Artifact Three: Transcript Analysis
This transcript analysis was conducted during RE 5730 in order to discover how I was using questioning in my classroom. The analysis assisted me by highlighting the areas of strengths and weaknesses that were in my program.
Context:
By conducting the transcript analysis in my room, I was able to see exactly what type of questions I had been asking my students. When I did the analysis, I learned that on any given day, I was asking more of the inquiry type question and not enough of the kinds of questions that really made my students analyze and synthesize the information that was being taught. This was an eye-opener for me and changed the way that I use questioning in my classroom.
Standards:
● Standard A: Instructional Expertise
I used the data gathered from the transcript analysis to plan how I would present my questions to my students. Based on the involvement of the students, I was able to tailor my instruction to move the students into the mode of discussion, not with me, but with their classmates. When questioning the students, I was able to plan for the diverse needs of each group. The questioning changes also allowed me to integrate many genres of literature across my curriculum to develop questioning learners within the large and small groups.
● Standard B: Knowledge of the Learners
By using the questioning processes that I learned in the class, I was able to reflect daily on the instruction that I presented and seek ways to increase the understanding for the learners so that they were able to use the questioning within their groups comfortably. By modeling the behavior in whole group, the students were able to imitate the learning while sharing information with their group to gain a better understanding of their studies.
In the class, Dr. Kucan had us read chapters from the book Action, Talk and Text. This information helped me understand the theoretical and philosophical reasons behind the transcript analysis project. With this information, I was able to apply the instruction through action research in my classroom.
● Standard D: Content Knowledge
In order to do the transcript analysis, I had to be very knowledgeable about the texts that I was planning on using with my students. This required a bit more time during my planning to ensure that there would be adequate text that would enable the students to discuss the text with ease.
● Standard E: Professional Development and Leadership
As a result of the transcript analysis, I made conscious decisions to use better questioning in my classroom. I have shard the information with colleagues and have had them in my room to observe what we are doing in whole group and small group.