Sunday, February 10, 2013
Spring 2013
THANK YOU, Kyle, for your generosity in sharing your teacher practitioner research story withn our master cohort on Monday, February 4. One of the most signicant conversations you shared was: practitioner research is on the process and what they, as teachers, are learning along the way. Enjoy the photos from the evening visit. Frances & Teacher Practitioners
Thursday, August 30, 2012
WELCOME Teacher Practitioners F2020
Writing Prompt:
Rhiannon Giddens singin I'm On My Way
"The good photograph is not the object; the consequences of the photograph are the objects. So that no one would say, how did you do it, where did you find it, but they would say that such things could be." Grotte, M. (Fall 2011). Emerging Photographer (The Documentary Issue), p. 37.
What does it take to be a great documentary photographer? "For starters, the projects you pursue should be, first and foremost, personal. "There should be a deep caring for both the subject and the making of beautiful photographs," notes acclaimed documentary photographer Darcy Padilla. "A photograph should have a certain honesty and personal conviction that resonates. To care is to take risks."
"Absorb the work of others and deeply examine how they did what they did."
"Documentary photography chooses you, not the other way around. It's a calling hard to ignore. And ultimately, it's heart that matters. Be daring. Be genuine. ANything less, and it will show."
Witty, P. (Fall 2011). A photo Editor's Insights. Emerging Photographer (The Documentary Issue), p. 45-46.
Bronx Boys by Stephen Shames chronicles the lives of young boys coming of age in a community ravaged by drugs, violence and gangs.
Tuesday, June 26, 2012
Thank you, Dori Molletti, SJC Reference Librarian, (June 26,2012) for sharing your research strategies and skills with our teacher practitioners. Frances
Sunday, January 22, 2012
Graduate Student Colloquium, March 20, 2012
Graduate Student Colloquium information from Dr. Rifenbary:
Hello Everyone, (12/14/11)
I know this is a busy time for all of you, but I wanted to touch base with you about the upcoming Graduate Student Colloquium to be held on Tuesday, March 20, 2012 before you leave for the semester. The colloquium is a series of concurrent, break-out sessions (including individual paper presentations, panel and round table discussions and poster sessions) followed by a buffet dinner and keynote speaker.
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 has been done 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 and impressions.
Faculty participation will again be welcome. Once the schedule is finalized we will need faculty to chair individual sessions. Sessions are scheduled from 1:00 until 6:00 in 50 minute blocks. In the spirit of collaboration, if you are working with a graduate student or a group of students on a research related activity we would ask that you present with your student (s) and/or work closely with them in preparing their submissions.
The call for proposals will be sent in mid-January to all graduate students. This is a wonderful opportunity to support and engage students in research activities. More information will be forthcoming at the beginning of next semester but I wanted to encourage you to think about your and your students' participation as you prepare for the spring semester.
If you have questions please feel free to contact me. Have a good break!
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
Hello Everyone, (12/14/11)
I know this is a busy time for all of you, but I wanted to touch base with you about the upcoming Graduate Student Colloquium to be held on Tuesday, March 20, 2012 before you leave for the semester. The colloquium is a series of concurrent, break-out sessions (including individual paper presentations, panel and round table discussions and poster sessions) followed by a buffet dinner and keynote speaker.
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 has been done 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 and impressions.
Faculty participation will again be welcome. Once the schedule is finalized we will need faculty to chair individual sessions. Sessions are scheduled from 1:00 until 6:00 in 50 minute blocks. In the spirit of collaboration, if you are working with a graduate student or a group of students on a research related activity we would ask that you present with your student (s) and/or work closely with them in preparing their submissions.
The call for proposals will be sent in mid-January to all graduate students. This is a wonderful opportunity to support and engage students in research activities. More information will be forthcoming at the beginning of next semester but I wanted to encourage you to think about your and your students' participation as you prepare for the spring semester.
If you have questions please feel free to contact me. Have a good break!
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
Sunday, January 15, 2012
Welcome back to our Research Seminar Capstone Experience (Spring 2012)
Teacher Practitioner
Fall 2011 Overview
January 23, 2012 Family Get-together
Sneak preview of what the semester has in store for Teacher Researchers and how family members can support them during this intense time of writing, thinking, reflecting, writing, thinking, reflecting and the final oral presentation on April 6, 2012 at SJC CTX.
Thank you for taking the time to support these teacher scholars!
Appreciatively, Frances Vitali, Ph.D.
Tentative Agenda JSC CTX at 5:30pm
Potluck Meal
Movie for children to view while adults talk after dinner
...Animoto Photo display (above)
...Introductions
...Words from Frances
...Video
...Research Inquiry Questions (artifacts)
...Questions
Thank you for your continued support!
Frances
Fall 2011 Overview
January 23, 2012 Family Get-together
Sneak preview of what the semester has in store for Teacher Researchers and how family members can support them during this intense time of writing, thinking, reflecting, writing, thinking, reflecting and the final oral presentation on April 6, 2012 at SJC CTX.
Thank you for taking the time to support these teacher scholars!
Appreciatively, Frances Vitali, Ph.D.
Tentative Agenda JSC CTX at 5:30pm
Potluck Meal
Movie for children to view while adults talk after dinner
...Animoto Photo display (above)
...Introductions
...Words from Frances
...Video
...Research Inquiry Questions (artifacts)
...Questions
Thank you for your continued support!
Frances
Saturday, November 12, 2011
Oral Presentation of Practitioner Research Proposals
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)
Our PHOTO THANK YOU is provided below:
Frances & Teacher Practitioners
(Angela, Betty, Brenna, Joe, Lydia & Melanie)
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?
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