"Detail the process by which you arrived at your *initial* set of codes. How did you generate them? What did you consider when deciding whether or not to include them or not? Was it frustrating? What would have made the task easier? What did you learn from the process?"
I began generating my set of codes by narrowing my topic to estimation. I found that area was too narrow for my grade level (4) and fractions was too broad. I then went on to the Nevada State Standards page and pulled all the standards for estimation off the website. Then I visited the CCSS site and did the same. There were a few standards that I "threw out". Any standards dealing with the estimation of fractions were the first to go. I wanted to deal with estimation of whole numbers only. Once I had a good group of codes I assigned letter acronyms to represent each one. I generally followed the format the Dr. Olsen used, just not as detailed.
Once I understood what we were doing the task wasn't that frustrating. I feel a lot of wasted time figuring out what we were suppose to be doing could have been solved by some guidance and going through a mock process in glass. Dr. Olsen's concept of "coding" is great but I think looking at his work confused me more than anything.
From this process I have learned how to look at a new text series, math center, or game from a more detailed point. I feel that now I can be given any set of standards and once I know them I can measure my teaching resources against these standards. It would have been beneficial for me as a student to have had that presented to me at the beginning of the discussion so that I could see the value of doing this activity. It took me a while to see why we were doing this.
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