For Example…

HalleuYah! Praise Ye, The Lord! On this Thankful Thursday, There Are No Questions; I have so much to Thank God for. As the Bible says, “And we know that all things work together for good to those who love God, to those who are the called according to His purpose” (Romans 8:28, NKJV). Thank God, I’ve been called for His purpose. He knows how much I love Him. Thus often work all things together for my good. These God winks are blowing my mind. Besides, Ain’t Nobody Mad But The Devil. Not you. Not me. Not us. Just the father of lies.

Okay, now that I’ve got that out of my system, as Computers in Human Behavior:  When students want to stand out: Discourse moves in online classroom discussion that reflect students’ needs for distinctiveness (Yu et al., May 2016) states, “We wanted to extend the ideas of uniqueness-seeking and optimal distinctiveness to explore how graduate students interact collaboratively in the dialogic process of online discussion with two guided questions” (p. 3). I decided, as often, to utilize some research skills to answer the questions.

Therefore, I discovered when it comes to students’ uniqueness-seeking needs that relate to the different discourse moves they exhibit in an online discussion, I found simple examples to help me better understand this theory. For example, let us consider this cute example from a third-grade classroom relating to knowledge-focused sharing time in practice. The Teacher, Mr. Levia (all names are pseudonyms), is facilitating sharing as part of the class’s morning meeting routine. He has communicated with the families when each student will have their “sharing day” for the quarter, and how to prepare at home by selecting a topic and artifact, then practicing sharing. The student of the day, Tara, has brought in a circuitry set from home. Tara’s mom is an electrician, and Tara enjoys creating electronic devices with her mom’s help and experimenting on her own. Tara shares the circuitry kit, explaining some of the things she has built and demonstrating a small circuit that lights up a light bulb.

Tara: So, you connect the wire here, and it completes the circuit.

Mr. Levia: Interesting, Tara. How do you know the circuit is complete?

Tara: Look, I can flip the switch and the light bulb comes on! [Classmates exclaim with excitement.] If the circuit wasn’t complete, the…um…current…wouldn’t flow to the light. So, if the light didn’t come on, I know the circuit isn’t complete.

Juliana: Like our Christmas lights!

Tara: Yes, it’s the same thing as with Christmas lights. It’s a circuit. That’s why if one of the Christmas lights isn’t connected, the lights won’t turn on.

Mr. Levia: Can you tell us about some other things you can build with your circuitry kit?

Tara: I built a doorbell one time. My mom’s going to help me build some more things.

Mr. Levia: What questions or comments do you have for Tara?

[Several students raise hands.]

Tara: Ummm…. Christopher.

Christopher: My papa has some stuff like that. He built a radio!

Tara: I think I can build a radio too….

Christopher: I think you need a different kind of battery, like the bigger one.

Tara: [shrugs] I have some different kinds of batteries at home. These are double-A batteries, but I also have D batteries; those are the big ones. And the button batteries, too, are the small, round ones.

The discussion continues as students engage in an authentic conversation about the circuits, where Tara is using her emerging knowledge to provide information and explain processes, her third-grade peers are asking genuine questions to clarify understanding or seek more information, and the whole class is co-constructing shared knowledge about the topic of electricity. The engaging discourse relates to the NGSS third-grade standard 3-PS2-3, which involves asking questions to determine cause-and-effect relationships involving electronic interactions. The class has practiced this discourse routine daily since the beginning of the school year, so the students have good norms for discussion and continue on their own while their teacher steps back (Wiley & Sons, 1999-2024). So sweet and simple to me. Sometimes, the simplest examples assist with my comprehension.

In addition to more comprehensive assignments and lessons, teachers can build short, entertaining activities that keep students engaged and reveal insights about who they are. We can, too, consider having fun, icebreakers, games, and accolades (so much of what we’ve done within our class session) as a comparison of discourse moves and feelings about the online discussion (enjoyment and engagement) across the semester reveal about students with different uniqueness-seeking needs.

Trevor Boffone, a high school teacher in Texas, asked his students to submit their favorite song to a list at the start of the year. Now, at the beginning of each virtual class, he plays music to kick things off, incorporating students’ picks and his own. Throughout remote learning, Cathleen Beachboard, a middle school teacher in Virginia, says she’s including fun activities like show-and-tells and theme days. This fall, she also adopted a practice that her superintendent uses for staff meetings called “Three Cool Things I’ve Seen.” Once a week, Beachboard calls out three things she’s observed about students from classes that week that recognize them for their individuality.

“I know a lot of teachers are struggling right now to pull students in. I found the more encouragement and authentic praise we give to students, the more they dive in,” she said. These are scary times, but by giving students time to showcase their individuality, they will feel safe and ready to fully engage in learning” (Edutopia, George Lucas Educational Foundation 2024). I could not agree more.

Moving on, I’m grateful that my research project is nearly complete, building upon what we shared during our last class session; I hope my paper is coherent, well-organized, and very informative. Although I think I did a nice job of incorporating various theorists and applying their ideas to the phenomenon of autoethnography. I, too, am not sure if I’ve done a good job of a feasible question topic and introducing relevant details to substantiate my position.

I think I may need to give more attention to how autoethnography fits into my research proposal. However, I still have a bit more research to do in putting my literature review together. I know I will do an effective job of explaining the theory once I have completed proper research in the library.

When my research proposal is fully developed and complete, I beleive it will be a helpful device to all who embrace it. Overall, with all the essential assistance included, I think I may have a very strong proposal that will fulfill the parameters of this assignment quite well. 🤗

MY ENDING POST

THUY NGUYEN

KATIE

My Ending Post, Part 2

How time flies! When I write this blog, I remember the day starting to write my first blog. Just a few days ago I was still pondering on a question how I complete my weekly blog well, now it is the last blog post to end the research methodologies series.

Anyway, this week’s reading is “When students want to stand out: Discourse moves in online classroom discussion that reflect students’ needs for distinctiveness.” I was drawn attention to “Uniqueness-seeking and optimal distinctiveness” part, I think this part is one of the key parts in this article. It showed the importance of self-distinctiveness. Snyder and Fromkin considered that people are impacted by their desires to preserve a sense of modest self-distinctiveness. They experience negative feelings when they perceive themselves as being extremely similar to or different from others. Therefore, I think the uniqueness- seeking plays an important role, everyone wants to be special and unique. As Lynn and Snyder said, “as people perceive more similarity between themselves and others in the group, they become increasingly motivated to reaffirm their distinctiveness, creating a need for uniqueness.” Because of this situation, some researchers claimed the needs for uniqueness seeking and optimal distinctiveness are helpful concepts for comprehending human interaction. Lynn and Harris quoted, “consumers’ dispositional needs for uniqueness were positively related to their preference for unique shopping venues and to the desire for scarce, innovative, and customized products. Their hypothesis that needs for uniqueness would correlate negatively with consumer susceptibility to social influence, however, was not supported, suggesting that the needs to fit in and to be unique may function independently.”

About my draft paper, I am on the way to deal with my question, and I am considering if I should use qualitative or quantitative in my research. It is still deep diving here, but I complete my intro part. My intro still has some mistakes, so I may fix it many times. I WOULD LIKE TO SAY THANKS EVERYONE FOR READING MY BLOGS, ALTHOUGH IT SOMETIMES MAKE YOU GUYS CONFUSING. I CAN SAY THAT I HAVE A GOOD JOURNEY TO GAIN MY KNOWLEGDE.

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Discourse Moves

I thought this was an interesting article. I’ve enjoyed reading about discourse and language, so this was no different. I think this starts a great conversation, especially since hybrid learning has become so much more prevalent since 2020. A lot of educators should’ve read this during the pandemic when we were doing discussion boards.

“Participants establish their online persona, building what Ashforth and Mael (1989) called a self-definition, of which a large proportion is their social identity.” (pg.2) In the framework of this educational setting, I think the idea of an online persona is interesting. This is not to say that it doesn’t happen naturally or intentionally, but I see this coming into play in more social or personal discourse settings.

“In their essay acknowledging identity as social, fluid, and recognized, Moje and Luke (2009) reviewed the different ways that researchers have dealt with the construct of identity by organizing these literature as five metaphors.” (pg.2) I loved the five metaphors. I thought they were so fitting to describe the dynamics and types of identity we engage with. For example, identity-as-position is where much of one’s identity can stem from. Whether you’re a doctor, spouse, parent, or anything, much of your identity can come from your positions in space or life.

“With their uniqueness theory, Snyder and Fromkin (1980) proposed that individuals are influenced by their needs to maintain a sense of moderate self-distinctiveness because they experience negative feelings when perceiving extreme similarity to or uniqueness from relevant others.” (pg.2) As someone who’s in a relationship with someone who isn’t American, I’m constantly being reminded of my Westernized views. The emphasis on uniqueness and individuality is a very Westernized/American thing, as many foreign cultures are community-based and don’t thrive on distinctness. It made me wonder what this study would look like if they leaned into the international students or even had all participants not be from America. “Other limi-tations include that we did not consider the international students’ English proficiency levels as a factor that might have played a role in their facility with the online discussion.” (pg.9) This truly hindered this study. I think it could’ve led to much more insightful results if they tapped into that sector.

“We found a trend between uniqueness-seeking levels and the proportion of cognitive to social moves: students with higher uniqueness needs made more cognitive than social moves, afinding in part explained by survey responses. Kyungmi (MM) explicitly noted that she sought to stand out in academic but not personal interactions.” (pg.9) In this setting, seeing cognitive moves more than social is expected. Them being graduate students, of course, they want to let their intelligence shine. Graduate programs are a smaller cohort, so naturally, you want to stand out more and establish yourself in the group. “Depending on situational factors, such as familiarity with and preference for topics that arose in discussion and group dynamics, students seemed to change in their tendency to stand out from or join others.”(pg.9) This also is an expected “result” of this study. Of course, comfort with a topic and group will lead to various levels of discourse and participation.

I forgot to include this in my last blog post, but here’s a small update on my research proposal. I completed a draft of my proposal last week, which wasn’t too bad. I have 14/15 sources for my literature review, so I’m almost there. My topic is very niche, so finding sources has been a struggle, but it’s coming along. I’m still deciding on a methodology since I don’t know which will feel right and leave me with much to say about it.