âI confirmed that what I was doing was right and I added into my lessons other .... âHaving him go back and say what else would make sense, just like when we ...
Running head: Constructing Professional Knowledge
23
Appendix A Category Collaboration
Sub-‐category Aligning Instructional Practices
Evidence -‐ “Discussing progress is valuable time spent in planning next steps and assuring we are on the same page.” (I1) -‐ “By collaborating, I7 and I were able to provide the best strategies to teach the child.” (T7) -‐ “I can pinpoint his needs more specifically.” (T3) -‐ “I’ve seen progress with the two of us doing the same thing, there was more bang for the buck!” (I10) -‐ “With the teacher and I having common goals it is a double dose to the child for what he is supposed to do.” (I10) -‐ “taking more time to reflect on the teaching and the children’s reading in both places.” (T8) -‐ “being able to discuss the child’s growth was great and compare the similarities in our practices” (I6) -‐ “I learned to code it more accurately and to be more observant while taking the record.” (T9) -‐ “I wish more teachers would do RR correctly.” (I2) -‐ “I am using the correct codes now. Over the years I had created some of my own codes.” (T2) -‐ “I was more careful to be sure I was notating correctly and analyzing that child” (I3) -‐ “I understand the difference between structure and visual now.” (T3) -‐ “I am faster and more accurately recording the record.” (T3) -‐ “ I learned that we still have some misconceptions of ‘basic’ things (i.e. self-‐corrections don’t count as an error)” (I5) -‐ “We were able to see similarities in both teacher running records and Reading Recovery running records.” (T5) -‐ “more attention to reflections” (I7) -‐ “I began doing more detailed running records after I learned more during the PD sessions about recording RRs.” (T8)
Running head: Constructing Professional Knowledge
24
-‐ “good way to ensure codes are correct” (T9) -‐ “All areas have improved with I1 and myself having the same goals and understanding he has gained confidence in himself.” (T1) Learning From -‐ “I learned what her hesitations and insecurities were about teaching reading.” (I1) One Another -‐ “as a first year teacher, it gave me a chance to ask questions.” (T4) -‐ “Working through this process gave me the opportunity to ask questions and learn from my partner and her experience.” (T4) -‐ “like hearing each other’s teaching points” (T8) -‐ “I learned that she is a hard worker and wants to learn all she can – very open-‐minded” (I2) -‐ “She is very willing and eager to get students moving.” (I3) -‐ “I have also learned new strategies to use when teaching my GR groups.” (T3) -‐ “I confirmed that what I was doing was right and I added into my lessons other things we discussed.” (T7) -‐ “can still ask questions and get ideas from each other.” (T4) -‐ “great way to teach the teachers our RR language” (I1) -‐ “It was vary nice to have his RR teacher discuss her plans in case I missed something.” (T1) -‐ “It makes us sit down and really get to understand each other as professionals.” (T1) -‐ “This helps teachers learn from each other. I learned little things from I2 as we talked which has been helpful.” (T2) -‐ “working one on one with I5 was very insightful.” (T5) -‐ “She was knowledgeable with MSV – which made our conversations easy.” (I6) -‐ “share ideas, thoughts, strategies, time for reflection” (T8) -‐ “good way to collaborate and learn from each other.” (T9) -‐ “Has helped with collaborating with teacher.” (I10) -‐ “gives classroom teacher good ideas of what to try in the classroom.” (T9) -‐ “I have also learned new strategies to use when teaching my GR groups.” (T3) -‐ “I1 helped give me new ideas” (T1) -‐ “She does a great job demonstrating and giving me ideas. I was able to observe her teach and learned simple things like drawing a line to separate a page.” (T2)
Running head: Constructing Professional Knowledge
Increased Expectations
The Use of Tools in Service of Teaching and Learning
Record of Reading
25
-‐ “helps each other with coding, great time to ask questions. (I2) -‐ “I’ve learned more strategies. I’ve also learned things to listen for when analyzing a running record.” (T6) -‐ “I learned new strategies to use in my classroom and with my students.” (T8) -‐ “tons of intervention ideas. Ways to teach procedures.” (T1) -‐ “As a teacher, I have more confidence when I see the RR teacher and I see the same issues and we discuss them.” (T2) -‐ “I have more confidence and I am more comfortable in my teaching.” (T4) -‐ “I gained so much needed knowledge and help. I4 is always willing to help and answer my questions. She gives me examples and has shown me sample lessons to help me be more comfortable with guided reading.” (T4) -‐ “When you take the time to reflect and collaborate the payoff benefits the child.” (I1) -‐ “I feel like I really understand what he does and why. I also know what he does in different places and with different people.” (I4) -‐ “Great opportunity for teachers to become more confident using and analyzing RR” (I1) -‐ “I wish to keep up the conversation between us. It has been so beneficial in my confidence with my student.” (T1) -‐ “I was very unconfident and unsure of my running records. Having this PD helped teach me the proper way to do running records now I feel more confident and secure because I know if I do have a question I1 can guide me in the right direction.” (T1) -‐ “I am more confident giving running records and how to analyze them.” (T3) -‐ “I am more confident analyzing the record as well.” (T3) -‐ “all the information was really helpful. The support she gave was amazing.” (T1) -‐ “My very first running record I realized that I made missed errors that the student had made. I love that this app helps make a true accurate record of the student reading.” (T5) -‐ “I love that I am able to go back and watch the record and listen to students read. This helps see any errors I may have made.” (T5) -‐ “I am using the correct codes now. Over the years I had created some of my own codes.” (T2) -‐ “I was very unconfident and unsure of my running records. Having this PD helped teach
Running head: Constructing Professional Knowledge
-‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐ -‐
-‐ -‐ -‐ -‐ -‐ -‐ -‐
26
me the proper way to do running records now I feel more confident and secure because I know if I do have a question I1 can guide me in the right direction.” (T1) “I was more careful to be sure I was notating correctly and analyzing that child” (I3) “Being more aware and coding properly.” (I4) “more reflections to notice more closely.” (I7) “I love that I am able to go back and watch the record and listen to students read. This helps see any errors I may have made.” (T5) “Share reading with parents and other teachers.” (T2) “being able to share with classroom teachers.” (I4) “Being able to replay for classroom teacher to hear the reading.” (I3) “I was more careful to be sure I was notating correctly and analyzing that child.” (I3) “I can pinpoint his needs more specifically.” (T3) “I am now thinking deeper about whether errors were truly M driven errors across the entire story or not.” (I5) “I began doing more detailed running records after I learned more during the PD sessions about recording RRs” (T8) “I was able to reflect more than I usually can. It’s hard to really analyze each child’s reading when you have 20 students, 4 groups, and less than an hour to teach them all. Through running records, and MCP it helps monitor each child’s reading more closely.” (T8) “I have learned different things about running records and how to analyze them.” (T3) “I am faster and more accurately recording the record. I feel more confident analyzing the record as well.” (T3) “I actually think I am doing them correctly now.” (T4) “Being able to actually hear how the child sounds and can change coding easily as you look and listen again.” (I5) “Love the quick analyzing-‐ MSV” (I6) “I felt by being able to go back and listen to the recording-‐ it gave me a better opportunity to analyze the phrasing and fluency and words read/min.” (I6) “I’ve learned things to listen for when analyzing a running record.” (T6)
Running head: Constructing Professional Knowledge
27
-‐ “Before using the App, I would look at the record, make anecdotal notes about strengths/needs. Now I have actually “analyzed” the proper way because of the ease of use of the App.” (T6) -‐ “more attention to firming up some note taking (coding)” (I7) -‐ “I love being able to go back and “listen” to my child read again, that it scores it for you, and that you can save it.” (T7) -‐ “Scores RR for you” (T8) -‐ “I began taking/analyzing RRecords more frequently, understanding why GCW/MCP is so important to do, taking more time to reflect on my teaching/the children’s reading.” (T8) -‐ “Love that it scores the record for you.” (T9) -‐ “I love being able to hear the child read and look at the RR at the same time.” (I10) -‐ “It really helped me notice how the reading actually sounds.” (I10) -‐ “And we’ve been discussing, after we listened to the running records we talked about the coding a little bit about of running records and what we noticed. I noticed how I really liked the way that you can go back and listen. Because when I went back and listened from taking the running records I noticed there was a self-‐correction I did not catch. And that’s helpful to go back and relisten so we will know more about the child. And we also talked about maybe that after looking at mine, ya know T2 noticed about maybe she could draw some lines and adding the lines at the page turn it really helps keeping the teacher straight when going back to do your, your teaching point.” (I2) -‐ “I am more confident giving running records and analyzing running records.” (T3) Modified Cloze -‐ “insight to how the child solves unknown words.” (I6) Procedure -‐ “the MCP helps children with developing choices and forces integration of sources of information when parts (of the word) are revealed” (I5) -‐ “good for the procedure” (I4) -‐ “I think MCP has really helped me “make connections” with students when they read.” (T2) -‐ “Able to see students thinking with words… I gained so much information with our conversations about what the words could be.” (T5) -‐ “This strategy has helped me teach them how to look through the word when making an
Running head: Constructing Professional Knowledge
Student Learning
28
attempt.” (T6) -‐ “I learned how to use MCP in my classroom more effectively.” (T9) -‐ “And I think as far as the guess the covered word, I can see how it is helping because now that we’re revealing the first letter all the time, like he’s going to have to you know, its helping him look a little further. And so like in mine when he self corrected the here for home, so it could have been here or it could have been home. So I think that we can see that the guess the covered word is working because..” (I5) -‐ “So now that our modified cloze procedure has changed a little bit, I think that’s going to help her because she’ll be able to see the first letter think about what’s going to look right, and then take a closer look and make a guess based on the next letter she sees. So that’s what I’m going to be starting with her to help her moving forward.” (I4) -‐ So I think maybe for her reading group we need to try to pick out books maybe like we talked about with our trainer where the modified cloze procedure says ‘came’ it could be ‘come’ ‘came’ or ‘comes’ or something where she’s going to have to take a further visual search. And maybe starting with a word like ‘came’ because she knows ‘come’ and she knows the O comes next. That might help her easily do a little bit further visual searching.” (I4) -‐ “Using MCP with individual and small groups, it really helped students with v, s, m. This activity helps students pull everything together while reading.” (T2) -‐ “child began to take on a further v search. Began to reread for m after v search. Feels confident in reading. Makes attempts at difficulty without prompt.” (I4) -‐ “She went from using MS to MSV at error even towards the end – started searching more V. I feel the MCP really helped with this.” (I6) -‐ “The most drastic change has been in her increase in using visual, especially going further into the word.” (T6) -‐ “She is learning to use more sources of visual information while reading. She looks at the beginning letter initially, but I am still seeing her look further now. (T9) -‐ “The child really gained confidence and it helped him hear the same ‘teaching words’ from two different teachers. He is also beginning to connect his reading with his writing.” (T2)
Running head: Constructing Professional Knowledge
29
-‐ “When we started working together we saw progress because we were using same language and child seemed less confused.” (T1) -‐ “Learn more about the student, and we were able to adjust our teaching and views of child’s abilities” (I3) -‐ “Able to explain show a child’s thought process + show the work they are able to do” (I3) -‐ “I got to see how my students were thinking as they approached words.” (T7) -‐ “Having him go back and say what else would make sense, just like when we do those modified cloze procedures, go back or giving multiple alternatives for what it could be cause that’s what he’s got to do when he comes to difficulty if he can’t use that visual information, he’s gotta think, “well, what else could it be, what else could make sense” (I3) -‐ “He really seemed to “take on” the piece of M w/ V info” (I2) -‐ “MCP, especially helped the child look closer at the word. It called attention to using the letters and with serial order. I noticed him TWAP independently.” (I10) -‐ “It made me more conscious of prompts and what t.c. needed.” (I10) -‐ “I am more aware of trying to force the integration, at times I will articulate the first sound while he reads to help him make it look right and make sense on the run. I am more aware of his system.” (I5) -‐ “able to pick better examples to shift.” (I7) -‐ “starting to search for further visual” (I7) -‐ “He began looking at that first letter, but not all the time. Initially, he was looking at the ends of words first, so it has taken a while to get him working L to R.” (T7) -‐ “There is more integration now of all cuing sources.” (T7) -‐ “when she knew she wasn’t visually right, she would go back and reread” (T8) -‐ “I saw lots of improvement with my child after using this strategy. She is doing a better job of reading to the end of the word now.” (T9) -‐ “Great way to point out the positive things student is doing” (I1) -‐ “Gives opportunities to see where child is in group vs. RR” (I2) -‐ “I am really looking at the mistakes students make a little more.” (T2) -‐ “I can pinpoint his needs more specifically.” (T3) -‐ “I also learned that we don’t use errors as a place to learn, only something bad.” (I5)
Running head: Constructing Professional Knowledge
30
-‐ “I am now looking deeper about whether errors were truly meaning driven errors across the entire story or not.” (I5) -‐ “She new the importance of seeing what the child needed to work on next.” (I6) -‐ “By discussing this child’s progress we were very focused on her improvements and what we needed to do to move her to the next level.” (I6) -‐ “The discussion with my RR teacher really made me focus heavily on the improvements she made.” (T6) -‐ “more reflections to notice more closely” (I7)
![Running Head: [insert running head here] - ETD - Vanderbilt University](https://m.moam.info/img/260x300/running-head-insert-running-head-here-etd-vanderbi_59f11e271723dde995d05447.jpg)
