lydia sheldon_mccall fieldwork journal_(artifact)_03.17.13_with sandi's comments

7/28/2019 Lydia Sheldon_McCall Fieldwork Journal_(Artifact)_03.17.13_with Sandi's Comments

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Lydia Sheldon

17 March 2013

EDUC 515

Penn Mentor: Sandi Richards

Fieldwork Notebook Entry 8Students as Readers of Poetry and of Themselves

On Friday, March 8, both literacy classes worked in their literature circles to analyze

W.H. Audens poem Refugee Blues. Its a long poem, and we read it out loud twice, each

student taking a stanza. Rather than react to it or unpack its meaning as a whole class, the

students broke into their literature circles. I posted a list of roles on the board, and asked

that each student take one. I deliberately left it up to the students to decide who would take

what role. The roles were:Artful Artist: draw an important moment in the poem. Write a few sentences explaining whatyou drew and why its important.

Word Wizard: Identify all the words your group is unfamiliar with. Look up definitions forthose words.Passage-Picker: Choose one or two stanzas that you think are the most important forunderstanding the poem. Be ready to read that stanza out loud, and talk about why you think

its so important.Connection-Maker: Make a connection to a text/movie/real-world event outside of the poem.For this poem, you might want to do a little research on German-Jewish refugees (like the

Frank family!) right before World War II.Savvy Summarizer: Recap whats going on in the poem. What is about? What is the conflict?Students worked together for the remainder of the period. I let them know that each

person would be responsible for a page of notes, and that the groups would staple these

together and hand them in for a group grade. I knew that there might be some resistance to

the idea of a group grade. I advised them to work together on some of the harder roles, so

that one person didnt have more work to do than the others. I thinkthis seemed fair to

them, because as I walked around the classroom, I observed them helping each other.

They continued their work on Monday, each group handing in a packet of notes. For

the most parts, the students seemed very engaged in the project. Dr. Marshall and I were

pleased with their work. On Tuesday I asked them to reflect individually on their roles

within their literature circles. I posted a list of questions:Think about the work you just did in your literature circle.Were you satisfied with your role?Did another role seem more attractive to you?Why do you think you personally (think about your unique strengths and interests) would be

good at a certain role?

As I explained the writing prompt, I emphasized that each person had strengths and talents

that they brought to their circle. I explained that sometimes we get stuck thinking the only


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talents are ones that everyone can immediately observe, like drawing or singing well. But

many of you have different talents, I explained, like analytical thinking, the ability to geteveryone on board with the project, the ability to lead and give directions. Im not sure if

students understood my point, but I wanted them to expand their definition of talent, and

recognize their own strengths in the classroom. This invitation for your students to think

more deeply about their own strengths is rare, prudent, and timely for young people on thecusp of entering high school. As you conveyed to them when explaining the writing prompt,

both students and teachers can get so stuck in the easily recognized talents that the door

inevitably shuts on the opportunity to recognize, embrace, and develop other strengths.

How great that you are purposefully making a space for a richer human experience in the

classroom!

This metacognitive writing assignment was prompted by my increasing focus in my

inquiry work. As I read more theory and literature around students understanding

themselves as learners, Im becoming more convinced that that understanding is directly

related to their engagement with their work. I havent yet figured out an if, then

relationship between writing about ones strengths and goals as a learner, but I suspect

that the more students reflect on these topics, the more theyll notice and take control oftheir learning.

As with their poetry analyses packets, my students metacognitive reflections wererich and thoughtful. Simran wrote that she liked her role as artist because she enjoy[s]

seeing how the words of a poem look in a drawing. After pointing out his self-perceived

strengths in argument and researching, Connor noted, I have creativity but I cant expressit well. Jamiyah described a trajectory of engagement: At first I wasnt satisfied with my

role because I believe that I was overthinking it and I thought that it wasnt going to make

sense. Once Miss Sheldon explained it to me I understood it better. Linda said, My interest

is art, and it is my favorite and also my only talent. Daniel took his answer beyond thescope of this particular literature circle assignment as a justification for why he enjoyed his

connection-making role: Im always interested in mysterious things around the work.Celine was very articulate about her strengths: I am detailed oriented and this helps me

analyze the text better, so thats why I chose this role. These responses reflect mature

thinking, heightened self-awareness, and a comfort in sharing both perceived strengths and

weaknesses. It is important to remember that the trust you have cultivated with your

students is an essential ingredient in their willingness to expose themselves with such

clarity and candor.

Certainly understanding themselves and their strengths is beneficial to students, not

just in their literacy classroom. Asking the questions, What am I good at? What am I able to

contribute to group assignments? leads to conclusions such as, I can be confident aboutthis. I like doing this. Most of my recent inquiry research has focused on encouraging

students to explore those very questions and conclusions. But what about the benefit ofreading these reflections to their teacher?

It would be difficult for me to concisely communicate how these reflections inform

what I already know or have been wondering about each individual student. I was

encouraged by Jamiyahs response because I worry that she is used to not engaging in work

and has a low opinion of her own effort. I wanted to write an exclamation point for her

after she described her own progress in understanding. Lindas reflection confirms what

Ive already observed: she invests in her own artistic talent. It also confirms what Ive


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begun to suspect, that she doubts her ability beyond that sphere. Linda is in learning

support classes and seems to struggle with reading comprehension. How is that related to

her perception of herself as a learner? I smiled when I read Daniels expression of his

interest in mysterious things. Aha! As soon as I read it, I remembered the times hesspoken up or asked a question in class when the answer seems nebulous or debatable.

Connor is a student who has been labeled arrogant by other teachers. I see that quality inhim, but I was surprised to see his insecurity about himself as creative. I wonder how that

plays out in his work in our class. Ill have to pay attention to how he participates indifferent types of activities.

Ill avoid writing in conclusion, to this notebook entry, because this activity and

subsequent analysis have been so promising for my future work with these students and

my inquiry. Im only left wishing all of my plans could yield such a wealth of student

engagement and reflection.

Artifacts: samples of student analyses; student reflections.

Lydia,

Congratulations! In just a few short weeks, your inquiry study has taken exquisite,pragmatic shape with your thoughtfully designed class activities that reveal essential truths

about your students strengths and self-perceptions. As you note, this step is enormously

promising for your work with these students (and for allyour future students). Though the

answer to your question about the benefit of your reading their reflections may remain

murky at this point, I think thats as it should be. Simply by asking the right questions, youhave planted a seed in your students hearts and minds that invites them to be fuller, more

complex individuals in the realm of the classroom. This is huge! And while it may be messy

for the teacher (What do you do with all the candid self-assessments that your students

have offered to you?!), you will find your way, step by step, by utilizing the meta-cognition

information gathered to encourage your students to learn and grow in meaningful ways.

Thoreau says it well: Though I do not believe that a plant will spring up where no seed hasbeen, I have great faith in a seed. Convince me that you have a seed there, and I am

prepared to expect wonders. Great for you.

lydia sheldon_mccall fieldwork journal_(artifact)_03.17.13_with sandi's comments

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