(Talking about nuggets of literary theory in high school was something I never dreamed of. What gems I get to teach!!!)

willingly. Then I posted this slide on the board and said, “Grab a whiteboard marker and make corrections to the purple side.”
(Like how we use student names as examples for increased engagement) Apparently, editing their convos was also an engaging and hilarious way to correct dialogue today! 2/2

Omg is this in Kingston?!

I’m still learning but more like reframing (”restorying”) the collected data into a narrative. Compare to analyzing it the way you would analyze literature

You know what’s the most bizarre?? Wrapping my head around narrative inquiry of all things! I love books and stories and reading and narratives, etc. I’m flabbergasted that I’m having difficulty wrapping my head around research structured as one?

This is neat! So coyote time immediately reminds me of Vygotsky’s zone of proximal development, and also your proof of concept strategy - ie. getting close enough that we recognize student understanding and moving on (esp. knowing there’s another chance to practice that skill later in another way)

Yes!! Exactly. And we don’t always know, realize, or are aware of what is influencing our worldview, especially when it is something that evolves, and may not develop until later. An interesting exercise to compare TCs, TC coming from another career, NTIP teachers and teachers with x years exp.

Also I just started reading a book called Framers - really interesting for connecting thinking across subject areas -and the value of SS/Humanities thinking in a STEM-dominated world. The first few chapters are introductory and really connect to these discussions. I recommend!

Kind of like critical theory lenses in gr 12 but… less structured ?

Ohh also another perspective: we talk about the students thinking but what about going one step back and considering how teachers frame it - how do their experiences and subject expertise frame their teaching practice?