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1.  We narrowed down our Focus Statement questions and discussed different forms of data collection and data analysis that we intend to pursue.
2.  We clarified what might be some good strategies for exploring the topic.
3. What is a key assessment seeking to measure and how is this a part of the data that forms the basis of our inquiry projects?
4. We are still in the process of determining the best data collection strategies and types of data that will substantiate our research project(s). How narrowly or how broadly should we approach our research?
5. Set up a weekly zoom meeting and create a calendar for Inquiry Project development.
6. Cassie needs a Field Placement (or perhaps will hope to have David become a CT for her in order to complete this Inquiry Project).

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Lisandra and Gaby- Student Voices week 4

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Lisandra and Gaby- Student Voices week 4

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1. I had the opportunity to share some of my ideas and discussed what are my goals and what might be good strategies to collect data. I want to ask Gaby if she can allow me to analyze her students by  giving them a survey so I can able to use it as a part of the data for inquiry project.

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Darin and Andrew met last week to talk about our projects. The comments below are a synopsis of our meeting.

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1. What did you and your group accomplish?

We chatted and decided to merge our efforts into one research question. Sahara was having a hard time figuring out how to effectively research her topic and collect data without it getting in the way with her teaching but really wanted to do her inquiry project on a social justice issue, so we're both going to dive into Restorative Justice! We wanted to create a question that would allow us to compare the data collected, as we are teaching at very different schools and in different school districts. We're still in the process of potentially tweaking the Critical Question so it can serve both of us best in this research, as we work within different situations.

2. What did you learn?

We learned that we still have a lot of research to conduct to meet the requirement for article analysis. Our plan is to compare what our different districts are doing with RJ as well as compare those findings with data we collect from reading literature about RJ. We'd also love to find a school within the Portland area that has effectively implemented RJ and see if we can find people to interview to ask about what went well and what didn't go well within the process to implement RJ into their school communities.

3. What questions did you ask?

How can we apply our research question to both schools and also within the larger community? How can we word our research question so it is clear but applicable to different schools or districts? What is the difference between restorative justice and restorative practices, and which will work better for the purposes of this research project?

4. What questions do and/or your group you still have?

How many research articles are needed? Can we compare our findings as a source of evidence for the research project? What is the final output for this research project? What will this look like working together?

5. What are your next steps and your group’s next steps?

We're both going to look at RJ and how it is currently being implemented at our specific schools and districts. We're going to research if there are any school within the Portland area that currently use RJ on a wide-spread level and see if we can find anyone who would be available for an interview. We're also going to start reading up on some RJ literature.

6. What support do you and your group need from each other and/or your instructor?

We want to be able to come together and compare our findings and help each other whittle all the information that we'll be gathering down into the most important concepts and data. We're hoping that comparing different sources of data that we collect will be beneficial to the overall understanding of RJ and the overall ability to present our findings in an organized fashion that clearly answers our Critical Question and furthers the work towards successful RJ implementation. We'd love clear, concise, guidance from our instructor as to what we should be doing. We are feeling a bit confused as to what our goals and outcomes are this far in the research project and what the intended result expectations are, especially now that we're working together.

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1. What did you and your group accomplish?

We met on a Google Meet last week to discuss the plans for our project. Griff discussed a really interesting book that he is reading regarding student engagement and encouragement in low-income schools, and what our roles as educators are in communicating with our kids and their families.  We talked about what we have been doing in our own classrooms and school in order to try and support our kids, some of which are mutual - so that was really lovely to check in on that.

2. What did you learn?

We examined this great text of Griff’s and discussed some methods for supporting engagement in the digital classroom, and in asynchronous activities.  We learned that a focus on community building and positive communication with family / support system is essential to influencing engagement and supporting student learning.  We must be intentional and understanding when engaging with our school community.

3. What questions did you ask?

How can we apply our research to support our students in particular?  What data do we have now, and what correlative data can we examine before and after making family connections? What do we mean by ‘engagement’? What does engagement look like in a digital platform, and how can we bring this to the classroom in an authentic way when we do eventually return to the classroom?  What are the best practices for communication?

4. What questions do and/or your group you still have?

How many research articles are needed? What does this research look like in application?  Are we to be conducting our own research and data analysis, or is it suggested that we focus more heavily on literature review?

5. What are your next steps and your group’s next steps?

We are going to be collecting data on a select group of focal students that we feel like can represent our student population.  We are going to meet after collecting data that reflects different aspects of engagement - Attending class, turning in assignments, following rubrics, communication with family, above and beyond, participation in class, etc.  We are going to examine the extent to which our direct communication with these students and their families helps elevate student engagement in these distinct (and perhaps more/different) aspects of virtual learning.

6. What support do you and your group need from each other and/or your instructor?

We would like to have time and space to meet and compare notes with each other regarding the data we are collecting on students.  It would be interesting to learn in class about different methods for engaging students, especially actual, practical and applicable actions that are focused towards communities like ours.

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1. What did we accomplish:

We got up to speed and familiar with each other's concepts surrounding our projects. We also threw around ideas for next steps or directions to explore.

2. What did we learn:

We learned about different ways that creativity enters the classroom, and clarified different points about each other's topics.

3. What questions did we ask:

We asked about our backgrounds we are bringing into this study, and about each other's projects. We asked about the type of data we plan to collect, and how that data might be solicited and synthesized.

4. What questions do we still have:

We are still a bit curious about proper data collection techniques. Specifically Elijah is interested in exploring maybe surveys or other research methods for his topic. Kate is curious about how to engage with other educators, and how to construct an assessment to solicit the right type of data.

5. What are our next steps:

Elijah's next steps include solidifying the research question, and seeing about what type of video formats and data collection to use. Kate's next steps include reaching out to other independent schools to collaborate.

6. What are our group's next steps:

Setting up some regular meetings, seeing about possible crossover between our subjects.

7. What do we need from her:

Just a correction if we have done anything wrong, or are heading in the wrong direction

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1. What did you and your group accomplish?
During this session, we decided that it would be a good idea to team up and focus on one of our inquiry projects together. We will both be working on Mario’s inquiry question.

2. What did you learn?
We talked about Mario’s experiences with OWL and we discussed the positives and negatives that we have seen in the classroom. Eddie learned more about OWL and the rationale for using it.

3. What questions did you ask?
We were wondering if this methodology would work with all levels of language learners. Will it only work with intermediate/advanced? Can beginning learners benefit from this method? Will shyness be an issue with this type of language teaching?

4. What questions do you and/or your group still have?
How much research will we find on this methodology? How much data will we need to have a significant answer? How many students do we need to try this with?
5. What are your next steps and your group’s next steps?
Our next steps are to gather more information about OWL and find data regarding its effectiveness or use.

6. What support do you and your group need from each other and/or your instructor?
From each other we will need to be able to keep ourselves up to date on our materials and resources. We will need to keep finding resources that are appropriate and relevant to our research. From the professor, we will likely need guidance on how we can hit our points in the research and how we can keep on track.

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(1)What did you and your group accomplish?
We started doing literacy review and outlining the steps for the following weeks. We narrowed down our focus a little bit and tried to find overlapping information that we could share together.
(2) What did you learn?
We learned in order to come up with a solid inquiry project, we still needed to do more digging.
(3) What questions did you ask?
We asked about data collection tools and methods that we would like to use and what the following steps would be.
(4) What questions do and/or your group you still have?

We don't have many questions so far, but would like to connect once something is up.
(5) What are your next steps and your group’s next steps?

We decided to dig in more and find useful resources. For me personally, I would like to wait for the feedback of my survey and send out to colleagues.
(6) What support do you and your group need from each other and/or your instructor?

We need some feedback from survey formats and wordings.

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What did you and your group accomplish?

This week, Rachel and I solidified our research topics (whew). While our focuses are not the same, we have found our path to the action research project after meeting with Karen.

What did you learn?

We learned that we can still lean on each other for support, even if we aren't researching similar topics. We also learned that we have some overlap, and potential to share insight with one another to further our research. The how is what we have yet to configure.

What questions did you ask?

Does my research topic have validity in the teacher-research realm?
How can I narrow my scope to reduce the amount of variables?

What questions do and/or your group you still have?

I cannot think of any at this time!

What are your next steps and your group’s next steps?

1. Continue conducting research for articles that support our claims for the research collected in our classroom.
2. Collaborate on findings and seek out ways to support each other.
3. Meet via WhatApp video chat to keep in touch with our progress.

What support do you and your group need from each other and/or your instructor?

Perhaps another meeting once we have our ducks in a row?

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(Going off on my own with this one since Sam is sick. Get well, Sam!)

1.) As of right now, we're working separately on our inquiry projects, but are moving ahead with our own individual work.
2.) Currently, I've been learning that much of this seems a bit on the fly. While there's a lot of possible planning, the project could potentially morph from class to class, aspects applying or working in one case but possibly less or more so in another.
3.) My main questions, really just to myself, were regarding how my inquiry centered on SWE change in my sheltered instruction classrooms. I think these couple classes are great opportunities to the get the kind of real-world insights I'm curious about.
4.) We don't have collective questions at this time.
5.) My next steps are to further form my assessment and the way in which I'm framing my project for the classes themselves, the ways in which I'm going to be explicit about the project.
6.) I don't think we're in need of anything in particular right now.

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1. Cassie expressed her (extreme) concerns about still having no solid information about her field placement (and not receiving any email responses from her CT).

2. David is amid end-of-quarter grading and is extremely bogged down with work.

3. Cassie has been learning a lot about Backwards Design approaches to lesson plans, and has been working in her methods class on a lot of lesson plan materials that she hopes to fuse into her UDL framework inquiry project (because the lesson plans are coming together so nicely and are such a great compliment to this subject matter).

4. Cassie and David made a small list of great digital options for UDL forms of representation for students that will be a great compliment to the digital/remote learning landscape.

5. We started working on our Literary and Asset Review and we gathered some awesome articles that relate to our central inquiry questions -- so that feels like a great place to start in terms of developing our short list of virtual programs that are complimentary for UDL framework options.

6. We came up with 3 major areas of focus to demonstrate UDL:

Representation

-different ways of presenting the content (lecture, video, nearpod, etc)

Action/Expression

-formative assessments using different tools (padlet, flipgrid, jamboard, formative, nearpod, book creator, kahoot, handwrite a journal entry, compose an essay, draw a posterboard or build a diorama)

Engagement

-how can students access the content in a way that is authentic to them (or how can they explore the content in a way that relates to their specific and unique perspectives)?

7. Finally, David and Cassie completed their Literature and Asset Review Project, and examined three different texts in depth together (which was really informative and helpful)!

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I need to send to Gaby the surveys for her to provide to her students after conferences. Probably in another time that works best for her. I will like to get feedback on my articles and see if there are any suggestions?
We have to do more research and talks about our projects and discussed the students engagements and how can be effectively in our research project.

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We met again specifically to talk about data collection and what that looks like. We decided to scale back from collecting info from all students to focus only on juniors and seniors who tend to have more going on outside of school that impacts their attendance. We also settled on using google forms to collect this data and then importing that into a spreadsheet and graph.
We also talked about researching schools or education centers who have seen success with this model and what factors they had to overcome.
Back to the data. Questions we are considering to include in the google form:
1. Are you on track to graduate
2. Outside of school what other responsibilities do you have?
3. How would you rate your attendance last year on a scale of 1-5.
4. Were those absences caused by outside responsibilities.
5. Do you have family or work obligations between the hours of 9-4?
6. Which timeslots would be most suitable for you to attend live class?
7. Should we continue a remote learning option after the pandemic.
Lastly, we discussed the likelihood of getting access to student attendance records from the school registrar so we could have another data set to analyze.
We also are considering interviews with students who would benefit from this model of schooling, and potentially the school social worker and principal.

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(1) What did you and your group accomplish?
We are working separately on our individual inquiry projects.
(2) What did you learn?
I still kind of bounce around on my inquiry questions and focus. The more information I take, the less focus my project will be.
(3) What questions did you ask?
I was trying to stick to my original question. However, after peer feedback, I was a little bit confused about the main purpose of my inquiry project.
(4) What questions do and/or your group you still have?
Am I going to the right direction towards my inquiry project?
(5) What are your next steps and your group’s next steps?
I plan to collect more feedback and distribute the survey as soon as possible. I also hope to narrow down to one specific question and won't bounce around.
(6) What support do you and your group need from each other and/or your instructor?
I probably need help to figure out which direction I should continue my program.

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1. What did you and your group accomplish?
During this session,  we took a deeper look at what we will hope to accomplish for this research as well as what we have already learned through people we've talked to about the OWL strategy.

2. What did you learn?
We learned that Mario has conducted an interview with the teacher who previously held his position and used this method. Since we last met, we've also both spoken with our WL Methods professors and they both gave us some good insight on the strategy.

3. What questions did you ask?
We asked each other about new developments that we've made since the last time we met. We are actually working on OWL in a different assignment for WL Methods as well, so we have met and discussed this strategy in a different context as well.

4. What questions do you and/or your group still have?
We are still wondering how we will be able to test our strategy in the classroom. This strategy is really designed to work best for in-person interaction, so the online component may prove to be very troublesome for our research.

5. What are your next steps and your group’s next steps?
Our next steps are to create a plan for how we will be answering our critical/research questions. This will be a particularly challenging task considering that we are teaching online.

6. What support do you and your group need from each other and/or your instructor?
We think that we both need to keep talking to people who are experienced with this strategy and get information from them. It is a relatively new strategy that was started in Oregon, so it can be helpful to talk to them about its effectiveness. They may have some ideas for how to implement this in the online world. We can also ask our colleagues if they have used this successfully online. From the professor, I think we can also use ideas for implementation.

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1. I completed the survey question and was waiting for more feedback before I distributed it to my colleagues. I had more literature to view in order to support my topic.
2. What I learned form my feedback was  that it would be better to have more multiple questions in order to collect data then analyze it.
3. Some clarifications of my survey questions.
4. I don't have specific questions at this moment.
5. I will do more literature review and modify my questions before I distribute it.

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After having an hour long meeting with Karen, we definitely gained some more traction on refining the goals for our respective inquiry projects; and while they are still in a similar field of UDL, our meeting with Karen helped us determine the ways that we are going in different directions with our projects. It was actually very helpful. We also gained a better footing on what to expect in terms of what we should be submitting, and what types of things qualify as "data." The following notes from our meeting outline some of the major takeaways from our meeting:

What kinds of data sets could we try to collect?

-exit tickets

-formative and summative assessments

-surveys (what are some ways that you like to learn and like to express yourself)?

-pre-assessment / post-assessment analysis

-use a journal as a data collection tool (this is gathering qualitative data)

What is the timing of the implementation of gathering this data?  (Let’s try and do this at the beginning of January) (prob over a period of a week or two weeks of data collection) — get this done before EdTPA which is mostly a February thing.

Will I be able to look into UDL if my classroom does not have students with specific “disabilities” (will it give me clear data sets if that is not the case)?

What approaches might there be to investigating the efficacy and role of different EdTech/low tech platforms for creating a UDL framed lesson plan?

Two Products we will end up with is: An inquiry plan

We don’t have to completely implement the research .. you can do things like exit tickets in the place of data collection

Final Product is a presentation…

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Today we went over our data collection possibilities, and we landed on teacher interviews as the most effective, demonstrative way for us to synthesize our research! We came up with the following outline for data collection:

Data Collection Tools

Teacher Interviews:         Google Survey (numerical) ---> graphs

10-minute in-person interview

1. What tools do you use that you can identify as UDL framework options?

2. How do you currently align your practice with UDL principles?

3. In the digital landscape, what tools/methods/approaches do you take to create multiple means of representation?

4. In the digital landscape, what tools/methods/approaches do you take to create multiple means of action/expression?

5. In the digital landscape, what tools/methods/approaches do you take to create multiple means of engagement?

6. How have you adapted your practice to be more effective in the online environment?

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1 - Roughly around the same spot as before, continuing implemetation plans, when things will fit best.
2 - Timing is crucial! Not everything can work at any time and EdTPA happening around the same time requires some precise planning.
3 - What can we complete and plan for at the moment?
4 - No questions rn
5 - Continue to plan for the next semester alongside EdTPA implementation
6 - None right now

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(1) I finally distributed my survey to my colleagues and was looking forward to my data. I also found the dissertation about teacher identity.
(2) From current data, I realized that some results were different from what I expected.
(3) Is my data and information solid enough to make any assumption and analysis?
(4) What resources should I search for in order to have a solid background of my inquiry?
(5) I am waiting for my data and ready to analyze it.
(6) Probably need more literature review.

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1 - In about the same place as before in terms of planning since the action dates are next semester, so still busy finishing out this one.
2 - Things can be very subject to change when planning for distance learning. New requirements can come up very quickly which can change plans.
3 - How can the implementation plans be open enough to account for new surprises?
4 - No questions at this time
5 - Finishing out this semester to better plan for the implementation process later on, finding space
6 - Nothing rn

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Cassie and David Meet for the ACTION PLAN meeting! 

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Cassie and David Meet for the ACTION PLAN meeting! 

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During this meeting, Cassie and David analyzed their data collection tools to form an action plan (which is outlined in our respective inquiry project proposal documents). This enabled us to come up with a timeline for the implementation of our research and a strategy for analyzing the data we collect.

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1. What did you and your group accomplish?
During this meeting we formulated our thoughts on gathering data. We also came up with our action plan and wrote that down.

2. What did you learn?
We learned that we may be able to meet with one of the members of the OWL organization and realized that he would have insight on how to implement OWL online.

3. What questions did you ask?
We wondered whether we could find a way to actually use OWL now while online and possibly be able to use it to the full extent if we switched to the hybrid model later in the school year.

4. What questions do you and/or your group still have?
We still have not set up a meeting with this person from OWL, so we are still wondering whether he will be able to give us information about implementing our research while teaching online.

5. What are your next steps and your group’s next steps?
Our immediate next step is to have the conversation with the member from OWL. We have already asked Bernd to introduce us, so I hope that we will be able to talk to him soon.

6. What support do you and your group need from each other and/or your instructor?
I think we are on the right track with this research, but it will still depend on what information we'll be able to get from people we know. We appreciate the feedback from you, as well. It helps us to stay on the right path.

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What did you and your group accomplish?

This week, Rachel and I  talked over video chat about our concerns and questions with our research topic. Rachel narrowed down the scope of her research, and Sahara edited her research question to refrain from yes/no formatting.

What did you learn?

We learned that this research project does not have to be as difficult as we made it. We both have very large ideas in our heads, but in order to do this project successfully, we needed to simplify the concept. This way we can do effective research while still being able to work on edTPA and our other courses in Winter.

What questions did you ask?

How can I reframe my research question?
Who am I looking to interview to inform my research?
Am I looking at student motivation, or student performance?

What questions do and/or your group you still have?

When do we start conducting research?
When do we need to have our research completed?

What are your next steps and your group’s next steps?

1. Keep checking in with each other to make sure we are staying on track with the process.
2. Review each others research tools (surveys, documents, ect .) to make sure there are not typo's or other errors to ensure clarity.
3. Lean on each other for support as things begin to ramp up in the program.

What support do you and your group need from each other and/or your instructor?

Right now, I think we both feel solid with our work. Getting the check off on our proposals will give us a gauge as to where we will need assistance.