Blog 11

With your group - pose a new question about teacher comments.  What categories + codes would you use to answer this question?  What patterns do you see in our data set with respect to your new question?

Codes are specific names for features, actions, interactions, "things" => anything you notice in your data. 

Categories are groups of related codes.

Patterns are statements about relationships among the different features you are analyzing

Question: How do teacher comments help or hinder the students corrections?

What comments would you use to answer this question? We used Data Set 4 # 1

     - ML1-help
     - ML5-help
     - ML8 - help

What codes would you use to answer this question?
     - #1 by making these comments, the teacher gives positive feedback as well as something they can work on. 
     - #5 the teacher is challenging the students to think of a deeper meaning to their topic.
     - # 8 gives students suggestions to make a stronger argument. 

What patterns do you see in our data set with respect to your new question? 
     - I feel that the comments for Data Set 4 #1 is a good example of the question we stated. 

Blog 10

1) The survey suggests what the students should learn by the second time they take it.   The language used is to testify if the students can understand the language as well as be able to give a brief explanation if asked.  The language used should be understood when all the classes are taken.

2) surveys can find out multiple things.  Some of them being interests, likes / dislikes, and what a person learned or did not learn.

3) some challenges researchers face when making a survey:

• is the language clear
• am I using too big of words?
• what am I trying to get across?
• does my point come across smoothly?
• is the survey /  test layout confusing?

Blog 9

1. Identify which questions assess which learning outcomes (some questions may apply to more than one learning outcome) (For this task - you should list each of the 19 questions under one or more of the 5 learning outcomes).

2. Evaluate the effectiveness of each question in terms of what it allows students to communicate about the knowledge, feelings, and practices they might have with respect to each learning outcome. (for this task, you should produce some comments that account for WHAT information each question provides with respect to the learning outcome it is listed under, and some observations about how well it provides that information)

3. Note (make a list of) any information about the 5 learning outcomes that the Department might need = but that will NOT be gathered through these questions.

Student Learning Outcome #1: students will produce essays through a series of drafts that include exploratory writing or talk, as well as revisions that include addition, deletion, substitution and rearrangement.

     1. The questions I thought describe this statement are # 1, 5, 11, 12, 14, 15, 16, 17, 18, and 19
     2.  The students will not be able to master the ease of revising or editing a paper without understanding the overall process. The student has to have knowledge of the subject for it to be successful. When successful, the students, will be able to understand the effectiveness of drafting that includes exploratory writing as well as revisions.
   

Student Learning Outcome #2: students will identify central ideas/themes of a text through class discussion and writing.

     1. The questions I thought describe this statement are # 1, 3,4, 7, 8, 9, 11, 13, 14, 15, 16, 17 , 18 and 19
     2. The students need to participate in class discussions in order to fully grasp the topics.  Once the students master this skill, they will be able to apply different methods to their research as well as gaining knowledge about another classmate's view on a subject area.

Student Learning Outcome #3: students will use two or more methodologies from English Studies to develop original research or creative products.

     1. The questions I thought describe this statement are # 2,  4, 6, 7, 16, 17, 18 and 19

     2. This learning outcome is for more advanced students with knowledge in discourse analysis. When successful, the students will be able to use two methods to research their subject.

Student Learning Outcome #4: students will demonstrate ability to give a compelling oral presentation.

     1. The questions I thought describe this statement are # 8, 10, 13, 16, 17, 18 and 19
     2. By giving effective presentations, the students will learn about multiple topics and convey their message to their audience.

Student Learning Outcome #5: students will connect ideas from classroom assignments to contemporary issues in class discussion and presentations.

     1. The questions I thought describe this statement are # 3, 6,7, 8, 9, 13, 16, 17 ,18 and 19

     2. Students will be able to work in small groups about what they know about the current topic or subject.

  

#3- Students should be able to incorporate learning with other subjects in mind. 

Additional questions:

What definition(s) of "writing" and "learning" is assumed by this survey? 
     Definition of "writing"- anything written. 
     Definition of "learning"- knowledge of a certain subject.

Are those definitions a good match for the definitions assumed by the student learning outcomes? Are they a good match for the way the students taking the survey will define writing and learning? 
     This survey talks a lot about writing but not a lot about the learning process.  I believe this survey is good for the writing aspect but not so much for the learning.

How might you change this survey so that it could provide a more accurate reflection of what students learn in this program? List your suggestions.
     There should be a text box where students put in their own input rather than just filling in bubbles.  
     Add more objectives from syllabi to get more of an understanding of what the students learned in the classes they took. 

Blog 8

After doing the in class discussion, I have not changed my subject but received more insight on what to do.  I will observe the teacher and the students in their Discourse community.  I will interview the teacher and why he thinks he's the "popular" teacher.  I will also observe the students behavior towards the subject material as well as the teacher.

There references I will be using for my literature review are two journal articles.  There titles are "What Urban Students Say About Good Teaching" and "How to Make Great Teachers".

Blog 7

1. Familiarize yourself with your topic:

    Some have descriptions of an effective teacher. I will also observe one of the "popular" teachers in a school and see how he teacher and interacts with his students.

2. Identify a research question:

     What makes and effective teacher?

     How does a teacher interact with his / her students to make an effective teacher?

3. Decide what you need in order to answer your research question

• I need to know how the classroom runs 
• What to look for in effective teaching based on the article
• how students write
• Eye contact- where is it
• How often does he change activities
• technology?
• How does the teacher move about the room
• makes jokes?
• Are the kids on task with the teacher
• How are the student interacting with the teacher

4. Formulate a research plan:

     Statement of purpose: I want to know what makes an effective teacher.

     Detailed statement of your research question:  I do a literature review on what makes an effective then compare the article to observe a classroom using ethnography and Discourse analysis. 

     List of the information you need to gather: see #3

     A list of sources: the teacher, journal article on an effective teacher

     Plan for gathering your information that includes

          - who/what you will be studying:

          - where you will collect your information:

          - how many  subjects you will study - the teacher and indirectly- the students

          - what methods you will use to conduct your study: ethnography, Discourse analysis and literature review

Blog 6

Question: Is our class a Discourse community?
     I do believe that our class is a Discourse community because of what we talk about in class.

What evidence do you have in terms of "insider" ways of talking and meaning (e.g. words and patters for talk) that are different from other classes?
     In the class discussion about ethnography, everybody took notes on what they perceived the class to be like and what was going on in the classroom through their perspective. I have not used the word Discourse in any other class- other than ENG 3005. We use the same lexis, goals and there participation mechanisms.   Ethnography is definitely a term I have not used in any other class.  If I were to start a conversation in an education class on Discourse, everybody would look at me like I had three heads.   There are certain terms only used in certain classes.  Not every class at Kean is a class where discussion in the classroom is evident.  Many of the classes are lecture based- the professor tells information  you write it down, talk to the person next to you and then write more information down.  We, as a Discourse community are looking for patterns in what we observe.

Shared goals?
     All of us have shared goals- to pass all of our classes.  We all have a common goal of doing the work the professor asks of us.

Genres? (expectations about what "counts" as writing)?
     I think everybody as a different perception of writing.  Some may find it as research and some taking notes.  It all depends on the class you are "writing" for.

Is our class part of the larger Discourse community for "writing studies" or "being a student" or "writing  majors at Kean" but NOT a distinct Discourse community on its own?
     I think our class is part of the larger Discourse community for "writing studies" and "being a student".  All of us in the class are writing majors/minors and we are all students.  We have that in common.  We all use the same language to talk to each other   If you attend class, you will see all of the students taking part in a discussion about Discourse, Ethnographic studies, Conversation.  All of these words are understood (or at least have some knowledge about) by all students in the class.  When we all wrote our notes on what we observed, we basically wrote the same thing.  This person did this, then they did this.  The professor said a comment- everybody laughed.  We are all on the same page and that's what makes our class a Discourse community at Kean University.

Blog 5 1/2

notes 2-7

• chandler instructed the class.  The whole class seemed to be looking around the room to see what everybody else was doing. 
• Joanna started talking first about her topic.  She wants to observe elementary school. go inside classroom and observe different settings.
• She used her hands to talk.  like Italians do.  
• The whole class laughed when we have no idea what to say.  then chandler went into the middle of the room.  We laughed some more and looked around. 
• I looked at corinne when i didn't know what else to say.
• Then Jill started talking about her subject.   She wants to something like Joanna.  
• Corinne is looking at Jill and listening.  
• Some people are looking around while others are writing.
• then we all laugh again because chandler asked us how she was going to instruct her research.
• Then it was kristas turn.  
• Everybody looks at me.  Krista stopped and then looked at me.  then we made it known that i was not krista.
• the we all started laughing
• Jenna left the room when krista was speaking. 
• chandler then ended the exercise. 

Blog 5

Question: Chose one of the (possible) research projects you have been thinking about and brainstorm the kinds of materials you would use need to discuss in your introduction for a research on this project.

The research topic I was thinking about doing is how a teacher interacts with his/her students. Watching the teacher teach.  Does the teacher talk a long time with his/her students or do they go on topic and only stay on topic. Some of the materials I would need to discuss in my introduction is the basic facts of a teacher.  What is their job?  What does a teacher do? What does teaching have to do with interaction?  When does a teacher know it is okay to "joke around" with their students. 
 

Blog 4

1. State the question about shaggy dog stories that I will answer
     Question: Why do some find the punch line funnier than others?

2. use Gee's language tools/questions as a way to explore the Discourses, Conversations, Intertextuality, Social Languages- and particular language choices in the story you are analyzing.
     Gee's tools/ questions:
          1. What social language(s) are involved.  What sorts of grammatical patterns indicate this?
          2.  What socially situated identities and activities do these social languages enact?
          3. What Discourse(s) are involved? How is "stuff" other than language relevant in indicating socially situated identities and activities?
          6. How does intertextuality work in this text.  In what ways does the text quote, allude to, or otherwise borrow words from other oral or written sources What function does it serve in the text?

3. Specific examples of the language and other features to illustrate the points you are about the Discourses, Conversations, Intertextuality, etc. used in the story you are analyzing.
     I will discuss my finding to Gee's questions here.
          1.  To understand the punch line and indicate it is of humor to you, you have to know the grammatical pattern of the text.  You have to know how the text is laid out in order to wait for the punch line at the end.  You have to know what terms will be in the punch line according to what words are used in the "joke"
          2. You have to know certain stereotypes in order to make the punch line funny.  For example, in the lawyer joke, you have to know w lawyers personality and the stereotype that all lawyers are liars. You have to have some level of previous knowledge of the subject in order to have the punch line be funny. For example in story #1, you have to have previous knowledge of pop culture, story telling (3 trials) and smokey the bear's famous line.
          3. You have interpret the language as you know how to interpret it.  If you cannot do that, you will not understand the material in the "joke" and you will not find the punch line funny.  The storyteller may find the joke funny, but if the listener may not understand the concepts in the "joke" therefore not finding the punch line funny.  There has to be some basic foundation of knowledge that has to be met before understanding the joke. Some cultures may use various symbols that may not be recognized by others therefore not making the punch line funny.  Another example of Discourse is if you are telling a math joke, for example this one, if the listener is not accustomed to math terminology, they will not find the joke funny.  I am a geek when it comes to mathematics, and I found this joke hilarious where as other people I know do not have a background in mathematics do not find this joke as funny.
          6.  To understand the punch line, you have to know the different terms used in the text.  As I stated before, understanding the terms and concepts used in the shaggy dog stores will give the listener more in site if they feel the joke is funny or not.  If the listener does not understand the terms and concepts, they will not find it funny.

4. Discussion of any patterns you see
     Examples from the Shaggy Dog Stories that we read in class.
          #1- Friar- you have to have knowledge of smokey the bear and story telling in order to find the punch line funny.
          #3- Frayed knot- you have to have realize that the string is going to be in the punch line of the story.
          #5- lawyer- You have to know lawyer stereotypes- rich and liars- in order to find the punch line humorous.

5. A discussion that states what your analysis about shaggy dog stories (how your analysis answers the question you asked)
     Theory:  I believe that shaggy dog stories are only as funny as what you know about the content.  If you don't know or are unfamiliar with the context in the story, you will not find the story funny.  The punch line is based off of the listener already having previous knowledge of the text and understanding what the terms in the story are.