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Preservice Teachers as Researchers

Preservice Teachers as Researchers. Audio Artifacts for Classroom Ethnography Elissa Jones, C&I 440 Spring 2008. So far, you have… (March 11, 2008). Written your philosophy of education Selected 3-5 main “talking points”

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Preservice Teachers as Researchers

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  1. Preservice Teachersas Researchers Audio Artifacts for Classroom Ethnography Elissa Jones, C&I 440 Spring 2008

  2. So far, you have… (March 11, 2008) • Written your philosophy of education • Selected 3-5 main “talking points” • Chosen an area of focus for professional development this semester, connected to your philosophy • Thought about specific strategies for improvement • Considered evidence to review/collect along the way ALSO: I asked you to audiotape yourself teaching before spring break. Your tape may have you teaching a full class, leading a small group, or working with students one-on-one. A tape (regular or microcassette) is the best way to collect this audio sample: it’s the simplest to use.

  3. What is ethnography? Essentially, it’s a research method that involves close observation of cultural practices. One definition is: the study and descriptive documentation of culture. Why would you want to do it? • Reflection alone does not change practice. • Teachers become learners. • Gives you the advantage of time. • Gives you the advantage of perspective. • Lets you see deeply and longitudinally. • It’s one thing teachers can do to become better.

  4. Ethnographycon'd This is a tool for solving problems & improving your teaching. • When something is wrong • When you want to improve The main thing is to look closely at what is happening in your classroom, then step back to analyze & evaluate.

  5. Teacher Action Research Cycle

  6. Examples Using Audio • link: UW student portfolio : showing success • handout: (Frank, 1999): talking about struggles • demonstration: mystery teacher

  7. STEPS in the process • Select audio clip. (30-90 sec., connects to your focus) • Transcribe clip. • Analyze clip in light of your focus. • Evaluate your progress. • Plan for continued improvement.

  8. Mystery Teacher: Philosophy/Focus • 2nd-3rd grade Spanish-English bilingual classroom • “philosophy of bilingual education” • key point for example: “Because I believe that English language development happens on a continuum, I avoid correcting my students’ use of oral language. Since they are elementary aged students, many corrections would likely have little meaning to them anyhow. Rather, I try to expose my students to a wide variety of authentic models and purposes in which to use their language, and, more often than not, their language or usage “errors” work themselves out with practice.” • imaginary focus: To create low-risk opportunities for oralpractice in English without error correction.

  9. STEPS in the process • Select audio clip. (30-90 sec., connects to your focus) This may actually be the hardest part. Listen carefully to yourself teaching, taking notes on what you hear (yourself, the students, everything). When you finish, review your notes for examples that connect to your focus for professional growth this semester. To create low-risk opportunities for oralpractice in English without error correction. For Mystery Teacher, I looked for a place where I could see her enacting strategies to improve in her imaginary focus area. That means I selected a piece where she created an opportunity for her students to practice orally, and I looked for places both where she did and did not correct their errors.

  10. STEPS in the process (Be prepared; this takes forever.) • Transcribe clip • Listen many times. • Label speakers. • Show important nonverbal communication if you can. (shrug) • Show speakers talking • talking at the same time? • Yeah, and interrupting… • Once you’ve listened carefully many times, if you still can’t understand • something, use (?).

  11. Sample Transcription

  12. Sample Transcription

  13. STEPS in the process • Analyze clip in light of your focus/goal. • What should Mystery Teacher notice about… • the opportunity for oral practice • the various risks in play • error correction • strategies she uses for instruction • strategies she uses for other interactions To create low-risk opportunities for oralpractice in English without error correction. Remember As you analyze, consider the whole context, but look most closely and carefully at your audio clip.

  14. STEPS in the process • Evaluate your progress. • Plan for continued improvement. • This is professional writing you might do for a variety of purposes, including: • improving your practice • documenting your professional growth • sharing ideas with other teachers

  15. Audio Session: Tue. 4/1 @ EPCS • Record yourself teaching (use cassette) • Select a piece (30-90 sec.) that relates to your focus • Transcribe the clip (save text file) • Analyze the clip in relation to context and focus • Write: caption, analysis & evaluation (save files) • Think about display – where & how? • BRING: tape, text files, display ideas We will be repeating this process with VIDEO after spring break. Our EPCS Video session will be 4/22 – you’ll need to be ready by then.

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