Totally Cool Research Opportunity

This afternoon I had a meeting with the literacy teacher at my school; we're teaming a class of low level ninth graders next year. As were were sharing our vision for the class, I realized what a huge opportunity for t-r! Not only can we look at teaming a class at the high school class [somewhat of an anomaly], but also how to effectively help low-level readers and writers once they enter the high school. I see lots of good stuff -- and challenging stuff -- coming out of the experience. Thanks AI!

Moving Foward?

Today I sent out my permission to quote forms with the hopes of receiving them back on Friday. I actually had two sides to my form -- one for students and one for parents. The form was the same; I just decided that I wanted to ask my students for their permission first rather than skip right to their parents. I'm dealing with seniors; some of them are already 18 and can grant themselves permission. I still opted for all students regardless of their age to have their parents and them sign the form --just as a cya.

I still have some tweaking to do with my survey before I administer that on Friday of this week. [Dear Blog Buddy Bud (such alliteration!), I'm hoping to hear from you soon. :) ]It seems a bit surreal to me that just earlier this month we were sitting at Mugs discussing this whole research thing, and now I've not only mastered (maybe? pseudo-mastered?) the blog thing, but I'm also getting ready to actually collect data from students. Cool.

I think I already have some data from students (we've already done one online writing group session), I'm wondering if I should print out my online instructions and their comments (of course, pending that I'm granted permission)? I suppose then I can analyze it this summer. Any thoughts? Even if I don't get permission from all students, can I still use the information I glean from their comments for my hypotheses? as well as changes that I make in my instruction? Can I still paraphrase and make generalizations based on their comments -- but just not direct quotes?

Why am I here?

Such a vast overwhelming question to begin with...so, more specifically, why am I participating in the CSUWP Advanced Institute? Umm... I like research. I like teaching. I like participating in Writing Project events. It seems like the AI is going to mix all those things together -- just like a yummy margarita. Oh, and that little extra special squeeze of lime that makes a margarita supremo -- is that two of my writing group gals are also participating.

What will I focus on?
The simple research question: How do online forums change student workshop comments?

The more detailed, round-about, query I have comes from the College Research class I currently teach. This is my first year teaching this class at the high school level, but I've taught the first level writing class at CSU. There I learned how to use Syllabase: an online forum where students could post their writing, as well as view and comment on each others' writing. I currently have an online component for my high school students to use, thanks to Bud the Teacher. Students have posted homework assignments so we may create a paperless assignment. We have also used the forum to comment on the writing that students post. I have found that my comments were more extensive than the students -- not a huge surprise, but I also noticed that some students offered minimal comments.

Again, I wasn't terribly shocked, but I'm still curious how I can get students to offer constructive, critical, and valuable comments to their peers? Does an online component merely reflect what we see in the classroom when we attempt to set up writing workshops? (Some students offer minimal comments that are not helpful; some offer constructive comments, yet their peers don't take any advice offered; still others are completely off task and are dysfunctional as a group?) Some how I thought that an online piece would hold students more accountable since I am able to view their comments as is the entire class. Not true. Maybe I need to explain the expectations yet again? Maybe I need to allow them to respond to their choice of peers? Maybe I need to provide more structure? Less structure? Maybe it's completely impossible to expect that high school students lack the objectivity to comment on their peers' writing?

I really don't believe that last comment, yet I do know that it is difficult to set up autonomous writing groups in a classroom environment. But, it has happened in the past. Even in my College Research class! And online! I guess I really want to know how to help students use online forums to improve their writing? In a few weeks, students will be posting their rough drafts. I'm contemplating how I should set up the online forum to see the most productive results. I'm also curious if I should survey my students about their experience with writing workshops in general and then ask them about their online experience.

What do I hope to get out of the Advanced Institute?
I hope to get lots of answers and lots of ideas. I'm also hoping to expand the synapses in my brain (see AI: The Beginning!).

AI: The Beginning

Mornin'! Here we are bloggin' our brains out. Well, actually many of us are creating new synapses! (Jason says this the right way to spell this, but I'm really not sure!) I love that we are connecting new information to old information -- expanding our brains as we type. Love that!