Memo Blog Post # 8(A) Falk and Blumenreich Chapter 7

Memo Blog # 8 (A)

Making Sense of Your Learnings

Analyzing Data by Falk and Blumenreich

Chapter 7

The chapter begins by describing data analysis as being an ongoing process which starts immediately after data collection begins. Being able to collect data, reflect on the evidence that was collected collected immediately should be a priority for a person who is conducting classroom research. Both authors recommend to collect data and organize it right away so that it does not become a pile of evidence. Falk and Blumenreich states “Only through this ongoing regular review-also referred as formative analysis- will you avoid becoming overwhelmed by the data you are collecting” (Falk and Blumenreich page 115). So, it is imperative to collect data, analyze and cleaning it so that the data, evidence piling up of it does not become an impossible task for the researcher. Keeping an eye of the timeline is also important when gathering, organizing and selecting the correct data for your story. 

Being able to analyze data collected immediately will not only assist a classroom researcher gain a deeper understanding of how the story is unfolding and will also guide the researcher as he/she moves forward with the story. As I am writing my field notes and as I look back at some of the notes have helped me see things I have not perceived or seen before. How could you see and identify different elements of your teaching when you are teaching? This is why sitting down at the end of the day thinking back and analyzing how your lessons went will help teachers do, discover elements of their teaching techniques that could either hinder or help you reach all students become an active partner in the teaching and learning process. Being able to use and organize ongoing data will definitely become a beneficial aspect since teachers learn “how to used these strategies effectively” (Falk and Blumenreich page 116). 

I like how Falk and Blumenreich continue to guide us as we now try to organize the data we are collecting for our classroom research project. They invited us, their readers to look and consider their step -by step process, which will definitely help us collect, organize and analyze/examine data and evidence into categories or themes. The purpose of learning to categorize the collected data will help us make sense of what we have, which will also help us have a clear understanding of which direction we will like to proceed. 

Analyzing data using emergent themes according to the chapter, is a beneficial element for teachers to use as they conduct their research because sometimes the data collected originally may not even be enough to answer the main or sub questions. Teachers may find that evidence collected may not be a fit to any of the questions; therefore utilizing emergent themes should be considered. As Teachers sort through collected and selected data, they may not notice patterns that were identified at the beginning which could have a great impact in the final result of the study. 

Both authors give their readers different suggestions to guide us thru as we make sense of our learning by knowing how to analyze data effectively. 

The first sifts, share, shuffles I believe can be our great ally as we organize and analyze our data. This is why Dr. Johnson urges us to keep on writing in our notebook. Writing our findings in an “analysis memo” (page 118), I feel this process of reflecting on collected data in free write format is another way of not only identifying the original themes, but also themes that may develop as our project unfolds. It will be our responsibility to be able to identify and select material that will work together in a way that will line up/fit with our teaching and learning strengths. 

Knowing how to get your data right implies using the correct data codes. There are many ways in which your field notes, surveys, interviews and reflective journal(s) can be coded to eventually be organized into the correct category. Coding your data using different colors for examples help the researcher manage data which can be categorized accordingly to each emergent theme.

Triangulating data is also another important and beneficial aspect in the classroom research process. As discussed in class conducting just one observation of just utilizing one piece of evidence will not be a true representation, where conducting different observations and utilizing different pieces of evidence will be a better and valid representation of what is going on in the classroom. “If only one documented observation were read, a reader might get an inaccurate and incomplete impression” (page 122) of the subjects) being studied. 

Peer work also considered to be valuable to classroom researchers as both data analysis data organizing guides teachers as they are able to reflect on everyone’s points of view, which also make sense. Reflective analysis can and I'm sure will trigger new thoughts and ideas as data is collected and organized it. I will be reviewing the notes taken to see where the patterns and themes may have changed over the days. AS the chapter states my notes could only be “about my themes" about questions I “may have” or sometimes it could be notations about my “research method” (page 123). It is imperative to use different sources to collect data which will determine which artifact will help you answer each research question. 

On page 125 Falk and Blumenreich highlight the use us a data chart in order to organize the collected data into categories which will help classroom researcher(s) have a clear understanding of gathered evidence. A data analysis chart is a great way of “placing evidence under the appropriate category” (falk and Blumenreich page 125). I like the fact that on charts we can place data collected and them we can read it back and select the information we believe will be a true representation of our observation(s). After the correct and important information is identified and selected, will make it easier to us as we begin to write our findings. 

I totally agree with what Falk and Blumenreich say about the use of charts. Charts not helps teachers and students analyze learning as it unfolds, but they also can be displayed on the classroom walls for everyone to see. Students will certainly feel proud of themselves as they are able to see their progress or best work displayed. Visitors can also see how student’s ideas and effort are advancing. Last year, I displayed progress charts of all my students. Students felt powerful, and proud of their accomplishments. Parents were also proud of their children’s accomplishments. As their teacher, I also felt happy about what my student’s accomplishments. 

This data analysis chapter was very informative and easy to understand. I hope I can now begin to conduct more classroom research. Hopefully time will allow me to conduct more classroom research to examine my teaching and learning and how it impacts my student’s learning.