You talked through Newkirk's examples (good job) and then Daria (thank you, Daria) and I were provided an opportunity for you to practice taking notes to document the aspects of coaching sessions that you are thinking about for your research project. From your talk in class, it sounded like each of you are working toward a focus, and that you are beginning to think about how to identify & collect data to explore that focus. Good.
In class on Monday, you will get started on developing your research plans. Your work in class will build on the thinking/writing for your blog assignment.
Blog 13: Post your (tentative) focus for your project. Make a list of what you have been reading for your research project - and describe how you will used the different readings for your project. Include links (when appropriate) and a short summary of what the articles/references.
Keep taking notes on your sessions.
Wednesday, October 28, 2009
Monday, October 26, 2009
October 26
Tonight we reviewed what McAndrew & Reigstad had to say about body language. After listing common features of body language on the board (gestures, posture, facial expression, distance and etc) we developed some lists of the particular features of body language that can indicate comfort or discomfort. As we made this list we noted that the same feature - for example knit brows, or direct eye contact - can have different interpretations depending on the other cues it is associated with. Knit brows can mean anger or confusion; and direct eye contact can indicate engagement - but it is also associated with dominance.
After listing features of body language that might connect to being comfortable - we posed a research project where a tutor might be examining whether or how direct v indirect tutoring methods affected student comfort levels (and the success of the session). We made a list of features to look for to describe whether the coach was using directive or nondirective strategies. For directive, we listed that the coach might talk more (both more "turns" and longer talk), that the coach's talk might contain "you" statements, or imperatives (such as "do this"), and so on. Laura (thank you Laura!) then volunteered (sort of) tutor me in a mock session.
I played the role of a student who was extremely uncomfortable with non-directive methods. I needed LOTS of support, and could not/would not respond to open-ended questioning. Only when Laura provided part of the language/idea was I able to respond. You took notes - and hopefully you noted specific features of our body language (NOT whether we were comfortable or uncomfortable - but whether we were looking at each other, who spoke and for how long, who controlled/initiated conversation - and how the student responded in terms of body language and talk). We then discussed your notes - and how we might further refine our research question in light of observations from this session. We considered the possibility that it was not always lack of domain knowledge that made students uncomfortable with nondirective methods, but rather the demand to answer a question they had not yet thought through. In other words - they chose NOT to think out loud and risk saying something they were not yet ready to say. We might observe future sessions with this tentative, more focused hypothesis in mind - and see what they might add to our ideas.
You then did some writing to plan how you might take notes for your unfolding/in-process ideas about your projects. In this writing you stated your (tentative) focus; made a list of what you would need to observe to explore your idea; and then listed specific features/actions/behaviors that would serve as evidence of what you are observing. For example, if you wanted to observe how goal setting in the "first five minutes" affects the outcome of the session you would need to identify how goals are set - you would need to notice who introduced the goal that was actually worked on; whether it was introduced with or without prompting by the coach; the clarity of the goal; whether & how much the goal changed; the degree to which it was worked on - etc. AND you would need measures of "effectivenss" - probably including what the student's body indicated about "satisfaction" along with a completed student feedback form for the session.
For Wednesday:
Read: Newkirk, "The first five minutes: Setting the agenda in a writing conference
Blog 12: Continue writing for your plan for data collection
After listing features of body language that might connect to being comfortable - we posed a research project where a tutor might be examining whether or how direct v indirect tutoring methods affected student comfort levels (and the success of the session). We made a list of features to look for to describe whether the coach was using directive or nondirective strategies. For directive, we listed that the coach might talk more (both more "turns" and longer talk), that the coach's talk might contain "you" statements, or imperatives (such as "do this"), and so on. Laura (thank you Laura!) then volunteered (sort of) tutor me in a mock session.
I played the role of a student who was extremely uncomfortable with non-directive methods. I needed LOTS of support, and could not/would not respond to open-ended questioning. Only when Laura provided part of the language/idea was I able to respond. You took notes - and hopefully you noted specific features of our body language (NOT whether we were comfortable or uncomfortable - but whether we were looking at each other, who spoke and for how long, who controlled/initiated conversation - and how the student responded in terms of body language and talk). We then discussed your notes - and how we might further refine our research question in light of observations from this session. We considered the possibility that it was not always lack of domain knowledge that made students uncomfortable with nondirective methods, but rather the demand to answer a question they had not yet thought through. In other words - they chose NOT to think out loud and risk saying something they were not yet ready to say. We might observe future sessions with this tentative, more focused hypothesis in mind - and see what they might add to our ideas.
You then did some writing to plan how you might take notes for your unfolding/in-process ideas about your projects. In this writing you stated your (tentative) focus; made a list of what you would need to observe to explore your idea; and then listed specific features/actions/behaviors that would serve as evidence of what you are observing. For example, if you wanted to observe how goal setting in the "first five minutes" affects the outcome of the session you would need to identify how goals are set - you would need to notice who introduced the goal that was actually worked on; whether it was introduced with or without prompting by the coach; the clarity of the goal; whether & how much the goal changed; the degree to which it was worked on - etc. AND you would need measures of "effectivenss" - probably including what the student's body indicated about "satisfaction" along with a completed student feedback form for the session.
For Wednesday:
Read: Newkirk, "The first five minutes: Setting the agenda in a writing conference
Blog 12: Continue writing for your plan for data collection
Wednesday, October 21, 2009
October 21
Tonight was our first night at the writing center - and tutortrac was down. So - we re-grouped and you did a group observation of a conference between me and Sam (thank you, Sam). You got some practice observing - and if there was something that interested you or gave you and idea for your project - keep it in mind!
To go into Tutortrac to see if you have students - go the http://www.kean.edu/~cas/ and click on the tutortrac symbol at the bottom left. Then click the top tutortrac symbol to the right. This should take you to a login page: your username is your last name, and your password is the six digits from your Kean University ID not including the initial zeros.
If you can't get in to Tutortrac - stop by the receptionist's desk before your session & the receptionist will help you.
When you come to CAS to work - be sure to sign in at the receptionist desk. You will sign the sheet for our class that you all signed this evening.
On Monday, in class we will answer any questions about notetaking (bring your notes from tonight's session to class); discuss the assigned readings (see below) & think about interpreting/documenting/responding to body language; if there is any time left we will do some more talking about research projects.
Blog 11: More brainstorming for your research project. Choose 3 ideas from your list and do some freewriting/brainstorming to explore how you might develop each idea.
Read: Murphy, "Freud in the Writing Center," 296 in Barnett and Blumer; Review body language, 28-30 in McAndrew and Reigstad
Have a good weekend.
To go into Tutortrac to see if you have students - go the http://www.kean.edu/~cas/ and click on the tutortrac symbol at the bottom left. Then click the top tutortrac symbol to the right. This should take you to a login page: your username is your last name, and your password is the six digits from your Kean University ID not including the initial zeros.
If you can't get in to Tutortrac - stop by the receptionist's desk before your session & the receptionist will help you.
When you come to CAS to work - be sure to sign in at the receptionist desk. You will sign the sheet for our class that you all signed this evening.
On Monday, in class we will answer any questions about notetaking (bring your notes from tonight's session to class); discuss the assigned readings (see below) & think about interpreting/documenting/responding to body language; if there is any time left we will do some more talking about research projects.
Blog 11: More brainstorming for your research project. Choose 3 ideas from your list and do some freewriting/brainstorming to explore how you might develop each idea.
Read: Murphy, "Freud in the Writing Center," 296 in Barnett and Blumer; Review body language, 28-30 in McAndrew and Reigstad
Have a good weekend.
Monday, October 19, 2009
Monday, October 19
Tonight we went through the forms you will need to present to student if you are going to collect data on their sessions. We decided that you need to introduce the idea of collecting data at the beginning of the session, that it they seem positive, that you will then talk them through the form and ask if they have questions. You will sign two forms; you will then keep one copy and give them one copy. Give the signed permission forms to me during the next class. At the end of the session, give the student a Debriefing form.
We talked briefly about your research project. We are at the very beginning - and I would like you to (try to) keep an open mind about the focus of your project until you have conducted a couple of sessions. You are going to invest some time and energy in this project - so it is important to find something that feels exciting.
I meant to go over filling out evaluation forms at the end of sessions - but I think you have enough on your hands. If you think making yourself a "cheatsheet" or guide for how to conduct your session would help you focus - do it. I suggest thinking through what you will do in the following "phases" of the session.
Introductions
- research project
-get to know you talk
finding a focus for the session
- clarifying assignment/writing task (audience, purpose + form)
- setting goals/what to work on
the main work of the session will depend on what the writer is working on. within this section consider:
Making sure to:
- accurately understand the writer (did you say back, ask clarifying questions? leave silences / listen?
-provide opportunities for the writer to talk about his/her writing issues - in as many different ways as it takes
- provide opportunities for the writer to write
- provide opportunities for the writer to state HOW s/he will work on the paper (by brainstorming, listing, detailed listing, associating, mapping, freewriting - or the other more specific techniques listed for different writing issues in the readings) If the writer needs to accomplish a particular writing task - you can direct him/her to the writing process that will help him/her accomplish that task.
- provide opportunities for the writer to get started on the process + report back how it is going
- if the writer has more than one issue - allot appropriate time to each
concluding the session
- have the writer review what was accomplished
- provide encouragement in pursuing appropriate writing strategies
- suggest a follow-up session if appropriate
Blog 10: Post any final thoughts on your coaching strategy. Think through what you think your strengths will be, and what you will need to think through ahead of time.
See you in the writing center on Wednesday! Be sure to bring your permission/debriefing forms + appropriate materials for note taking.
We talked briefly about your research project. We are at the very beginning - and I would like you to (try to) keep an open mind about the focus of your project until you have conducted a couple of sessions. You are going to invest some time and energy in this project - so it is important to find something that feels exciting.
I meant to go over filling out evaluation forms at the end of sessions - but I think you have enough on your hands. If you think making yourself a "cheatsheet" or guide for how to conduct your session would help you focus - do it. I suggest thinking through what you will do in the following "phases" of the session.
Introductions
- research project
-get to know you talk
finding a focus for the session
- clarifying assignment/writing task (audience, purpose + form)
- setting goals/what to work on
the main work of the session will depend on what the writer is working on. within this section consider:
Making sure to:
- accurately understand the writer (did you say back, ask clarifying questions? leave silences / listen?
-provide opportunities for the writer to talk about his/her writing issues - in as many different ways as it takes
- provide opportunities for the writer to write
- provide opportunities for the writer to state HOW s/he will work on the paper (by brainstorming, listing, detailed listing, associating, mapping, freewriting - or the other more specific techniques listed for different writing issues in the readings) If the writer needs to accomplish a particular writing task - you can direct him/her to the writing process that will help him/her accomplish that task.
- provide opportunities for the writer to get started on the process + report back how it is going
- if the writer has more than one issue - allot appropriate time to each
concluding the session
- have the writer review what was accomplished
- provide encouragement in pursuing appropriate writing strategies
- suggest a follow-up session if appropriate
Blog 10: Post any final thoughts on your coaching strategy. Think through what you think your strengths will be, and what you will need to think through ahead of time.
See you in the writing center on Wednesday! Be sure to bring your permission/debriefing forms + appropriate materials for note taking.
Wednesday, October 14, 2009
Wednesday, October 14
You signed up for coaching times - they are posted at google.docs.
I have made you all collaborators - so you can change your times online and everyone can see them. (Click here to go to the document. After you edit - be sure to save). You can adjust and re-assign yourselves by editing your hours. (If you have trouble send me an email and I will change them.) Hopefully you will have everything figured out by Friday - at which point Ryan will put the hours in the system & I will send them out to instructors so they can tell their students.
We spent most of the class talking about Shamoon and Burns' discussion of when to deviate from writing center "orthodoxy" and take more directive approaches. They pointed out that directing students to models, using "master class" approaches, and providing "edits" may be appropriate when students are not "experts," when they need to learn a new "subject position" (way of representing themselves - a new "persona"), or when they are new to academic literacies (or any other set of conventions for writing). In our wrap-up discussion we identified groups/individuals who might benefit from more directive approaches as including:
- ESL learners
- returning adult students
- new students
- students from "non-mainstream" cultures
- differently abled students who might need more information or cues in social or academic conventions
For Monday:
Blog 9: Do some writing about what interests you in terms of a research project.
Look through the Barnett & Blumer text (all of those essays are about "writing center research") and check out the sample reserch papers and the writing center publications (links at the bottom of this blog). Hopefully you will be able to choose something that interests you.
In class we will go over how to set up a session, and review the forms you need to present to the student (if you are taking data). I will also introduce your research project and we will get started on the planning process.
Have a great weekend.
I have made you all collaborators - so you can change your times online and everyone can see them. (Click here to go to the document. After you edit - be sure to save). You can adjust and re-assign yourselves by editing your hours. (If you have trouble send me an email and I will change them.) Hopefully you will have everything figured out by Friday - at which point Ryan will put the hours in the system & I will send them out to instructors so they can tell their students.
We spent most of the class talking about Shamoon and Burns' discussion of when to deviate from writing center "orthodoxy" and take more directive approaches. They pointed out that directing students to models, using "master class" approaches, and providing "edits" may be appropriate when students are not "experts," when they need to learn a new "subject position" (way of representing themselves - a new "persona"), or when they are new to academic literacies (or any other set of conventions for writing). In our wrap-up discussion we identified groups/individuals who might benefit from more directive approaches as including:
- ESL learners
- returning adult students
- new students
- students from "non-mainstream" cultures
- differently abled students who might need more information or cues in social or academic conventions
For Monday:
Blog 9: Do some writing about what interests you in terms of a research project.
Look through the Barnett & Blumer text (all of those essays are about "writing center research") and check out the sample reserch papers and the writing center publications (links at the bottom of this blog). Hopefully you will be able to choose something that interests you.
In class we will go over how to set up a session, and review the forms you need to present to the student (if you are taking data). I will also introduce your research project and we will get started on the planning process.
Have a great weekend.
Wednesday, October 7, 2009
Wednesday, October 6
Tonight we started out by talking about minimalist tutoring and coaching different types of people. We did not go through the particular lists of strategies (though we did characterize minimalist tutoring) => the focus of our discussion was on how to make decisions about what approach to take. How do we determine if a writer is "high ability" and suitable for minimalist approaches? Unfamiliar with mainstream U.S. culture to an extent that might suggest ESL strategies? While introductory talk is essential for making these decisions, we noted that so are the writers' responses to the different moves you might try out. There is not set formula - but it is a good idea to have some possibilities in mind for different kinds of writers.
We then talked about developing writing checklists. We noted that writing checklists can be used for different purposes: for evaluating sessions in terms of tutor effectiveness; for keeping records that will be part of the students' file; and documentation of center practices; and for collecting data on what happens in sessions. The particular entries on the checklist will correlate with the lists' purpose. There are several sample checklists - for several different purposes - at the back of your book.
For Blog 8 you are to create and post a checklist that will be useful to you - either in terms of helping you document your session for your project - or in terms of evaluating how well you are doing as a tutor (to establish what you want to work on). Although I am assuming you will prefer to create a checklist you can use for your own work - if you choose - you may document a checklist that would be suitable for inclusion in student files - so all the tutors who work with a particular student will have record. Be sure to state the purpose of your checklist at the top of the form.
We spent the last portion of class working on reflective documentation of sessions. Reflective documentation of your own sessions is different from taking notes on sessions conducted by other writing coaches - because you cannot write notes as you are conducting sessions. After your sessions you created your notes on "what happened" and we then put the list of what you wrote on the board. We then developed a set of cues (a checklist) you could use to help you reconstruct your sessions. This set of cues was chronological - and provided you with prompts on what to note during each section of the session.
We noted that our set of cues was like a standard essay in that you needed to note what happened in the introduction of the session (the getting to know you, goal setting, strategy selecting, what to work on talk), what happened in each of the "body paragraphs' where writing coach + writer worked on various aspects of the writing - and the conclusion - where the coach worked through whatever wrapping up protocols + drew the session to a close. In addition to the documentation - I suggested that you might want to raise questions, offer interpretations, or speculate about what happened. This writing might not be your final take on the session - but it is important to have a record of what you were thinking right after the session took place.
For the "body paragraphs" we noted that coaches might want to remember:
what was said + how it was said(who initiated conversations, tone of voice, volume, expression etc)
body language, proximity, silences
tutoring strategies
the coach's overall style (minimalist, teacher-centered, etc.)
whether + when writing was done
some documentation of features associated with effectiveness
and more - (+ we had lists under each of these features).
Creating a set of cues for use in re-constructing sessions helps you to be systematic, and it helps you remember more.
In our discussion this evening, we also began to do some talking + thinking about what you might want to do your research project on. We will keep talking about this - pointing out how what goes on in sessions might become a focus for your research.
Good class tonight and have a great (long) weekend.
For Monday (October 12)
Post Blog 8: checklist
For Wednseday (October 14)
Read: "A critique of pure tutoring" by Shamoon + Burns, 225 in Barnett & Blumer.
We then talked about developing writing checklists. We noted that writing checklists can be used for different purposes: for evaluating sessions in terms of tutor effectiveness; for keeping records that will be part of the students' file; and documentation of center practices; and for collecting data on what happens in sessions. The particular entries on the checklist will correlate with the lists' purpose. There are several sample checklists - for several different purposes - at the back of your book.
For Blog 8 you are to create and post a checklist that will be useful to you - either in terms of helping you document your session for your project - or in terms of evaluating how well you are doing as a tutor (to establish what you want to work on). Although I am assuming you will prefer to create a checklist you can use for your own work - if you choose - you may document a checklist that would be suitable for inclusion in student files - so all the tutors who work with a particular student will have record. Be sure to state the purpose of your checklist at the top of the form.
We spent the last portion of class working on reflective documentation of sessions. Reflective documentation of your own sessions is different from taking notes on sessions conducted by other writing coaches - because you cannot write notes as you are conducting sessions. After your sessions you created your notes on "what happened" and we then put the list of what you wrote on the board. We then developed a set of cues (a checklist) you could use to help you reconstruct your sessions. This set of cues was chronological - and provided you with prompts on what to note during each section of the session.
We noted that our set of cues was like a standard essay in that you needed to note what happened in the introduction of the session (the getting to know you, goal setting, strategy selecting, what to work on talk), what happened in each of the "body paragraphs' where writing coach + writer worked on various aspects of the writing - and the conclusion - where the coach worked through whatever wrapping up protocols + drew the session to a close. In addition to the documentation - I suggested that you might want to raise questions, offer interpretations, or speculate about what happened. This writing might not be your final take on the session - but it is important to have a record of what you were thinking right after the session took place.
For the "body paragraphs" we noted that coaches might want to remember:
what was said + how it was said(who initiated conversations, tone of voice, volume, expression etc)
body language, proximity, silences
tutoring strategies
the coach's overall style (minimalist, teacher-centered, etc.)
whether + when writing was done
some documentation of features associated with effectiveness
and more - (+ we had lists under each of these features).
Creating a set of cues for use in re-constructing sessions helps you to be systematic, and it helps you remember more.
In our discussion this evening, we also began to do some talking + thinking about what you might want to do your research project on. We will keep talking about this - pointing out how what goes on in sessions might become a focus for your research.
Good class tonight and have a great (long) weekend.
For Monday (October 12)
Post Blog 8: checklist
For Wednseday (October 14)
Read: "A critique of pure tutoring" by Shamoon + Burns, 225 in Barnett & Blumer.
Monday, October 5, 2009
October 4
I returned your response essays - you did a great job on these - and we talked over talked through the kinds of difficulties students generally have when composing response essays. I also pointed out that response essays are a model of one of the primary moves academic writers make - where they create a conversation with another text. Ryan and Musheerah have consented to let me post their essays as models - so they will be available (for a limited time only) as links on this site.
We then talked briefly about how to take good notes on coaching sessions. Your purpose for taking notes it to provide "evidence" for new theories about how and why writers develop their writing - and how coaching affects the process. To gather this evidence - you need to write down the particulars about the actors, actions, contexts and consequences of writing center sessions. After developing a quick list of some of the observations you might note - you conducted short sessions on developing a response to North's 2nd essay - "Revisiting 'the idea of a writing center'." We talked briefly about in between sessions and you seem to be doing a great job of taking detailed, descriptive notes.
For Wednesday:
Blog 7: What was your experience of taking notes on a writing session? What do you think it is most important to write down about what happens in a writing session?
Read: McAndrew and Reigstad, 89-102, "Tutoring different people," & "Minimalist Tutoring" by Jeff Brooks, 219-224.
Write: A draft response to North.
Good class and see you on Wednesday.
We then talked briefly about how to take good notes on coaching sessions. Your purpose for taking notes it to provide "evidence" for new theories about how and why writers develop their writing - and how coaching affects the process. To gather this evidence - you need to write down the particulars about the actors, actions, contexts and consequences of writing center sessions. After developing a quick list of some of the observations you might note - you conducted short sessions on developing a response to North's 2nd essay - "Revisiting 'the idea of a writing center'." We talked briefly about in between sessions and you seem to be doing a great job of taking detailed, descriptive notes.
For Wednesday:
Blog 7: What was your experience of taking notes on a writing session? What do you think it is most important to write down about what happens in a writing session?
Read: McAndrew and Reigstad, 89-102, "Tutoring different people," & "Minimalist Tutoring" by Jeff Brooks, 219-224.
Write: A draft response to North.
Good class and see you on Wednesday.
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