TED Oral Examination Committee Members, Dr. Brinkerhoff, Dr. Keyes and Eileen Waldschmidt, thank you for your feedback, suggestions and insight concerning our Practitioner Research Inquiry proposal presentations on Nov. 4, 2011.
Our PHOTO THANK YOU is provided below:
Frances & Teacher Practitioners
(Angela, Betty, Brenna, Joe, Lydia & Melanie)
Saturday, November 12, 2011
Thursday, August 25, 2011
WELCOME Cohort Members, to your Capstone Experience!
FALL (EDUC 513)
Dear Teacher Practitioners,Welcome to the part of the program (EDUC 513 Reflective Inquiry AND EDUC 590 Seminar) where you get to direct your own show, including, staging, scenery, casting and production within a looming deadline! This is the time to ponder, write, question, write, synthesize, write, analyze, write and create from your reflective stance what you have learned and how you have applied what you have learned last year (516, 542, soc justice, reading problems, etc) and throughout your teaching to where you are now.
What is your question today? This is more than just an assignment for a grade; this is all about you as a professional, your professional thinking, habits of mind and practice as you make transparent in writing, visually, metaphorically, symbolically your teaching and learning with your students. This is authentic learning at it's professional best. It will become the research story of your classroom.
Welcome to the journey that will transform you this year. I am happy to travel alongside you as your colleague and guide.
Week 1
Session I:
1. Writing Prompt (see below)
Graduate Matters: POS, Letters of Intent, Letter to yourself
2. Intellectual History of your Question: Teacher Practitioner Sarah Capitelli
3. Intellectual History of 2011 Cohort
4. SEPTA Map Metaphor
5. Post Card: Questions
EDUC 513 Seminar: Writing PromptI am a teacher. I write about my work, about teaching, and about researching my teaching through my journal. I enjoy writing, but teaching must be at the center of any other work that I do; my research and writing must directly feed my teaching. Keeping a journal has been a realistic way for me to learn about, inquire into, collect data about, and enhance my practice as well as to learn about and plan for the children. Although writing in my journal each day takes time, it is economical and is the genre most compatible with my style of writing, my way of teaching, and my way of thinking.
I continue to keep a journal for a variety of reasons. First and most important, it helps me with my teaching. When used in certain ways, the journal allows me to look closely at curriculum. As I teach, I wonder how my thinking and my students’ thinking evolve over time. I wonder what I have valued and what the children are interested in and value. Lesson plans don’t tell me this, but my journal does. My journal is a place for planning, for raising questions, for figuring things out, and for thinking. Did I stick to my plans? What did the children do with what I tried to teach? What did the children work on? What do they contribute to the life of the classroom each day? Did I do what I wanted to do that day? Have I accomplished what I wanted to accomplish over time? What are the possible extensions of what we are currently doing? I want to know these things—and many more—and the way I can discover them is by describing what happened each day and by reading and reflecting on it. The journal provides completion and closure at the end of the day….
Interestingly, going back over my journal and rereading it and reflecting on it have never been as important to me as writing it. Perhaps that’s because as long as I have the written record—because I have documented what happened—I know that there’s always the possibility of going back to it at a later time, by myself or with colleagues, to learn what I can about my teaching from my teaching.
Streib, L.Y. (1993). Journal: Visiting and revisiting the trees. In Marilyn Cochran-Smith & Susan Lytle. [Eds.]., pp. 123-124.
Week 2 (See Emerging Photography quotes above)
Read: Living the Questions Chapter 1 Discuss
Read: Streib's Visiting and Revisiting the Trees-write reflections
Map out your 4 reflections
POS & Letter of Intent
Create Google sites
Intellectual History & Question? (SEPTA map)
Oral Exam video excerpts
Article Discussion-Steib, Brown
Anatomy of Article & Annotations
Week 3, Sept. 6:
Beginning your question journey
Anatomy of a research article, APA Style?
What is your question today? This is more than just an assignment for a grade; this is all about you as a professional, your professional thinking, habits of mind and practice as you make transparent in writing, visually, metaphorically, symbolically your teaching and learning with your students. This is authentic learning at it's professional best. It will become the research story of your classroom.
Welcome to the journey that will transform you this year. I am happy to travel alongside you as your colleague and guide.
Week 1
Session I:
1. Writing Prompt (see below)
Graduate Matters: POS, Letters of Intent, Letter to yourself
2. Intellectual History of your Question: Teacher Practitioner Sarah Capitelli
3. Intellectual History of 2011 Cohort
4. SEPTA Map Metaphor
5. Post Card: Questions
EDUC 513 Seminar: Writing PromptI am a teacher. I write about my work, about teaching, and about researching my teaching through my journal. I enjoy writing, but teaching must be at the center of any other work that I do; my research and writing must directly feed my teaching. Keeping a journal has been a realistic way for me to learn about, inquire into, collect data about, and enhance my practice as well as to learn about and plan for the children. Although writing in my journal each day takes time, it is economical and is the genre most compatible with my style of writing, my way of teaching, and my way of thinking.
I continue to keep a journal for a variety of reasons. First and most important, it helps me with my teaching. When used in certain ways, the journal allows me to look closely at curriculum. As I teach, I wonder how my thinking and my students’ thinking evolve over time. I wonder what I have valued and what the children are interested in and value. Lesson plans don’t tell me this, but my journal does. My journal is a place for planning, for raising questions, for figuring things out, and for thinking. Did I stick to my plans? What did the children do with what I tried to teach? What did the children work on? What do they contribute to the life of the classroom each day? Did I do what I wanted to do that day? Have I accomplished what I wanted to accomplish over time? What are the possible extensions of what we are currently doing? I want to know these things—and many more—and the way I can discover them is by describing what happened each day and by reading and reflecting on it. The journal provides completion and closure at the end of the day….
Interestingly, going back over my journal and rereading it and reflecting on it have never been as important to me as writing it. Perhaps that’s because as long as I have the written record—because I have documented what happened—I know that there’s always the possibility of going back to it at a later time, by myself or with colleagues, to learn what I can about my teaching from my teaching.
Streib, L.Y. (1993). Journal: Visiting and revisiting the trees. In Marilyn Cochran-Smith & Susan Lytle. [Eds.]., pp. 123-124.
Week 2 (See Emerging Photography quotes above)
Read: Living the Questions Chapter 1 Discuss
Read: Streib's Visiting and Revisiting the Trees-write reflections
Map out your 4 reflections
POS & Letter of Intent
Create Google sites
Intellectual History & Question? (SEPTA map)
Oral Exam video excerpts
Article Discussion-Steib, Brown
Anatomy of Article & Annotations
Week 3, Sept. 6:
Beginning your question journey
Anatomy of a research article, APA Style?
Thursday, January 20, 2011
Graduate Student Colloquium (March 31, 2011)
The content of the email below was forwarded on behalf of Deborah Rifenbary to UNM faculty> I encourage you all to attend. You present as a panel of teacher practitioners, sharing where you are at this juncture in your practitioner research. Being able to articulate and share what you have been doing and what you have been thinking about, helps clarify things and brings new insight and awareness. As Donald Normans said: "The stories we tell not only explain things to others, they explain them to ourselves."
>>> Deborah Rifenbary 11/29/2010 12:43 PM >>>
The 14th annual Graduate Student Colloquium will be held on Thursday, March 31st, 2011. The colloquium is a series of concurrent, break-out sessions (including individual paper presentations, group presentations, panels, roundtables and poster sessions) followed by a buffet dinner and keynote speaker. This year the keynote speaker is Dr. Nel Noddings, the Lee L. Jacks Professor of Education, Emerita at Stanford University and well known for her work in the ethics of caring.
As in the past, I would ask you to encourage your graduate students, both master's and doctoral to participate as a presenter, attendee or both. This is a wonderful opportunity to support and engage students in research activities. Faculty have supported this event in a variety of ways including incorporating a presentation as part of a class assignment, taking classes to the colloquium during class time or requiring students to attend and write a short paper about their experience.
Faculty are being asked to be involved again this year. Once the schedule is finalized, faculty will be needed to chair individual sessions. Sessions are scheduled from 1:00 to 6:00 in hour long blocks. In addition to chairing, you are invited to present your research and facilitate a round table discussion from 12:00 to 1:00 prior to the student presentations. More information regarding the format will be forthcoming but I wanted you to begin thinking about your and your graduate students' involvement as you prepare for the spring semester.
On a final note, Dr. David Scott is expanding the focus on the IMPACT website to showcase the exemplary research of graduate students. Faculty will be invited to recommend colloquium participants to be considered for inclusion on the website. More information will also be forthcoming.
Your participation is most welcome. Thank you for your consideration.
Deb
Deborah Rifenbary
Associate Dean of Academic Affairs and Faculty Development
Office of the Dean
College of Education
University of New Mexico
505-277-8933
riffer@unm.edu
>>> Deborah Rifenbary 11/29/2010 12:43 PM >>>
The 14th annual Graduate Student Colloquium will be held on Thursday, March 31st, 2011. The colloquium is a series of concurrent, break-out sessions (including individual paper presentations, group presentations, panels, roundtables and poster sessions) followed by a buffet dinner and keynote speaker. This year the keynote speaker is Dr. Nel Noddings, the Lee L. Jacks Professor of Education, Emerita at Stanford University and well known for her work in the ethics of caring.
As in the past, I would ask you to encourage your graduate students, both master's and doctoral to participate as a presenter, attendee or both. This is a wonderful opportunity to support and engage students in research activities. Faculty have supported this event in a variety of ways including incorporating a presentation as part of a class assignment, taking classes to the colloquium during class time or requiring students to attend and write a short paper about their experience.
Faculty are being asked to be involved again this year. Once the schedule is finalized, faculty will be needed to chair individual sessions. Sessions are scheduled from 1:00 to 6:00 in hour long blocks. In addition to chairing, you are invited to present your research and facilitate a round table discussion from 12:00 to 1:00 prior to the student presentations. More information regarding the format will be forthcoming but I wanted you to begin thinking about your and your graduate students' involvement as you prepare for the spring semester.
On a final note, Dr. David Scott is expanding the focus on the IMPACT website to showcase the exemplary research of graduate students. Faculty will be invited to recommend colloquium participants to be considered for inclusion on the website. More information will also be forthcoming.
Your participation is most welcome. Thank you for your consideration.
Deb
Deborah Rifenbary
Associate Dean of Academic Affairs and Faculty Development
Office of the Dean
College of Education
University of New Mexico
505-277-8933
riffer@unm.edu
Welcome back to our Research Seminar Capstone Experience (Spring 2011)
(otherwise known as teacher storytelling).
During this Spring Seminar Capstone master’s project, you are connecting practice to theory through inquiry research conducted in your classrooms as you reflect on your daily teaching. As teacher practitioners, you are reflecting on your autobiographical professional selves - your intellectual history - describing how your teaching and learning inside and outside the classroom is transforming you.
Your practitioner research project provides a small glimpse into the culture of your classroom where you are systematically gathering data and analyzing your work and that of your students. In this classroom context you are learning about yourselves and that of your students as you tell and retell your collective stories with students as co-researchers along side you.
Your teacher reflections become data you will cite and reference in the telling of your classroom story. You will augment your experiences finding out what others are saying about your topic, connecting what you are reading to what you are discovering as you go along, trusting the process, yourself and your students.
We will continue to refer to Living the Questions (Hubbard & Power, 1999) as a guide in collecting and analyaing your data and our beloved APA style manual in writing your story to academic specifications.
Now on with the show.........................Frances
During this Spring Seminar Capstone master’s project, you are connecting practice to theory through inquiry research conducted in your classrooms as you reflect on your daily teaching. As teacher practitioners, you are reflecting on your autobiographical professional selves - your intellectual history - describing how your teaching and learning inside and outside the classroom is transforming you.
Your practitioner research project provides a small glimpse into the culture of your classroom where you are systematically gathering data and analyzing your work and that of your students. In this classroom context you are learning about yourselves and that of your students as you tell and retell your collective stories with students as co-researchers along side you.
Your teacher reflections become data you will cite and reference in the telling of your classroom story. You will augment your experiences finding out what others are saying about your topic, connecting what you are reading to what you are discovering as you go along, trusting the process, yourself and your students.
We will continue to refer to Living the Questions (Hubbard & Power, 1999) as a guide in collecting and analyaing your data and our beloved APA style manual in writing your story to academic specifications.
Now on with the show.........................Frances
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