Feild Notes Edfd 460 461

EDFD 460/461
Field Notes Template

Dr. Nicholas Wysocki
Note: Use this Field Note Template to examine the Journal Table Templates, Prompt Question Sets, and plan your required check-
ins with me. See also Michael Genzuks suggestions for taking field notes.
Journal Table Journal Table 1: Demographics of the clinical setting; material from Knowledge Construction Table;
Requirements Racialization; Intersectionality; Choice of Activities to Investigate Funds of Knowledge; EDFD 400/401
Developmental/Learning Theorists
B): White students are racialized by personal/ cultural and popular knowledge because the students I observed in
Requirement 1 and my class (mostly Female) were racialized because some of them were very worried about style. What I took from
thoughts, research, this is that white females are worried about style and what others may think of them. Other white females were
observations, focused on trying hard during the class time. This tells me that they may be pressured into doing their best by
conversations, society or other factors. Another thing I noticed in class when they were told to find partners the more stylish or
questions, etc. athletic girls would stick together as opposed them pairing up with a boy or someone with a different ethnic
background, some of the students didnt bring a change of clothes for gym.
Requirement 2 and C): The racialization of the white females can be reinforced by their surroundings, this is because they are
thoughts, research, influenced by their peers to fit in, their Gender plays a big role because females are more incline to want to be
observations, stylish or socially acceptable. Racialization of white females can be challenged if they are of low socioeconomic
conversations, status this would mean that they may not be able to afford the new styles or afford to go into sports or even have
questions, etc. time to be with peers depending on if they have to help out at home. They can also be challenged by their
surroundings because of what is expected of them from society this includes pictures, models, the latest trends
and more.
Requirement 3 and D): The students cultural background can be seen through the funds of knowledge because it allows us to not just
thoughts, research, judge a book by its cover but also to look into the students life, for some of the students I observed, you can tell
observations, they come from different backgrounds, one is obsessed with fashion, two are into athletics, one is more alternative
conversations, and into dance, and one seemingly comes from a lower socio economic status, this made me think about where
questions, etc. they may come from and their backgrounds. Not all white females are the same and influenced by the same things
Requirement 4 and E): These student seem to be in the stage where they are still trying to find who they are and are influenced by
thoughts, research, their peers and surroundings they seem to be in the good boy good girl stage because they are all good listeners
observations, and are willing to do what is asked of them without need for a reward. Physically these students seem to be post
EDFD 460/461
conversations, puberty, they are seemingly fully developed and not awkward with their bodies. The students use their teacher as
questions, etc. a recourse and seemingly have a good relationships with her and her student teacher, the whole group gets along
well, the only clicks I have noticed is the popular white female group tends to stick together but they do get
along well with the rest of the class.
Requirement 5 and
thoughts, research,
observations,
conversations,
questions, etc.
Journal Table Journal Table 2: Important Societal Factors; EDFD 400/401 Developmental/Learning Theorists; arguments
Requirements by Eric Jensen; Arguments by Jared Bernstein; Concrete strategies of outside scholar examining the issue of
poverty; Content from P21 Framework; Possible Annotated Bibliography resources
There are many Important societal factors that contribute as resources or challenge the impact of learning of the
Requirement 1 and learners I am studying. All students come from different backgrounds, no matter if its socioeconomic, religious or
thoughts, research, etc... this can pose as a challenge for both teachers and students to try and mix the backgrounds of each student. A
observations, societal factor that serves as a resource of the group that I am studying which is white females, are their peers.
conversations, From my observations I have noticed that they seem to stick together, while I was observing I noticed two of the
questions, etc. students talking about a different class and trying to help each other out with it so I had thought it was a good
resource that they use. Another recourse that the students use it the teacher and student teacher. Throughout the
class the group I was observing would periodically ask Mrs. Martin their Phy-Ed teacher how to do something if
they werent sure how to do it. Or while the student teacher was teaching and giving direction the students would
ask for an example. Another societal factor I noticed while observing is that one of the students came and changed
for Phy-Ed but her shoes were torn and worn out, this made me think the socioeconomic status was a challenge to
the student in a Phy-Ed setting if they were not able to afford attire that is expected of the students to wear
during gym class. Another challenge I noticed from my short time in the health education class room was that the
EDFD 460/461
students use chrome books and one day they were going to take a quiz but the chrome books werent working for
some of the students. This posed a challenge to them because they werent able to access the quiz while other
students were able to.
Requirement 2 and A developmental theorist that would say that these societal factors are important would be Bronfenbrenner he
thoughts, research, talks about all of the different Systems in society, one is the microsystem which includes family, peers, and school.
observations, The microsystem would relate to the students using each other as resources as peers, them using teachers as
conversations, resources as the school, them using their family as a resource for daily activities. If they dont have these recourses
questions, etc. it will mess with their microsystem or in other words their immediate environment. Another system that could be
messed with is the students Mesosystem, this links two or more microsystems an example would be
communication between parents and teachers, this could be challenged by socioeconomic status. I say this because
if a student has low socioeconomic status the family may have higher priorities rather than to communicate with
the school or teacher, or the parents may just have no motivation or will to
Requirement 3 and Eric Jensen talks a lot about how low socioeconomic status can effect the way students do or do not learn. One
thoughts, research, thing that really stood out to me in his article was the section on Hope and the Growth Mind-Set in this section he
observations, talks about how socioeconomic status can make the student either not believe in themselves or make them think
conversations, their brains cant intake more than a certain amount of information. He says Hope is a powerful thing. Research
questions, etc. suggests that lower socioeconomic status is often associated with viewing the future as containing more negative
events than positive ones (27). This helped me shape my thinking so that when I am a teacher I will have to look
out for students that dont have lowered expectations about their future outcomes just because they are of lower
socioeconomic status. Eric says that one simple thing you can do to fix this is to just say that right thing. Theres an
alternative to saying, Dont feel bad that you didnt finish. Its late in the day, and weve all got brain drain. Instead,
say, Stick with this just a bit longer. You can do this! Your mind is a powerful force to help you reach your goals.
(27) This will help me as a teacher to remember to say the right things to my students so that they will no longer
have a fixed mindset, regardless of socioeconomic status.
Requirement 4 and I see my cooperating teacher address the students development of soft skills because in the two days that I
EDFD 460/461
thoughts, research, observed her classroom I noticed that when she partnered up the students she would tell them to help each other
observations, and she would say to encourage your partner to do their best this would help the development of the soft skill
conversations, interacting with peers. When she has the students partner up they are working on their social skills by encouraging
questions, etc. and being helpful to each other. Not only does the teacher encourage this behavior but she takes part in it too,
encouraging the students to try their best although they may not enjoy the task at hand all that much.
Requirement 5 and I see my cooperating teacher use strategies that are when a student isnt changed or maybe their attire isnt what is
thoughts, research, expected ie: old worn tennis shoes, she doesnt take time away or make them sit out but instead she still has them
observations, participate in all of the activities not letting attire or wealth get in the way of weather the student will be able to
conversations, join in and not having them lose points because of it. She also supplies students with things like flippers and paddle
questions, etc. boards while they are swimming this makes it so if students dont have time to swim at home or cant afford to do
so they are accommodated for so they will not be left out of the activities.
Journal Table Journal Table 3: Discussion of Gender Scripts (Boys Sadkers reading; Gender PPT) and/or Gender
Requirements Strategies (Girls AAUW reading; Gender PPT), Lorber reading; Gender research article; EDFD 400/401
EDFD 460/461
Developmental/Learning Theorists; EDFD 460/461 Ethnographic readings, resources, and tools;

Discussion of 2 Annotated Bibliography resources
This week I was able to observe white female students in Mrs. Martins 10th grade health along with her Physical
Requirement 1 and Education class I observed previously, and what I found went along with the AAUW reading. The reading states
thoughts, research, that the female body usually falls into one of three categories: speaking out, doing school, and crossing borders.
observations, Speaking out I was able to observe through a female student who asked a lot of questions throughout the class and
conversations, wanted to make sure she knew what was going on. Other female students in both the gym and health settings just
questions, etc. wanted to do their work, this shows the doing school aspect that the reading mentions. The third and last aspect
being crossing borders I was able to clearly see this through a student in Mrs. Martins gym class, this student was
not like the other white girls while they seemed to be more into style and sport this student seemed more
alternative, I learned from her teacher that she is really into dance and really good at it, so I thought that this was
something not many more of the typical white girls would be into. Through each of the classes I observed I didnt
see a different of treatment to any of these girls towards their education. Mrs. Martin does a very good job being
inclusive and making sure each student gets the best education possible
Requirement 2 and I think about two reasons why I see gender scripts in an education setting one is developmental and one is a
thoughts, research, learning theorist. The first one I see throughout an education setting is the only one that doesnt have a theorist,
observations, this being physical development gender scripts are shown by this because females generally mature faster than
conversations, males and this could be why you see females being more studious as opposed to the male population. This of
questions, etc. course doesnt go for everyone because there are outliers of females that arent as motivated as their peers and
there are males who are more motivated than their peers. The learning theorist that stood out to me while I was
making observations on gender scripts was Skinner, he talks about operant conditioning, this relates to gender
scripts because when observing I saw positive feedback given to females who were doing a good job on the
assignment, this would lead to them wanting to be a good student because of the positive reinforcement. Another
thing I saw were specifically two males that werent given any positive feedback while they decided not to take
part in the activity and just sit and do nothing. This made me think if the males were given more motivation
through feedback from the teacher either positive or negative, they may be more motivated to get involved with
EDFD 460/461
the school work. I think this is a main reason why we see gender scripts in an educational setting
Requirement 3 and When observing white females, I noticed that not all of their backgrounds are the same, obviously. I did observe
thoughts, research, the typical white girl who seemed to come from upper middle class families. These girls seemed to be more
observations, involved in sports, style, and their overall learning experience. These girls seemed to stick together in their own
conversations, clicks, it wasnt observed them being together with people of a different background much. I also observed white
questions, etc. females who were not the typical white girl, these girls seemed to come from a lower socioeconomic status, they
didnt seem to care much about style because it may have been out of their price range, and specifically one girl I
observed in Mrs. Martins health class that seemed to come from a lower socioeconomic status didnt care and
almost seemed frustrated or mad that she had to be in school at the time of my observations, this girl also seemed
more stand-offish towards others, I wasnt sure if she just didnt know anyone in the class but she seemed like she
may have just wanted to be left alone. Since I am observing a whole ethnic group I wasnt able to ask to many
questions regarding their parents income or labor histories, so I did this based off of appearance and the attitude
of each student.
Requirement 4 and I found that using these suggestions from my recourses are hard to do considering I am observing a whole ethnic
thoughts, research, group, not just one person, I am not their actual teacher so I am not able to make home visits. The suggestions that
observations, I can make use of are the interview type of questions that are suggested. I will be able to strengths and assets of the
conversations, students I am observing by asking questions like what do you think youre best at? or what do your parents
questions, etc. think you are good at or praise you for? I could also ask questions regarding their school life like what classes do
they enjoy most or what subjects do they have their best grades in.
Requirement 5 and
thoughts, research,
observations,
conversations,
questions, etc.
EDFD 460/461
Journal Table Journal Table 4: Identification and discussion of the learners (learners) Funds of Knowledge See FOK
Requirements categories; EDFD 400/401 Developmental/Learning Theorists; Discussion of another 2 Annotated
Bibliography resources
I have learned much about my respondents while in my clinical setting I have been focusing on the white female
Requirement 1 and group, what I learned about their specific knowledge base is that it can range but for the most part a white females
thoughts, research, knowledge base is expected to be higher because of the assumption of where they come from, they are usually
observations, good students that do well in class and take part in activities, but as I said, it ranges and there are outliers that
conversations, dont seem to care as much about school and may not have the best grades and these are females that seem to be
questions, etc. coming from lower socioeconomic status. The skill sets of a white female is usually school, style, and fitting in for
the most part, but again there are outliers in this category that again seem to be of lower socioeconomic status,
these students dont seem to care about fashion as much or fitting in. I couldnt get that well of a grasp on what
their experiences are because I spend most of my time either helping or observing and couldnt ask them about
their experiences. Activities that white girls like to take part in definitely depends on what their personalities are
like, some are really into sports, some really like dance, and some are really into style, these are the three that
really stood out to me, but the girls that seemed of lower socioeconomic status didnt express to me as much what
activities they like to take part in. the household labor histories that are a part of the white females life also range,
there are some girl who are obviously upper middle class and seem to show it off with their style, so their parents
must have good jobs to be able to support their wants. Some white girls seem to come from a lower socioeconomic
status and this could be seen through their style or lack of care of it. Social networks of a white girl are very
important in their life, white females of higher socioeconomic status seem t hang out with other girls or higher
socioeconomic status, this could be seen walking through the halls and in the classroom seeing who they are with.
White girls of lower socioeconomic status dont seem to just hang with other white girls but I noticed that they are
more likely to hang with people of other ethnicity and dont seem to care as much.
EDFD 460/461
Requirement 2 and I think that Vygotsky is a good theorist to explain that white girls like to fit in and like to keep up with style because
thoughts, research, they are using Vygotskys theory of modeling, they are using this by observing other white girls and following what
observations, they do based on their style, an example of this is a conversation I heard that a girl said she liked another students
conversations, shoes and asked where she got them, then said shes probably going to get them, which shows that the students
questions, etc. were using modeling.
Requirement 3 and
thoughts, research,
observations,
conversations,
questions, etc.
Requirement 4 and
thoughts, research,
observations,
conversations,
questions, etc.
Requirement 5 and
thoughts, research,
observations,
conversations,
questions, etc.
Journal Table Journal Table 5: Teacher Noticing PPT Pedagogical Triangle; EDFD 460/461 resources; EDFD 400/401
Requirements Developmental/Learning Theorists; Funds of Knowledge Graphic shaped by YOUR research
EDFD 460/461
My EDFD 401 and 461 helped me interpret the pedagogical triangle in multiple ways they both revealed both
Requirement 1 and theories and social aspects that are related to teaching. There are three side that these classes helped me
thoughts, research, understand, first being the teachers relationship and understanding of students, these classes helped me with this
observations, because it introduced me to developmental theories that helped me understand students themselves which helped
conversations, me build my relationship with students too. The second side that these classes helped me understand was the
questions, etc. teachers understanding of how students learn content, I became more aware of this in my 461 class when we were
going through the Erick Jensen reading that showed how students of lower socioeconomic status are affected in the
classroom and how we can help them learn the content which obviously helped me interpret this side of the
triangle. The last side of the triangle that these classes helped me understand was the teachers relationship with
and understanding content both of these classes helped me with this side of the triangle because they taught me
strategies of how to teach and to make sure my students get the content, and in order to do that I myself need to
understand the content
Requirement 2 and
thoughts, research,
observations,
conversations,
questions, etc.
Requirement 3 and
thoughts, research,
observations,
conversations,
questions, etc.
Requirement 4 and
thoughts, research,
EDFD 460/461
observations,
conversations,
questions, etc.
Requirement 5 and
thoughts, research,
observations,
conversations,
questions, etc.
APPENDIX:
(Note: Hyperlinks are active in the Digital Ethnography project online)
Journal Table 1:
Note: Please start by answering A OR B depending upon the ethnic or racial characteristics of the learner(s) you are studying in
your clinical setting, Then, answer the sub-questions C, D, AND E:
A) What kinds of Personal/Cultural Knowledge or Popular Knowledge influence your thinking about the ethnically and racially diverse
student(s) you will be working with in your clinical setting? (see the Knowledge Construction Table Horizontal Axis)
B) How do Personal/Cultural Knowledge or Popular Knowledge shape the racialization (pronounced RACIAL ization) of the white
student(s) you will be working with in your clinical setting? (see the definition of racialization in the Social Constructs of Difference
PPT and the materials in D2L Module 4 remember white students are racialized also);
C) How can the racialization of the student(s) you will be working with be reinforced or challenged by any of his/her/their other
demographic characteristics? (Cite some specific demographic characteristics from the Intersectionality Graphic in D2L Module 2
Intersectionality Graphic);
EDFD 460/461
D) How can the Funds of Knowledge approach help you see a students cultural background as an asset to his or her learning? (Cite specific
author arguments, examples, and page numbers from the Norma Gonzalez reading, Cathi Amanti readings, and/or my Activities to
Investigate Funds of Knowledge list when answering this Question D)
E) Discuss the possible activities Activities to Investigate Funds of Knowledge that you will possibly use to identify the Funds of Knowledge
(assets, strengths, resources) possessed by your student(s) you choose to study as well as the EDFD 400/401 Developmental and/or
Learning theorists who you can use to give a rationale for your choice of said activities. (Reference the specific EDFD 400/401
Developmental and/or Learning Theorists when answering this Question E).
See Identifying Funds of Knowledge Dr. Nicholas Wysocki document hyperlinked at

https://wsudigitalethnographyprojectblog.wordpress.com/digital-ethnography-prompt-questions-for-journal-tables/
See Activities to Investigate Funds of Knowledge document hyperlinked at https://wsudigitalethnographyprojectblog.wordpress.com/digital-

ethnography-prompt-questions-for-journal-tables/
Journal Table 2:
Prompt Question Set #2: A) What are the specific Important Societal Factors that serve as resources and challenges impacting the learning of
the learner(s) you are studying in your clinical setting (See Graphic Social Constructs of Difference) (Remember to focus on resources, not just
challenges!!!). B) What developmental and/or learning theorists learned in EDFD 400/401 can be used to argue why these specific Important
Societal Factors are significant? C) How do specific arguments made by Eric Jensen or any other scholars used on the Poverty Analyses (located
in the D2L Discussion section) shape your present thinking about working with impoverished learners? (Cite specific author arguments, examples,
and page numbers here!!)? D) How do you see your Cooperating Teacher addressing (or missing the opportunity to address) students development
of soft skills (Be specific with concrete examples of these soft skills) and any specific 21st Century Framework Skills discussed in the following
resources: P21 Framework Definitions and Descriptions (Dont just say some lame sentence about Smartboards here!!) E) How do you see (or fail
to see) how your cooperating teacher demonstrates any of the concrete strategies for working with impoverished learners that you learned from
your outside social class scholar See your Social Class Individual Outline (Second Column)? (Cite your outside scholar, the title of the article,
page numbers, and specific, concrete strategies discussed in said article!!)
EDFD 460/461
See Graphic Social Constructs of Difference document hyperlinked at https://wsudigitalethnographyprojectblog.wordpress.com/digital-

See : P21 Framework Definitions and Descriptions document hyperlinked at

Journal Table 3:
Prompt Question Set #3: You will need the materials from the Gender in Education Module in D2L (See Gender Research Report EDFD 460-
461) to answer the following questions: 1) Column 1 How do you see gender scripts (Cite specific author arguments, examples, and page
numbers from the Sadkers reading!!) and/or Gender Strategies (Cite specific author arguments, examples, and page numbers from the
AAUW reading) operating for respondents in your Clinical site? (Cite specific author arguments, examples, and page numbers from the said
Gender readings, the Judith Lorber reading, the Gender Discussion PPT on D2L, as well as your own research/graphic on Gender in your
licensure area). 2) Column 1 How do your Developmental and/or learning theorists learned in EDFD 400/401 help you think about why you
see specific gender scripts (Sadkers reading) and/or gender strategies (AAUW reading) being exhibited by the learner or set of learners you are
observing; 3) Column 2 See Task 2 and Task 3 discussed on the Journal Table 3 template.
Optional, Related question with #3: What relationship can you see between these gender scripts/gender strategies and the educational climate
experienced by GLBTQ students, as indicated by both the GLSEN National School Climate Survey (See D2L Sexual Orientation Module) and
your own observations in the Clinical site?
EDFD 460/461
See Gender Research Report EDFD 460-461 document hyperlinked at https://wsudigitalethnographyprojectblog.wordpress.com/digital-

Journal Table 4:
Prompt Question Set #4: A) What have you learned about the specific knowledge base, skill sets, experiences, activities, household
labor histories, or social networks of the respondents you studied in your clinical setting (i.e., Funds of Knowledge) Identifying Funds of
Knowledge Dr Nicholas Wysocki (Note: Cite specific, concrete examples from one or more of the above categories here rather than
making vague statements demonstrating no acquired information from either your respondents or your Annotated Bibliography
sources!!! B) How can any of your Human Development and Learning theories/theorists (EDFD 400/401) be used to explain HOW
your learner or set of learners MAKES USE OF the possessed knowledge bases, skill sets, experiences, activities, work experiences of family
members, or social networks as assets to learning?
See Identifying Funds of Knowledge Dr. Nicholas Wysocki document hyperlinked at

EDFD 460/461
Journal Table 5:
Prompt Question Set #5 Scan the Prompt Question Sets 1-4 and your Annotated Bibliography before answering this question:
How do the EDFD 400/401 and EDFD 460/461 courses, taken together, help you now interpret the 3 parts of the Pedagogical Triangle
listed in the Teacher Noticing PPT? (Note: You have this PPT in your EDFD 460/461 Introductory Materials subfolder on your computer)

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Field Notes Template

Developmental/Learning Theorists; EDFD 460/461 Ethnographic readings, resources, and tools;

See Identifying Funds of Knowledge Dr. Nicholas Wysocki document hyperlinked at

See Activities to Investigate Funds of Knowledge document hyperlinked at https://wsudigitalethnographyprojectblog.wordpress.com/digital-

See Graphic Social Constructs of Difference document hyperlinked at https://wsudigitalethnographyprojectblog.wordpress.com/digital-

See : P21 Framework Definitions and Descriptions document hyperlinked at

See Gender Research Report EDFD 460-461 document hyperlinked at https://wsudigitalethnographyprojectblog.wordpress.com/digital-

See Identifying Funds of Knowledge Dr. Nicholas Wysocki document hyperlinked at

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