One of the most common ways to collect data in qualitative research is to gather field notes about a phenomenon under study. Using the video Jigsaw (Reading Rockets, 2012), create field notes that document your observations about the learning and interactions in the video. Use the provided t-chart to document your field notes. The first minute or two is about the jigsaw structure (you don’t need to have notes on the overview piece). Begin taking notes when the teacher in the video gives directions to students working in various group formats. The total length of the film is about nine and a half minutes.
After completing your field notes while watching the video clip, review the notes and make some initial attempts at coding for patterns and ideas that are present in the notes. Make sure you are coding the observations side of your t-chart notes as this is the raw data you generated from viewing the video clip. See chapter 12 of the text (McMillan, 2015), pages 350-352, for further information on coding and an example of coded field notes.
As you code your notes, identify ideas that appear repeatedly. The easiest way to indicate these is to highlight them in different colors, then define what each color code means. For example, if you highlight the words “behavior,” “kid out of seat,” and “kids talking out of turn,” you would indicate that these comments all fit under the code of “classroom management.” Provide the list of how you have organized your codes so that others can understand your thinking.
Post your coded field notes to the Discussion Board by Wednesday.
Click here for information on course rubrics.
References
Reading Rockets. (2012, February 16). Jigsaw [Video file]. Retrieved from https://www.youtube.com/watch?v=mtm5_w6JthA
EDGR 601 Educational Research
Week 3: Field notes and coding activity
T-Chart for Field Notes

One of the most common ways to collect data in qualitative research is to gather field notes about a phenomenon under study. Using the video called “Jigsaw,” create field notes that document your observations about the learning and interactions in the video. Use the provided t-chart for documenting your field notes. The first minute or two is about the jigsaw structure (you don’t need to have notes on the overview piece) but you will then see the teacher give directions to students working in various group formats and can begin your notes then. The total length of the film is about 9:30 minutes.

After completing your field notes while watching the video clip, review the notes and make some initial attempts at coding for patterns and ideas that are present in the notes. See pg. 297-300 for further information on coding and an example of coded field notes.

Post your coded field notes to the discussion board by Wednesday.

Observation Reflection on what I observed: (this can include feelings, thoughts, questions for further consideration, etc.)
Example: Student turned and walked from the classroom without speaking to anyone I was surprised by how quietly he left the room and no one seemed to notice. I wonder if this is a standing practice that this student has with the teacher; any safety concerns here?

One of the most common ways to collect data in qualitative research is to gather field notes about a phenomenon under study. Using the video Jigsaw (Reading Rockets, 2012), create field notes that document your observations about the learning and interactions in the video. Use the provided t-chart to document your field notes. The first minute or two is about the jigsaw structure (you don’t need to have notes on the overview piece). Begin taking notes when the teacher in the video gives directions to students working in various group formats. The total length of the film is about nine and a half minutes.
After completing your field notes while watching the video clip, review the notes and make some initial attempts at coding for patterns and ideas that are present in the notes. Make sure you are coding the observations side of your t-chart notes as this is the raw data you generated from viewing the video clip. See chapter 12 of the text (McMillan, 2015), pages 350-352, for further information on coding and an example of coded field notes.
As you code your notes, identify ideas that appear repeatedly. The easiest way to indicate these is to highlight them in different colors, then define what each color code means. For example, if you highlight the words “behavior,” “kid out of seat,” and “kids talking out of turn,” you would indicate that these comments all fit under the code of “classroom management.” Provide the list of how you have organized your codes so that others can understand your thinking.
Post your coded field notes to the Discussion Board by Wednesday.
Click here for information on course rubrics.
References
Reading Rockets. (2012, February 16). Jigsaw [Video file]. Retrieved from https://www.youtube.com/watch?v=mtm5_w6JthA
EDGR 601 Educational Research
Week 3: Field notes and coding activity
T-Chart for Field Notes

One of the most common ways to collect data in qualitative research is to gather field notes about a phenomenon under study. Using the video called “Jigsaw,” create field notes that document your observations about the learning and interactions in the video. Use the provided t-chart for documenting your field notes. The first minute or two is about the jigsaw structure (you don’t need to have notes on the overview piece) but you will then see the teacher give directions to students working in various group formats and can begin your notes then. The total length of the film is about 9:30 minutes.

After completing your field notes while watching the video clip, review the notes and make some initial attempts at coding for patterns and ideas that are present in the notes. See pg. 297-300 for further information on coding and an example of coded field notes.

Post your coded field notes to the discussion board by Wednesday.

Observation Reflection on what I observed: (this can include feelings, thoughts, questions for further consideration, etc.)
Example: Student turned and walked from the classroom without speaking to anyone I was surprised by how quietly he left the room and no one seemed to notice. I wonder if this is a standing practice that this student has with the teacher; any safety concerns here?