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FIELD NOTES
Cluster A: Context (Home, Classroom, School, Neighborhood)
Cluster B: Sociocultural Variables (Race & Ethnicity, Social Class, Gender & Sexuality, Social Interactions)
Cluster C: Neurodevelopmental Variables (Language, Attention, Memory, Higher Order Thinking, Motor, Spatial & Sequential Ordering)
Home
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
10/01/14
10/24/14
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Classroom
11/12/14
Judgments / Interpretation:
What Do I Think?
10/01/14
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Judgments / Interpretation:
What Do I Think?
4th grade: 76
(NCES.ED.Gov, 2011-2012)
Is it a distraction to the
classroom with how frequently
someone is up and doing
something in the classroom?
Does this process of counting
down by five on her fingers
always work and how often is
recess actually taken away or
just something Ms. M says to
make the students quiet down?
Ms. M told me that the students
change classrooms between all of
fourth grade based on their math level.
She has the middle level math class.
1:59 Student 3
2:04 Student 4
2:09 Student 5
2:12 Student 6
2:27 Student 7
2:33 Student 8
2:40 Student 9
School
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
9/28/14
10.01/14
Enrollment by Grade:
Kindergarten: 73
1st Grade: 83
2nd Grade: 75
3rd Grade: 82
4th Grade: 76
5th Grade: 76
6th Grade: 81
7th Grade: 67
8th Grade: 66
-
NCES.ED.Gov, 20112012
and both were talking on their schoola noncellular telephone when I first walked in.
Office is painted light blue. In addition, 4 doors
line the hallway in the office.
Hallways are double the arm span of a 53
person and are covered with artwork.
One hallway had 4 rectangle tables on left side
of hallway with food and trays on it that
students were purchasing taking food and
taking it back to the classroom to eat. A teacher
sat at the end of the tables with cash register.
Neighborhood
9/28/14
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Data Sources:
What Do I Know?
Judgments / Interpretation:
What Do I Think?
Research on Neighborhood:
Race
90.1% white
1.7% Black or African
American
0.2% American Indian or
Alaska Native
4.3% Asian
0% Native Hawaiian and
other Pacific Islander
0.1% Other Race
1.5% two or more races
2.0% Hispanic or Latino
PopulaitonPopulation
Total Population: 16,661
Population Density (per sqsq.
mile): 1,086
Population of Age
5 and under: 5.9%
5-17: 21.4%
18-19: 2.6%
20-24: 4.4%
25-34: 8.0%
35-44: 13.1%
45-64: 29.3%
Over 64: 15.3%
10/01/14
Signs throughout school talk about neighborhood
programs that are offered a local churches down the
road
10/8/14
47.7% 18 to 64 are in
poverty
2.3% 65 to 74 are in poverty
15.3% 75 and older are in
poverty
(Community Research Institute (CRI),
2000)
working on it.
Leaves cover yards in the neighborhood and lawns
are not cut, dead plants are in gardens, and about 10
percent of the houses have Halloween or Fall
decoration out and in their yards.
(CRI, 2010)
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
10/01/14
10/8/14
10/24/14
11/12/14
Social Class
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.
10/15/14
Observations:
What Do I See?
Questions:
What do I Wonder?
Data Sources:
What Do I Know?
Judgments / Interpretation:
What Do I Think?
10/01/14
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
10/8/14
Questions:
What do I Wonder?
Social Interactions
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.
10/24/14
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
Student L is a friendly student that has good peerto-peer social relationships because he can play
well with others and gets along with others very
well.
a plant.
Language
Date & Time
Observations:
What Do I See?
Questions:
What do I Wonder?
Data Sources:
What Do I Know?
Judgments / Interpretation:
What Do I Think?
Keep dating
your entries.
These are
running records
across the whole
semester.
10/15/14
11/12/14
Student L struggles with reading aloud and the
length it takes him to read makes it harder for
him to remember what read and comprehend
what said.
Attention
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
10/24/14
11/12/14
Memory
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
10/15/14
10/24/14
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
10/01/14
10/08/14
Motor
Date & Time
Keep dating your
entries. These are
running records
across the whole
semester.
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
still dont understand. Identify those
here.
Data Sources:
What Do I Know?
Make connections here to class discussion,
readings, outside research, information from
informants. Identify the source of information
Judgments / Interpretation:
What Do I Think?
Describe your developing judgments. Can you support these
with observations and other data sources? Consider your
knowledge, skill level, beliefs & values, and whether you
need more data.
10/8/14
10/24/14
11/5/14
Data Sources:
What Do I Know?
Judgments / Interpretation:
What Do I Think?
Observations:
What Do I See?
Factually describe what you observe/experience. Report, do not
interpret. Avoid adjectives that are ambiguous (ex. large, many,
small, etc.). Be detailed and use rich description.
Questions:
What do I Wonder?
Often, we understand incompletely.
Beginning to answer some questions may
raise multiple questions about what you
semester.
10/08/14
11/05/14
FIELD NOTES
Includes rich, descriptive observations that
are free of judgments. Observations
provide a broad sweep of the setting as well
as focused concentration on the learner(s).
FN
1
FN
2
FN
1
FN
2
FN
1
FN
2
FN
1
FN
2
FN
1
FN
2
FN
1
Total
Grading Criteria
(multipliWeight
Exemplary (10)
Proficient (8-9)
Developing (2-7)
Unacceptable (0-1)
Student
Assessme
nt
Prof.
Assessme
nt
21
18
12
18
21
12
27
24
10
20
24
given FN assignment.
FN
2
FN
1
FN
2
10
20
Your final FNs are as strong as your synthesis. Perhaps the biggest problem is that the
judgments were not always supported by observations and could have been asked as
questions. However, this is a very minor limitation in what are outstanding FNs. Well done!
Score
FN1
106/90
Grade
100%
FN2
132/140
94%