CAPSTONE IN REFLECTIVE TEACHINGWEEK 2 5/22/10

EDRS 698

Agenda

9- 9:15 Settling in, questions/housekeeping9:15 – 9:45 Final three Student In Context Presentations9:45 – 11:30 Protocols—Roles Clarifying/Probing Questions Listening Activity and Debriefing Develop a self/peer evaluation system for data presentations Teamwork activity BREAK Review first groups and sign up for all presentations

Monique, Sara, Sean, Scott Hayley, Alannah, Brian, MollyAmy, Ben, Maureen, Mara

4 levels of reflection Review attribute list for reflective teachers and extend on it in today’s discussion Discuss text questions (Time permitting)11:30-12:00 Small presentation Group discussion of artifact inventory—Are you

missing any evidence? 12:00-1:00 Computer lab ALC 6—Together go to blog, do article searches for the lit

support. http://hill698.blogspot.com/

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—2 minutes to compose probing questions. Peers ask clarifying questions round; move into 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.

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?

Debriefing the data presentations. How did it go? What were the difficulties? How could it have gone more smoothly?

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)

? Have your past educational experiences informed and guided your understanding of yourself as a teacher? (p. 27)

Stop debrief—then repeat the activity with the following question:

? 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

?Have your past educational experiences informed and guided your understanding of yourself as a teacher? (p. 27)

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?Be thinking about what makes a good

presenter? A good peer consultant?

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 Respects and values

peers contributions Make logical connections

between the teaching practices and the data. Organized and easy to follow.

Focus on trends and their classroom implications.

Visual aides; appropriate artifacts

Consultant Peers Maintains focus on the

presenter’s information and doesn’t just take the floor.

Constructive comments, Well-developed probing questions.

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

Attentive listening, note taking.

Active participant

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 Attributes (Pilot)

Open-mindedness—why are you doing what you are doing? (ways in which it is working, why it is working and for whom is it working.) Examine underlying rationales for the most naturalized experiences, policies etc. Listens and accepts strengths and weaknesses of own and others perspectives.

Whole Heartedness—examine assumptions, beliefs and results of actions; Make efforts to see from multiple perspectives; feel they can learn something new

Responsibility—careful consideration of the consequences of actions (personal; academic; social) Democratic perspective—teaching all students to the same high academic standards (p. 77) “So much of teaching is rooted in who we are and how we perceive the world” (p. 23) Conscious Practice Life-long learner—takes charge of own pro dev Think about how they frame and solve problems Intuition, Emotion, Passion Aware of personal values, prior experience, knowledge and assumptions (practical theories) Social process Balance between reflection and routine Examine social context Having influence of social and contextual constraints Directional focus to reflection (achievable goal/destination in mind) Knowing/Exploring the why behind the trend Well rounded in the dimension of reflection Always remain or present as neutral reserve judgment. (p. 47)

Discussion of Text

Which traditions of reflective teaching most closely align with aspects of your own position (Chapters 5 and 6)

Which attributes of reflective teaching were missing from Allison’s approach?

What distinguishes reflective teaching from non-reflective teaching?

Does reflective teaching mean better teaching?Are there any other attributes of reflective

teaching that surfaced in these chapters that we can add to our list? (list 1-3 on stickies and then go on break)

The Rest of the Class

11:30 – 12:00 Small presentation Group discussion of artifact inventory – Are you missing any evidence?

12:00 to 12:45 – Computer Lab. Go to blog, respond to others’ metaphors (minimum – 3), and do article search. Add to blog by Wednesday.

12:45 Final Instructions -Prepping for Week 3– Post two bibliographies of sources by Wednesday. Bring materials for evidence-based reflections – articles, artifacts, notes. Review reflective writing samples, CCsample1, CCsample2 posted on

blog. Small group presenters prepare presentations. Review data presentation samples posted on blog (outline, ppt). Review readings from text and read your selected articles.