiate ways that I can gain access to more information. Other teachers can provide valuable insight as to whether or no the same techniques worked for them.
4. How might your perspective of your experience/innovation be considered part of your data set? How might you capture and analyze your ideas?
I think by carefully documenting and analyzing the experience as it happens.
5. What questions from the Power Point will you use?
Those that pertain to honest self-reflection.
Thursday, February 4, 2010
The terms used pertaining to my topic: sustained silent reading.
How did I locate refereed literature? I simply checked the peer-reviewed box.
Criteria? I made sure the articles had references, good author credentials, and applied methods.
Those articles that were omitted were typically those that were limited in scope. That is, they only included limited schools or respondents.
I did not follow any particular organizational formula when I did the review; it really did not matter in the context of my study.
One of the major hindrances of ding a literature review is the lack of experience and training. I do not yet have confidence in my skills and knowledge in this area. I think it would be helpful to examine the works of others who have successfully accomplished literature reviews. I am particularly interested in how to do them creatively (as Boote & Beile discuss).
Inform my area of study? I think Vygotsky's work will be helpful (that's why I joined the group). In addition, topics such as Zone of Proximal development, active engagement, and collaborative inquiry will be of use.
How does the literature relate?
How did I locate refereed literature? I simply checked the peer-reviewed box.
Criteria? I made sure the articles had references, good author credentials, and applied methods.
Those articles that were omitted were typically those that were limited in scope. That is, they only included limited schools or respondents.
I did not follow any particular organizational formula when I did the review; it really did not matter in the context of my study.
One of the major hindrances of ding a literature review is the lack of experience and training. I do not yet have confidence in my skills and knowledge in this area. I think it would be helpful to examine the works of others who have successfully accomplished literature reviews. I am particularly interested in how to do them creatively (as Boote & Beile discuss).
Inform my area of study? I think Vygotsky's work will be helpful (that's why I joined the group). In addition, topics such as Zone of Proximal development, active engagement, and collaborative inquiry will be of use.
How does the literature relate?
Thursday, January 21, 2010
Happy Hour Discussion
How will investigating your identity (as related to your participation in your Cohort and your Workplace CoP) enhance the insight and learning you gain from these communities?
I think it forces me to take a careful look at how my identity has influence on the way meaning is negotiated. For example, I might view some members as being impediments to certain functions such as proper alignment with what others at the district want.
What is your identity within each CoP? I’d say my identity works better in the context of this cohort than it does as a member of my CoP. This is due to my having boundaries that are more clearly defined at the workplace, or the fact that teachers are cliqueness.
How is your identity within these two CoPs connected?
It’s connected by my identity as an educator.
How is it separate? I serve different functions; with one I’m a colleague, the other a student.
How will your identity shape your social connections, practices, actions, and ultimately your learning this semester?
Much of this depends upon how successful I am in combining competence and experience.
How will you assure you are open to shifts in identity? How will you know when this happens?
I think these shifts will happen when we transcend boundaries (if that becomes possible).
I think it forces me to take a careful look at how my identity has influence on the way meaning is negotiated. For example, I might view some members as being impediments to certain functions such as proper alignment with what others at the district want.
What is your identity within each CoP? I’d say my identity works better in the context of this cohort than it does as a member of my CoP. This is due to my having boundaries that are more clearly defined at the workplace, or the fact that teachers are cliqueness.
How is your identity within these two CoPs connected?
It’s connected by my identity as an educator.
How is it separate? I serve different functions; with one I’m a colleague, the other a student.
How will your identity shape your social connections, practices, actions, and ultimately your learning this semester?
Much of this depends upon how successful I am in combining competence and experience.
How will you assure you are open to shifts in identity? How will you know when this happens?
I think these shifts will happen when we transcend boundaries (if that becomes possible).
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