ASI Task advice

ASI Task | Paul Raper | September 21st, 2004

I asked Jerry this question, but said I'd put it on the discussion list. Does anyone have any advice or suggestions for the ASI portfolio task?

I am about to start out on it and wondered if there are any pitfalls one should avoid, or any areas where it might be advisable to focus on.

Thanks for your help.

Paul

Re: ASI Task | Jerry Talandis Jr. | September 22nd, 2004

Paul,

I'm wondering- could you reproduce the wording of the task? I'm thinking it may have changed since I did it three years ago.

Assuming that the task hasn't changed in nature, one thing I can say as far as advice goes is to think clearly about what the task is asking you to do. In other words, put yourself in Julian's shoes (or whoever will grade your work) and contemplate, "If I were this person, what would I want to see?" We are all teachers, so strive to be the sort of student that would impress you. For me, this sort of thinking always leads to similar ends- we need to show basic understanding of a topic, a mastery of important skills and concepts. They want to see that you have learned something, that you've made progress on your journey. If you have struggles, they want you to engage them and discuss what went wrong and why. In other words, they want to see signs of spark, life, interest, and enthusiasm for the topic, in a natural, not over-the-top way- just the same sorts of things you want to see from your students. As a teacher, you can tell when a student is half-assing it, mailing it in, just going through the motions. Don't do that.

This is all general advice that you probably already know.

More specifically, for ASI, you need to show that you can manage the skill of recording and transcribing. Make sure you get a good quality recording. These days digital is king, so I would get a USB microphone (such as the micflex, plug it directly into my computer (I have a 12" powerbook), then use a simple voice recording software to capture top quality sound. Recording digitally is the way to go because it makes it easier to manipulate once you're done. I use "AudioX", a cool, inexpensive voice email program. Now, if you are using Windows, there are many options available. Just do a Google on "voice email."

Another idea would be to get an iPod and one of those cool microphone attachments (such as the Griffin iTalk. Yeah, it's a bit pricey, but remember the iPod serves you in other ways. For example, you can use it as an external hard drive to back up all your MSc files. Oh yeah, and it does music pretty well too, not to mention working on Mac and Windoze platforms. In fact, there are many educational uses for iPods, a good topic for another discussion. Anybody have one out there? How cool is it?

The bottom line is that you need to get hold of some equipment that will allow you to record your students or co-workers. Getting this all together is part of doing the task.

Once you have your equipment down, you need to get some recordings. This is also part of the overall task (you don't necessarily have to write in detail how you do this). Recording people means that you need to get their permission. This is an art in itself and shouldn't be treated lightly. You should always be upfront about what you are doing and why. Let the person (people) know what's up, and that you'll give them a chance to listen later on. You should also try to get their comments on the recording for "triangulation" purposes.

Next you'll have to transcribe the recordings. This you'll have to write about. Be very careful. One hint is to create a clear key for transcribing. Look at how others have done it, then pick a system you like. You'll need to account for simultaneous speech, use of the native language, inaudible segments, intonation, etc. Do a careful job on this part and the tutors will be impressed! They want to see that you can do this basic skill, so show them you can.

In your write-up, you can follow a loose SPRE pattern. Just introduce the situation and problem in your first paragraph or two, what you aimed to capture in your recording, then go into a line-by-line rundown of what happened (not the entire thing, obviously, just the good parts). For exammple, I started out my write up this way:

For this portfolio task, I would like to focus on my students' use of their L1 (Japanese) in pair work activities. In my freshman Discussion class, I routinely have students talk about various topics in pairs or small groups. I've been frustrated at the amount of L1 they use at these times. Instead of taking it personally, which I tend to do, I've decided to study it- what sounds/phrases do they use? Why do they use them? What is going on when they use L1? It is my hope that understanding why my students use so much L1 in pair work activities can lead me to ways of helping them use more L2 (English) at such times.

The following transcript (Appendix 1) was recorded during my weekly freshman Discussion class. This class consisted of 16 college students with varying levels of ability. Most had recently graduated from high school, so the experience of working in pairs in a student-centered classroom was relatively new. While the students conversed in pairs, I was able to record each group with a close microphone at least once. In this excerpt, two students, Yumi and Mariko (not their real names) engaged in a discussion about the topic of fashion. Their task was to discuss a list of questions for a timed period of three minutes. In addition, they were encouraged to use rejoinders and follow-up question forms that were practiced in the first half of the class.

I gained some insight after analyzing the transcript...

Then continue with a paragraph or two summarizing what you learned. Conclude by reviewing your journey of understanding, how you went from point A to point B. Don't you just love it when one of your students shows they have learned what you wanted to teach them? Do that for this task, and you'll pass with flying colors.

Hope this helps. What did I miss? Does anyone else out there have any other advice?

Jerry
Toyama, Japan

Re: ASI Task | David Anderson | September 22nd, 2004

Hi Paul,

I would just like to follow up on what Jerry wrote about recording equipment, because I think some people might get the wrong idea and be put off from doing ASI (old IIC module). Yes, I went out to buy some recording equipment, but it was very cheap and very simple - in fact it was a small walkman that had a stereo microphone. Before I became a teacher, I worked in an area related to sound production, and I found this little machine more than capable of making good quality recordings.

If anybody out there is thinking of doing AIS, don't be put off by all this talk of technology! What is important is what you actually do with what you have recorded. No recording of live events is perfect - people will cough or sneeze at exactly the wrong moment no matter how good your equipment is. For me ASI opened up a whole new area of understanding and I found it extremely rewarding. [Also worth noting is that you can do AIS without making a recording - field notes may be enough. However, I would personally recommend trying to record something though as it is only after listening to the recording countless times that the full complexity of seemingly simple interaction becomes obvious.]

In the end, I made a recording of three new mothers talking together (with their permission!). When I first listened to the tape, I was so disappointed as they didn't seem to say anything! I chose a short section of a couple of minutes and made a rough transcription. Only then, did I begin to see how much detail there was. I decided to focus on topic transitions, and honestly, from the short section I chose, there was almost too much data for an assignment and I had to be quite selective.

Good luck,

David Anderson
Abu Dhabi

Re: ASI task Jerry Talandis Jr. | September 22nd, 2004

Hi David,

Thanks for responding to my post.

I would just like to follow up on what Jerry wrote about recording equipment, because I think some people might get the wrong idea and be put off from doing ASI (old IIC module).

Yeah, I suppose you have a point. For me, a tech-loving dude, I have no problem dealing with gadgets. I always want the newest and shiniest things. They are like toys to me, and I'm just a big kid having fun when I get my hands on gizmos. I have to remember that not everyone is like me, so your advice for a simple solution is good. Something small, cheap, and unobtrusive would be best, I think, in order to minimize the "observer's paradox" effect. You don't have to spend a lot of money, but then again, you get what you pay for.

Still, I stand by my "digital" statement- it's SO NICE what you can do in that format.

When I first listened to the tape, I was so disappointed as they didn't seem to say anything! I chose a short section of a couple of minutes and made a rough transcription.Only then, did I begin to see how much detail there was. I decided to focus on topic transitions, and honestly, from the short section I chose, there was almost too much data for an assignment and I had to be quite selective.

I TOTALLY agree with this statement. You start out thinking you have nothing, then you end up with too much. There is SO MUCH that is going on in life, even in a simple little discussion. One of the fascinating things you get out of ASI is the opportunity to look at spoken interaction close up. It's so cool.

Jerry

Re: ASI Task | Paul Raper | September 22nd, 2004

Hi Gerry,

I have re-written the task here for your information.

Paul

The task reads:

Your portfolio entry will comprise:

1.   a paragraph or two of scene-setting for the chosen interaction;
2.   a transcription of two - three minutes of interaction;
3.   your comments on what is interesting in the critical moment(s) of this interaction in terms of what you have learned;
4.   comments by at least on other participant in the situation on the interaction an your interpretation.

Steps 1, 3 and 4 above must not take up more than 1000 words.

What's your ASI task plan? | Jerry Talandis Jr. | September 22nd, 2004

Thanks, Paul. That seems to be what I remember. What are you thinking of doing?

Jerry

Re: ASI Task | Paul Raper | October 4th, 2004

For any one interested I have just completed a series of recordings for my ASI task. I used my lap top together with some natty recording software since using a tape recorder proved to be:

1. poor in quality of sound
2. difficult to manage in the class
3. hard to manage after with respect to finding and transcribing the extracts

I have to say that when I started out on this assignment I was really concerned as to how I was going to convince people/students to let me record the lessons. Also, how would my peers view this operation?

Firstly the students were not a problem. I simply followed the advice given by Julian in the foundation task. Not one person has objected thus far, and I am now making it a policy to record lessons where possible. The more you use the technique, the more relaxed you become with it, the better the quality of the data you collect. It's more authentic. With regards to my peers there were mixed views. Some thought I was just being "flashy" and trying to make them look amateurish. Others appreciate my efforts, and are willing to help in whatever way possible. From the point of view of superiors, they don't tend to be too bothered so long as the students don't complain at what I'm trying to do, and I respect their position.

On the issue of those who are of the opinion that I am being flashy, I tend to find that this group of people are the ones who are feeling threatened by the fact that I'm doing a higher degree. I can say that there are different groups within this group. One group can be eased by explaining to them what you are doing, why you are doing it, and what you get out of it. These people in general are interested in moving their own careers on, two of which I have put on to Aston. The others are of the type who see no reason to be qualified, are negative about teachers with qualifications, and have no intention of getting qualified themselves. One has just left my school, not because of me, but the school has seen the benefit of having qualified teachers.

It is a sad fact, but I remember Julian writing about burnout and lack of sense of purpose when you don't involve yourself in your work. I can truly say that through this task more than any other, I am seeing this very fact.

Have any other members had to seek consent to record data from their teaching practice, and what were the results of that?

Paul

 

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