LAE 5932: R&R (Reading Responses)

Big Question: What does it mean to participate?

Apply concepts from research to discussion transcripts and to student writing samples in order to
evaluate teaching and learning

Purpose:
Throughout our course, I will ask you to prepare for our class meetings by reading and
writing. The readings will usually include a research text (more formal, more academic)
and a practitioner text (more informal, more practical); your job as a writer is to apply
these readings each week to some sample pieces that I supply (or to your own data) in
order to practice analyzing classroom communication and to get ready for in-class work
together the next week.

Process:
1. Read I expect you to read all the texts I supply each week and will grade you accordingly; however,
I also recognize that you have busy liveshere are some tips for reading research/practitioner texts.
a. What is emphasized? Most texts teach us how to read for whats important: for example, you
probably went immediately to the sections of this handout labeled Purpose and
Assessment, or maybe you noticed the bold headings. When you read course texts, look for
what stands out: titles, headings, special formatting, etc.
b. What concepts or theoretical framework are applied? Most research texts and some
practitioner texts have a separate section for theoretical concepts used in the analysis of
data; these are often explained in the first half of an article or book (usually in a section called
theoretical framework) or emphasized in callout boxes in a practitioner text. Since these are
the concepts you might apply to your own analyses, it makes sense to look here.
c. How do the examples compare to my own experience? Look for how new concepts in research
or practitioner texts are applied to classroom examples; in a research text, this usually
happens in a section called Findings or Results (or somewhere in the second half of an
article or book). Then think about how those examples compare to your own experiences or
the data you will analyzehow are they similar or different? How might those
similarities/differences matter?
2. Choose Each week, I will supply several sample pieces for you to use as you practice analyzing
classroom communication. As you choose 1 of the 3 samples to analyze, consider:
a. How do the samples relate to my own interests and inquiries? Hopefully our course and these
readings/concepts/tasks help you learn more about your teaching. Feel free to use different
data if they will better support your learning.
b. What might I notice/change about these samples? The samples I provide have already been
transcribed and presented for particular audiences and purposes. You may wish to comment
on this, or even to take them apart and represent them differently.
c. What do I bring to these samples? Remember to compare the samples you choose to your
own experiencewhat can you bring to help you interpret?
3. Write After reading and choosing a sample, you will write a 1-3 page response, post it to CANVAS,
and bring it to class in preparation for discussion. When you write, consider:
a. What is my purpose? Please dont summarize the readings or what happens in the samples
except as they pertain to the argument/interpretation you make.
b. How can I apply concepts from the readings? The important thing here is
not to write beautiful prose or agree with any one perspectiveits
practice for analyzing classroom communication. Take it to the text!
c. What do I get out of this? The most important thing is that you write
something that matters to you, something that helps you learn more about
your own teaching!

Assessment

Criteria/Grade A
Process
Makes use of all readings
and own experiences in
analyzing sample

Interpretation Insightfully applies

multiple concepts from
course readings to data
selection, presentation,
and explanation;
thoughtfully connects to
several personal areas of
professional development

B
Makes use of some
readings and own
experiences in
analyzing sample

C
Does not refer to
readings or does not
reference own
experiences in
analyzing sample
Applies multiple
Applies some concepts
concepts from course
from course readings
readings to data
to data selection,
selection, presentation, presentation, or
and explanation;
explanation; connects
connects to several
to personal areas of
personal areas of
professional
professional
development
development

D/E
Does not refer to
readings and to own
experiences in
analyzing sample
Does not apply (or
misapplies) concepts
from course readings;
does not connect to
areas of personal and
professional
development