I spent the better part of Saturday composing my cycle two report (otherwise known as part 2 of my cycle one)according to some discussions that I had with MR and with my LC. We had decided before to show the iteration of my AR work by splitting up my cycle one into smaller sections. I was taking the idea that because of the No D policy that lead to the multiple revision policy which lead to students creating their own rubric. In essence, my cycle one report would be a rather large document generating smaller subsections that each dealt with the topics.
However, as MR left feedback about my report, she thinks it would be better to go back and do it the way I had started it which was all within the same report. Oh well! Nothing like a good rewrite to refocus and solidify your ideas.
Basically, the structure I will follow is that the report will be an overall focus of the iterations that took place as a result of instituting the No D policy. I will then break down the report into subsections only in the data analysis so that the data can be examined separately to see its effects upon the class and me as the teacher.
Also, in the reflection section of my report, I could break it up into various sections if I felt it worked well for my paper. I can see this being beneficial for a focused reflection, but sense each part of the cycle leads into one another, I feel like I often come away with the same reflections and questions about the process as a whole.
Impressively enough and I have to remember to pass this along to my students, MR commented about what great reflections my kids write. I was really proud of them hearing this compliment and hadn’t thought before about how good they are at reflecting. I have done reflections so much in my class and give my kids that class time to do them, so I hadn’t thought about how well done they are until she pointed this out. It really made me feel good, and I am excited to share the news with my students.
We also had a great conversation in our LC about writing as a reflective process and how important it is to write over and over again. Yet, in schools, we do not teach writing this way. We are so focused on the one time only assignment. And for me, that was especially my focus until this past year when I gave my students multiple redos. What a change for both me and my students.
Sadly, I learned that we have to change LCs again at the end of this semester. I really am not excited about that. It seems as though each time we start gelling and working together, then we have to move on. And especially, I don’t think it makes sense so close to our presentations because if the LC we are working with really knows our AR work, they could better assist us in making really effective presentations. I am not sure if a new LC with so short a time before our presentations can make that work. I need to trust in the process and last time when I was ambivalent about a new LC, it all worked out. I hope the same can come true again. Wouldn’t it be great if we could pick our own LC?