CAPSTONE IN REFLECTIVE TEACHINGWEEK 2 5/15/12

EDRS 698

Agenda

5- 5:15 Settling in, questions/housekeeping5:15 – 5:45 Final Two Student In Context Presentations5:45 – 9:00 Clarifying/Probing Questions10 minute BREAK Protocols—Roles View the youTube video of the Presentation Protocol Listening Activity and Debriefing Develop a self/peer evaluation system for data presentations Review presentation groups 4 levels of reflection Review attribute list for reflective teachers and extend on it in today’s

discussion Discuss text Begin a mindmap of reflective teaching in small groups—to be completed at

home

Small Group protocol

Small group Protocol  Step 1.  20 minutes—Presenter distributes the one page overview or outline of their work. Presenter then

discusses Teaching practices to be discussed; Background/Context (to include teachers’ prior experience,

knowledge, and values that affect that practice or set of practices i.e. Practical theories) Questions or “puzzles of practice” (p. 9) with respect to the teaching practices to be considered by the

consultant peers. FRAME A QUESTION FOR GROUP.  (Maybe your question will relate to your data i.e. better ways to get at the same thing; better things to get at to inform this/these practices.)

Teaching practices presented (this should be the bulk of the presentation). Evidential artifacts/data. IS ANYONE PRIVILEGED OR MARGINALIZED BY THESE PRACTICES? HOW DO THE LARGER SOCIAL CONTEXTS CONSTRAIN OR OTHERWISE INFLUENCE THESE

PRACTICES (PP. 43-44) Step 2. 10 minutes—Peers ask clarifying questions round; move into probing questions 2 minutes to compose probing questions. Step 3. 15 minutes—The larger group then discusses the material presented. What did we hear? What didn’t

we hear that we needed to know more about? What do we think about the questions and the issues? The conversation should include both “warm” and “cool” comments. The presenter does not speak but listens and takes notes.

Step 4. 5 minutes—The presenter responds to what they heard. Step 5. 10 minutes—All members engage in short reflective writing on what you heard from the data

presented and how it interacts with the professional literature that you brought. Step 6. 3 minutes each present key points from your written thoughts—whip around Step 7. 10 minutes—In the end the presenter ties in their own literature and reflects back to the group. Step 8. Each member to turn the focus to selves; reflective writing for 15 minutes on how this conversation

is going to influence your own reflective piece.

Use your Protocol page and follow alongSample of the Protocol

Demo of the Protocol

Discuss Data Presentation Protocol

Do you have any questions re: roles?Peer and self evaluation—Think about while

you are doing the listening activity, what does it look like for a group member to be a productive participant?

Clarifying and probing questions

Clarifying questions, are those that have brief, factual answers. They are for the person asking them. They ask the presenter “who, what, where, when, and how.” These are not “why” questions. They can be answered quickly and succinctly, often with a phrase or two.

Probing questions are for the person answering them. They ask the presenter “why” (among other things), and are open-ended. They take longer to answer, and often require deep thought on the part of the presenter. Probing questions should be worded so that they help the presenter clarify and expand his/her thinking about the work that was presented to the group. The goal here is for the presenter to learn more about the question s/he framed or to do some deeper reflection on the data presented. There will be no response to the questions, the presenter will simply note them for further contemplation.

Listening Exercises

Listening/clarifying/probing (Speaker will have 2 minutes to talk; Listener will ask a clarifying then probing question and allow the speaker to respond. SWITCH and examine next question)

? What teachers stay with you and what aspects of their teaching affect you today? (p. 27)

? What are some of the key experiences in your life (including encounters with transmitted knowledge) that have influenced your current ideas about teaching and yourself as teacher? (p. 33)

? What are some of the important values that underlie your approach to teaching? (p. 33)

Questions

?What teachers stay with you and what aspects of their teaching affect you today? (p. 27)

Questions

?What are some of the key experiences in your life (including encounters with transmitted knowledge) that have influenced your current ideas about teaching and yourself as teacher? (p. 33)

Questions

?What are some of the important values that underlie your approach to teaching? (p. 33)

Debrief Listening Activity

What came up for you using this structure? What came up for you reflecting on the

prompt?What worked for you? What was difficult for you?Popcorn examples of probing questions.

Evaluation for data presentation

Data Presenter Prepared/Time conscious Respects and values peers

contributions Make logical connections

between the teaching practices and the data.

Organized and easy to follow.

Visual aides; appropriate artifacts

Articulate Enthusiastic /Confident Connecting with audience Adjust for understanding

Consultant Peers Maintains focus on the

presenter’s information. No sidetracking

Constructive comments, Well-developed probing questions.

Prepared by examining own data. Prepared with their literature resources.

Attentive listening, note taking.

Compassionate/nonjudgemental

patient

Groups for the Strands

   Instructional Strategies Strand

*  Kelly Preston, Jesse WeberAndrea Davis, Heather Heintz, Danielle Call, Jessie Meeks, Lauren Breaker

 Community Connection Strand   

• Jesse Weber, Jessie Meeks, Heather

Heintz* Andrea Davis, Kelly Preston,

Lauren Breaker, Danielle CallClassroom Management Strand * Heather Heintz, Andrea Davis,

Heather Heintz, Lauren Breaker* Danielle Call, Jesse Weber, Kelly Preston

Technology Strand *   Jessie Meeks, Jesse Weber, Danielle Call, Andrea Davis*  Lauren Breaker, Heather Heintz, Kelly Preston

Discussion of Text

1. What are privilege, prejudice and bias? How do they affect teaching and learning? What remedies are suggested for overcoming these? Design a presentation to illustrate these concepts.

2. What are the sociopolitical and social context of education? How and why is education socio-political? Design a poster to communicate your ideas and historical trends that impact education.

3. Overlay the themes/ideas in both texts. Design a graphic organizer that demonstrates the overlapping concepts presented in both texts.

4 levels of reflection

Factual (focused on routines and procedures of classroom teaching)

Procedural (reflection centered on evaluation of teaching outcomes)

Justificatory (reflection about rationales for teaching)

Critical (reflection focused on implications of classroom practice for social justice; critically examine social context)

(Liston & Zeichner, 1991 as cited in Nagle, 2009)

Reflective Teaching Mindmaps

In small groups, begin working on a hand drawn mindmap. Identify key ideas, i.e. Handal and Lauvas, Dewey, Schon etc. Then take ONE of the ideas and together add the details, and supporting personal reflective piece.

The Rest of the Class

Small Group discussion of artifact inventory – Are you missing any evidence?

Final Instructions -Prepping for Week 3– ALL post two bibliographic of sources you are

considering using for Community Connection by Saturday.

Review materials for evidence-based reflections – articles, artifacts, notes.

Small group presenters for Instructional Strategies prepare presentations.

Review data presentation samples posted on my website (outline, ppt).

Read reflective writing samples posted on my website..