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As a cohort, preferably, develop an action plan or “Activity Design”. This project should specially look at action research geared toward pedagogy with English Language Leaners in mathematics, science and literacy. These activities should be tailored to your specific context and grade level. The planning process will involve establishing an inventory table of content objectives and standard/benchmarks to connect to authentic community activities; using the activity template or activity triangle to develop your activity; using the field note and protocol templates to document what you are seeing as you implement your activity; and looking at artifacts of student work to better view student understandings. The analysis process should involve transcripts of episodes of what you are seeing [if you are able to video tape a part of the activity that would be best]; the use of coding sheets to make sense of what you are seeing; and possibly an individual and group report.
To develop a knowledge base of your students, every activity must align with content objectives, state standards (math, science, literacy), and community knowledge (this is synonymous with student knowledge). Use the inventory table and the following four steps to guide your planning:
Step 1: What are the state standards/benchmarks?
Step 2: What are the curricular content objectives for math, science, and literacy?
Step 3: What are the community contexts/student knowledge that align with steps 1 and 2? Think about the tool kits or funds of knowledge students bring (language, culture experiences).
Step 4: How does the activity account for values and principles (such as identity issues) of math, science, and literacy?
Ideally the “Activity Design” should be 2-3 weeks long. The activity template of activity triangle will serve as a tool to design the Activity Design.
As you implement your activity, ensure that you take time to write out field notes using the field note template and protocol of what you are seeing. These will serve as pieces of data and help in participating in reflexive fieldwork as a teacher inquirer.
1. Transcription and Analyses of Episodes or Video Clips of Student Interaction: If you have video clips available, as a cohort, watch any videos. Each person in the cohort should transcribe at least one episode. You will select your episodes based on your collective discussion of the coding sheet. Use the coding sheet to mark the presence of items in the protocol (see a-k) in 2-minute increments. Use the tally marks to decide where you see the most action happening. Then transcribe the selected clips. Make sure you distribute your episodes evenly across both videos. Use the clips as examples to represent the emergent themes from the protocol.
Use the coding sheet and protocol categories to guide your analysis, which should look at and illustrate the following:
1. Individual Report: Each person should analyze his or her field notes, protocol, inventory table, and activity triangle from the two week pilot. In your individual report do the following:
2. Cohort Report—Emergent Themes/Evidence of Learning: This part focuses on using the videos, coding sheet, and transcriptions as tools for understanding teaching and learning from a sociocultural point of view using discourse analysis.
Some Questions to Consider: