Layered Analysis *Part 1

Layer 1: Code to Disassemble and Reassemble

Gathering information and coding data involves collecting in an organized clean precise way that makes sense, enough sense that at a quick glance of the data it is easy to determine the groupings of the data collected. I coded for metaphors, phrases and actions. In doing the coding I continued to go through over and over to see if there was a repetitive theme that is created. I believe that in order to understand the coding you must understand the true definition of the word used.

GREEN Metaphor: noun, a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable (dictionary.com)

BLUE Phrase: noun, a small group of words standing together as a conceptual unit, typically forming a component of a clause.

YELLOW Action: noun, the fact or process of doing something, typically to achieve an aim.

Click here to view log from Story Consetllations:

Research Question from Story Constellations:

In what ways do participants generate and use documentation processes and as material artifacts such as photos, videos, and written reflections) to facilitate professional learning?

In reading and documenting from Elizabeth Meier’s data collection the majority of the documentation was about the communication amongst each other sharing information and experiences between the teachers. The discussions that were present dealt with first hand experiences of alterations in lesson planning and the following through the next time after introducing a lesson and having to change it because maybe something planned did not go as well. I found this to be very interesting in the dialogue, because this is truly what happens when teachers get in a room together and start discussing their experiences and sharing them with each other.

I found that a lot of the same relationships between the engagement of phrases, in asking questions of one another. It seemed that when a new lesson idea or question came up, it caused a lot of actions (questions) that arose due to something new being introduced.

*Collaboration seemed to be a trait that was common through out the whole log, teachers would listen and ask questions with the experiences that the others shared and with doing this allowed for sets of codes dealing with some metaphors and some actions.

Layer 2: Inquiry Prose

In the way the discussions evolved it seemed as though the way the questions were answered dictated the way the teacher would continue the group discussion. The teacher would document the importance of what was being said and learning from that data collected and shifted the way the group was going or being led. The reflections and sharing of experiences were essentially the way the group was directed. I find it to be better that way because than all the participates were engaged and involved to a degree they enjoyed.

I thought it was interesting that most of the teachers did discuss the outcome of the way the lessons in the process from the beginning to the end and what they would do different and if they would keep things the same. Its important to understand as a teacher in being flexible with teaching a lesson for the first time and not knowing the true outcome before it is introduced. This seemed to be a common theme throughout they documentation that I had for this dissertation.

Stating again the research question from Story Constellations:

In what ways do participants generate and use documentation processes and as material artifacts such as photos, videos, and written reflections) to facilitate professional learning?

The participates would use photographs that they put into a slide show to show examples and artifacts that they had to show examples and have past collective data to explain about their experiences. These were extremely important in the facilitation of their professional learning and experiences.

Layer 3: reflexivity and Encompassing Metaphors

What caught my eye the most is how engaged involved and how much the teachers benefited from each other in the sharing our each others experiences as stated above. I found that in section first sections this back and forth between one another was very interesting.

Mary Elizabeth: (reads computer screen the questions posted on the blog) Did the inquiry process ever feel uncertain? Emma: Yes. Kay: Absolutely. Others nod. Mary Elizabeth: Will you tell us more about that? Emma: I was just getting ready to blog about how I would feel a wave of stress sometimes – scared of the technology at first. Then, I was a little more comfortable with using the tools we had available to us but more overwhelmed with what our inquiry question was, what it meant. My interpretation about what our group was studying changed along the way for me. I morphed my approach into less practice with teaching and setting up centers and letting the kids get there on their own, but more letting them get there on their own about their opinions. So, my ideas about how to facilitate inquiry learning in my situation kind of changed. Mary Elizabeth: So, letting students get there on their own via their opinions instead of their work? Voicing their thoughts? Emma: Yeah, because I never knew what classroom I would be in that day, or where they would move us, or how they would change our class, or what materials would be available. But we could always talk about artwork and talk about their artwork. And that was one way to think about it.

(Meier, 2012, p. 7)

It was interesting to me because the technology was very intimidating when I first started teacher, so I could definitely relate to Emma. I find it interesting about how Emma talks about the technology and sharing about how she changed the way she approach the rest of the lesson, allowing students to get more involved and sharing their opinions.

Layer 4: Seeing Patterns as Major Themes

Selected theory throughout the dissertation is the roles teachers play, not just between teacher/student but the majority of this example is teacher to teacher. Examples of verbal interaction and meaning to this statement is shown below:

Abigail: (Looking at the photos on-screen) I saw these online. Your centers are really cool. Kay: You did? Thanks! Well, they are always under development. I am always fixing and changing and scrounging! I scrounged this fabulous cart from the supply room. I was in there with the custodian one day and I said, “Oh! Are you using that?” (Pointing to the photo of the cart). He gave it to me! Now I have this big sign with the word “Collage” followed by general directions on this cart-turned-collage-center. (Reading from the photo:) “1) Find. 2) Arrange. 3) Rearrange. 4) Attach”. I introduced it by saying, “This is the way that some collage artists work. You might think about this...” Then on the other side of the cart is a whole collection of papers. Old magazine and art things, some is sports related, some hunting, and gardening catalogs... I try to keep a variety. Scraps of leftover paper and paint swatches... I also inherited a whole bunch of books that the library was de- acquisitioning. I tore the pages out and we use those for collage too. The other side is all tools: Paper punches, hole punches, staplers, string, glue sticks, all kinds of things. (Scrolling to new photo.) This is the painting center. Some general directions here, some examples of different categories of painting like still life, portrait, landscape (pointing). The supplies. Then over here where you can’t see are two buckets. One is clean water, one is dirty water. This is to avoid the water pressure at the sink. When everyone needs water, they can just scoop it up and go. In the dirty water bucket, they put their palettes and dump their dirty water. So I wash the palettes later because they only have 45 minutes. Then I keep a bucket by the sink where they put their brushes and I wash those later too. And various types of painting paper are here. I rotate this so that there are different choices of paper in there. (Pointing to the photo). So that is how that is 16 all organized. (Scrolling to new photo.) This is the sculpture center. This just opened this week. Cardboard, craft sticks, tape, all kinds of found objects and recycled things. The directions I have (point to poster on wall above the sculpture center) are different ways to attach things and ways to test your attachments. And then, finishing the surface. Mary Elizabeth: Is paint an option? Kay: Absolutely! Yeah, they can combine centers. We talk about that. They take these things back to their tables to work. I wish I had enough tables in my room that I could set up different work areas. I thought about this for next year – Maybe going to this T.A.B./choice model for all my grade levels. Right now, I do more direct instruction with the smaller children. They use these centers to access materials but they are not as self-directed. But they are already familiar with the centers, which is good.

(Meier, 2012, p. 16/17)

It was a relief to see teachers not talking about standards that must be met or parents they must deal with, but the raw, good examples that each teacher had and how they can share with one another of the good and the bad of that experience. Its important that the teacher for this allowed the (teachers) to drive the conversation and move in the direction that was the best suited for them and the knowledge they gained from this experience together.

Meier, E. M. (2012). Narrative views of experience: arts teachers documenting teaching practice in collaborative inquiry-based professional learning. Pennsylvania State University, PA.