Critical incidents—try collecting at least one a day from the first day of school. Record the incidents on index cards or in your journal. You can focus on a single student, a small group of students or on some aspect of your teaching.

Share one critical incident and the questions about learning and teaching it raises for you.

Select at least one quote from the readings that resonates for you; post it on the Yahoo group and freewrite about the questions it raises for you.

Respond to at least two other people's responses. Over time, this allows you to engage with everyone in the class.

We will form working groups of four or five persons. Share with me and the other members of your group one critical incident and what you think you learn from it.

Select at least one quote that resonates for you; post it on the Yahoo group and respond to it.

Respond to at least two others' responses.

Collect more critical incidents. By now you should have more than 20

Look through the incidents you have so far and sort them into issues / themes as best as you can. Try putting a name to each grouping.

Freewrite about what you think you understand now about the issues / tensions in your teaching.

Write about what you see as emerging questions or “tensions” in your work; share it with me and the others in your group

Select at least one quote from this set of reading that resonates for you; post it on the Yahoo group and respond to it.

Respond to at least two other's responses.

Continue collecting incidents.

Choose one of the issues/tensions emerging from your professional work.

Begin working on a piece of writing (Short Inquiry) to explore that question, concern, issue or tension

Share your thoughts with me and the others in your group on the tensions / issues you’re seeing emerge from your critical incidents.

Please send me what you've written so I can respond as a reader for you; send your writing to two other people for their reactions - this is a change

Respond to the writing in progress that you receive. [Click here for some guidelines on how to respond to one another's writing]

Select at least one quote from the reading; post it on the Yahoo group and respond to it.

Respond to at least two other's responses.

Continue recording critical incidents that bear on your issue or tension

Continue working on your piece of writing—attempt to weave into your writing connections from the reading you’ve done so far (both in this course and any others you've taken in your program).

Use your reading to help you see how reflective practitioners make connections.

Share another excerpt from your writing with me and the others in your group
Please send me what you've written so I can respond as a reader for you; send your writing to two other people for their reactions - this is a change

Respond to the emerging piece of the others in your group.
Respond to the writing in progress that you receive. [Click here for some guidelines on how to respond to one another's writing]

Write a brief note on what the collaborative investigation pieces have helped you see in regard to your own investigation.

Continue working on your piece of writing—freewrite attempting to identify "What is the one thing I want readers to think about?"

Read as a writer—use the reading you've done so far in the course to help you with your own writing.

Read some (all if you can manage it) of the following pieces from Part Three in the Collection of Readings:
Bissex: On Learning…
Conroy: Think About It.
Picone: Knowledge, Skills & Judgement
Watson & Konicek: Teaching for Conceptual Change
Robichaud-Haley: Surprising Conversations
Rose: Our Schools and Our Children
Vasquez: A Step in the Dance of Critical Literacy

Share another excerpt from your writing with me and the others in your group.

Respond to the emerging piece of the others in your group.

Freewrite about the one thing this set of readings say to you.

Reread: Opening Letter

Kemmis: Action Research and Social Movement—A challenge for policy research
Kohl:I Won't Learn From You

Write about what you know now that you didn't know before about
• your beliefs about what counts as learning
• your role in the educational enterprise
• the influence of context
• the constraints both from within and outside that affect your decision-making
• the tensions you now see
• and anything else you might want to write about.

Post your reflection to the Yahoo group.

Respond to at least one other person's interim reflection.

Have draft of your Short Inquiry to bring to class gathering.

2007