This week I read through the chapter and took notes and really had no idea what I was taking notes over, it was very confusing to me using all these big words that I didn’t really have any idea what they meant. The second half of the chapter helped me understand the first half of the chapter though and it began to click a little bit. I read this right before our Twitter session on Tuesday. Once we began our discussion on Tuesday night, everything began to click as we discussed the different questions. I read over the questions before we started our talk and I didn’t think I would have an answer for any of them, or at least an educated answer. As we started talking though about different concepts, I began to realize I would have some input for our conversation and I was able to give an answer for all the questions, except for maybe one. The twitter conversation really helped answer some questions that I had about writing my blog this week and afterwards I felt as though I was more able to be confident in what I had to say about how qualitative research is a good lens through which to view classroom research.
We were asked what world view we had that related to qualitative research and I wasn’t exactly sure, because I could pick different facets of each one that applied to my life. I discussed it with my dad the next morning because he’s getting his doctorate and is doing a lot of qualitative research and he told me that I was more positivist than anything else. It seemed like that’s what everyone else was saying in class, but I didn’t want to put I was positivist just because everyone else was. I would say now though that I am positivist.
For my research project, I want to incorporate the flipped classroom model into my 6th/7th combo class, so it will involve computers/laptops. I want to do this with my 7th grade class which consists of all boys who are very closed off and because of that the relationship building is difficult. I want to research if there is more time without direct instruction in class and more time for questions and individual conversations if the relationships in class improve and in turn help with grade improvement. Right now it takes the entire hour to get through two math lessons, one with 6th and one with 7th and there’s no time to build those relationships that are important to have with the students. I’m still working on how to develop a good question for it, but this is my idea and why I want to go this way with my research, but so far I have, “How does relationship building in a flipped classroom affect student grades?”
We were asked what world view we had that related to qualitative research and I wasn’t exactly sure, because I could pick different facets of each one that applied to my life. I discussed it with my dad the next morning because he’s getting his doctorate and is doing a lot of qualitative research and he told me that I was more positivist than anything else. It seemed like that’s what everyone else was saying in class, but I didn’t want to put I was positivist just because everyone else was. I would say now though that I am positivist.
For my research project, I want to incorporate the flipped classroom model into my 6th/7th combo class, so it will involve computers/laptops. I want to do this with my 7th grade class which consists of all boys who are very closed off and because of that the relationship building is difficult. I want to research if there is more time without direct instruction in class and more time for questions and individual conversations if the relationships in class improve and in turn help with grade improvement. Right now it takes the entire hour to get through two math lessons, one with 6th and one with 7th and there’s no time to build those relationships that are important to have with the students. I’m still working on how to develop a good question for it, but this is my idea and why I want to go this way with my research, but so far I have, “How does relationship building in a flipped classroom affect student grades?”