Things to Do
Inspired by my friend Bob...I've decided I should organize myself in how to approach this "research" of mine...or at least make a list of things to do to center my sanity :)
1. Determine which cohort to focus on. I'm really torn on this...each cohort has such unique qualities to them.
Cohort A: my smallest class but also the class with my students with IEPs, who all have been known as being soft spoken are reluctant to do work but I have yet to see that side of them. They are delightful, given the right push and support. Their voice has not fully come through yet, partly because I think this might be the firs time they have been allowed to even have voice, or choice...
Cohort B: definitely the cohort I am leaning towards. Not my academically high group but students who are looking to find their voice in their learning. This group definitely is socio-emotionally unstable but have found a sense of peace in English class, without me necessarily pushing it. They have sought out spaces in the classroom to read and interact with their novels, they wrestle with story ideas that matter to them deeply, etc.
Cohort C: the cohort that sometimes I struggle with because they are often too literal or view things at a literal place without digging deeper into the work we do, whether it is with text or our writing. so then I think this could be interesting to see if intentionally fostering voice impacts them positively.
I will actually stop my list at only one item because this is going to be a handful for this week, and I need to decide! I mean, ultimately I am doing the same work in ALL cohorts but I suppose it is about who I want to really zoom in on and collect data from....
Thoughts??
1. Determine which cohort to focus on. I'm really torn on this...each cohort has such unique qualities to them.
Cohort A: my smallest class but also the class with my students with IEPs, who all have been known as being soft spoken are reluctant to do work but I have yet to see that side of them. They are delightful, given the right push and support. Their voice has not fully come through yet, partly because I think this might be the firs time they have been allowed to even have voice, or choice...
Cohort B: definitely the cohort I am leaning towards. Not my academically high group but students who are looking to find their voice in their learning. This group definitely is socio-emotionally unstable but have found a sense of peace in English class, without me necessarily pushing it. They have sought out spaces in the classroom to read and interact with their novels, they wrestle with story ideas that matter to them deeply, etc.
Cohort C: the cohort that sometimes I struggle with because they are often too literal or view things at a literal place without digging deeper into the work we do, whether it is with text or our writing. so then I think this could be interesting to see if intentionally fostering voice impacts them positively.
I will actually stop my list at only one item because this is going to be a handful for this week, and I need to decide! I mean, ultimately I am doing the same work in ALL cohorts but I suppose it is about who I want to really zoom in on and collect data from....
Thoughts??
Hey, I almost hesitate to say anything because all of those cohorts sound like viable options. I guess the question I'm wondering is do you have a particular type of student in mind (or even a particular student) who you most want to help with this research?
ReplyDelete