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Protocol for Exploring the Transcript
We will “work” the transcript by examining students’ ideas and sense-making practices. First, we will view video. Secondly, we will assume the voice of a participant and read the transcript aloud, trying to understand the ideas and perspectives of the person who is speaking. Thirdly, we will use the protocol below to explore the students’ thinking, keeping in mind our own experiences and those of practicing scientists with embodied imagining. Throughout this process, we will take an interpretive stance, as compared with an evaluative or diagnostic stance. This means that we will a) interpret the students’ talk assuming they are making sense of the subject matter, and b) use the transcript as a source of evidence for our interpretations, referring to specific lines in the transcript and what they are evidence for, and staying close to the students’ words, gestures, expressiveness, etc. We ask that each member of the group take responsibility for holding the group to this interpretive stance in order to ground and discipline our conversation about the classroom event.
Interpreting Students’ Sense-Making
- What ideas about ______________ do you see the students exploring?
- From what perspectives (e.g., values towards and relationships with nature, identities, ways of knowing) are they thinking and speaking?
- What resources (e.g., experiences, language(s), sense-making practices, texts or other sources, the immediate conversation, etc.) might they be drawing from?
- What do you notice about the ways the students are using language?
Interpreting Teacher’s Sense-Making
- What scientific ideas or understandings do you see the teacher working with?
- From what perspectives do you think she is speaking?
- What specific pedagogical moves or decisions do you see her making?