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Collaborative Peer Conversation Questioning Strategies Copyright 2012 Dale Vidmar
Planning Pre-Conference – INTENTIONS
Purpose of Lesson: What is the lesson going to be about?
Observable Student Behaviors: As you teach your lesson, what will the students be doing?
Teaching Strategies and Activities: What will you do to achieve your intended outcomes?
Sequencing of the Lesson: What will you be doing at the beginning, the middle and the end of the lesson?
Time or Duration of Activities: How long will each section of the lesson take?
Procedures for Assessing Goals and Objectives: How will you know whether or not the students are learning what you intend?
Students’ Behavior During the Lesson: What will they do or say that indicates a lesson is successful?
Role of the Colleague: Is there something that you want to focus on about your teaching?
Reflective Post-Conference
Express Feelings about the Lesson: How do you feel the lesson went?
Observed Behaviors: What were your students doing or saying that made you feel the way you felt about the lesson?
Teacher Actions vs. Planned Actions: How did what you planned to do compare to what you actually did in class?
Assessment of Goals and Objectives: Did the students achieve the goals and objectives/outcomes you set for them?
Awareness of Teaching during the Lesson: Was there any part of the lesson that you changed? Why did you make changes? What were you aware of about the students that made you change the lesson?
Reasons for Student Achievement: Why do you think students performed as planned or why did they not perform as planned?
Reflection about Teaching: What new ideas or insights did you discover about your teaching?
Planning New and Alternate Strategies: As you plan future classes, what ideas could be carried over and used in those classes?
Provide Feedback about the Collaborative Peer Conversation Process: What has the CPC done for you as a teacher? As a facilitator, what did I or did I not do that you would have liked to see happen? What could I do differently in future conversations?
Role of a Facilitator Set the groundwork for building trust
Encourage reflection
Ask open-ended questions
Acknowledge the instructor using nonverbal responses such as nodding, smiling, leaning forward, etc.
Comments should further the conversation such as “Tell me more” or “Could you elaborate on…”
Seek clarification with rephrasing or active listening behaviors such as “Am I understanding this correctly…” or “Let me makes ure I understand what you are getting at…”
The goal is to have the instructor converse and investigate their personal practice, so the coach/facilitator’s role is to enhance reflection rather than offer opinion
Role of an Instructor
Prepare yourself to think about your intentions prior to a class
Think deeply about your teaching—sharing both what works and what needs work
As you teach, note discrepancies between your intended outcomes and what actually occurred in the classroom—critical incidents—did you change something? Why?
Talk through your teaching—seeking clarification and insight through the process rather than advice from a colleague
The process is on-going, so schedule more than one session
Trust the process and your colleagues
Role of an Observer
Observe the process—note the structure of the process such as making sure the facilitator does not deviate from the role by offering advice
Take notes for the instructor-shared with the instructor for personal review and reflection
Note any thought-provoking comments or critical moments that could be further explored
Note any nonverbal or verbal behaviors both via delivery and mentioned in relation to the handout “How do we Evaluate Teachers”
Constructive criticism is the law—if you cannot offer criticism in a constructive way, then refrain from offering criticism
How Do We Evaluate Teachers?
Non-verbal Feedback Description Examples
1. Mannerisms Pencil tapping; hands in pockets; nervous habits such as scratching/touching hair, etc
2. Use of Time Punctuality of starting/ending; Introduction & getting started; interruptions; allowing questions
3. Movement in the Classroom
Favoring one side of the classroom; monitoring student behaviors/activities
4. Use of Handouts Clarity; relevant; Meaningful; Organized
5. Use of Technology Adequate prior preparation; Knowledgeable operation; appropriate use to illustrate intended outcomes
6. Pacing Too fast/too slow; coverage of material in allotted time; duration of time spent in each sequence
7. Non-verbal cues Body Language; Posture; Eye contact; movement
Verbal Feedback Description Examples
1. Mannerisms Saying “okay,””you know,””umm” or other verbal phrases
2. Response Behaviors Paraphrasing; clarifying; empathizing; praise; intonation
3. Questioning Strategies Asking open ended questions for discussion; Allowing time for students to answer questions; sequencing question
4. Clarity of Presentation Clear directions; modeling; check for understanding
5. Teaching Activities/Strategies
Lecture; Group Activities; Discussion
Adapted from Art L. Costa and Robert J. Garmston Cognitive Coaching: A Foundation for Renaissance Schools
Transformative Conversations & Peer Support
Presenter:
Christina Michura
Faculty Development Manager
& Adjunct Associate Professor of Speech
Austin Community College
www.austincc.edu/facdev
512-223-7564
“An article in the Chronicle of Higher Education concluded that higher education
faculty now suffer burnout at increasingly high rates. The study, “Why Academics
Suffer Burnout” concluded that a growing number of academics experience “the
depletion of emotional reserves (emotional exhaustion), an increasingly cynical
and negative approach toward others (depersonalization) and a growing feeling of
work-related dissatisfaction.”
“Because the threat to professional values comes not from without but from within,
transformation must come from within as well. The institutions that house our
professions are too complex and opaque for outsiders to know where the levers for
change can be found. Insiders alone have the necessary knowledge and access.”
--Parker Palmer
“The quality of student learning is directly, although not exclusively, related to the
quality of teaching. Therefore, one of the most promising ways to improve
learning is to improve teaching.”
--Thomas Angelo, from Classroom Assessment Techniques
>>How can we reignite the passion for our chosen profession?<<
This presentation uses the acronym of Reflect to discuss how we can engage &
develop Transformative Conversations & Peer Support at our campuses.
REFLECT
Recognize that each faculty member is unique and different
Engage in self-reflection and formative assessment
Focus on articulating intention & reflecting upon action
Let go of judgment
Establish trusting collegial relationships
Collaborate through Dialogue
Transform culture
Recognize that each faculty member is unique & different
Q: How do faculty members identify themselves? We are all different with
different backgrounds, experiences, culture, etc. When we come together we have
a wealth of ideas to share. I was inspired by the collaborative discussions between
that I have had the privilege of hearing both at our Celebration of Great Teaching
retreat, after workshops, and in the hallways at Austin Community College. I
wanted to offer ideas and structures to encourage this inspiring and motivating
activity so that we may engage in transformative, healthy conversations about
teaching and learning more frequently.
David Gosling, in Collaborative Peer-Supported Review of Teaching, finds
that of the of the three broad types of peer review (evaluative, developmental
and collaborative), collaborative review has been found to be the most
effective & ethical framework to support professional learning about
teaching, learning and related issues such as course design and assessment.
Gosling’s Models of Peer Review Characteristic Evaluation Model Development Model Collaborative
Model
Who does it and
with whom?
(peer
relationship)
Senior staff, or chosen
“evaluators” or “auditors”
review other staff
Educational Developers
observe/review
probationers; or expert
teachers review others
Teachers/peers/colleagues
Purpose Identify: under-performance,
confirm probation (tenure),
appraisal, promotion, quality
assurance, assessment
Demonstrate:
Competency/improve
teaching competencies; part
of accredited course
Improve teaching through
dialogue; self and mutual
reflection; stimulate
improvement
Outcome Report/judgment Feedback/report/action plan
for improvement to
teaching and learning
Analysis, reflection,
discussion, wider
experience, SoTL activity,
improvement to teaching
& learning
Status of Peer
Review
Judgements
Based on authority, seniority,
and/or expertise
Expert diagnosis based on
experience & expertise
Peer shared
understandings and
perceptions
Relationship of
observer to
observed
Hierarchy of power/seniority Hierarchy of expertise-
expert/learner; tutor/student
Equality/mutuality. Peers
share understandings and
perceptions.
Confidentiality Between manager, reviewer,
reviewee
Between reviewer and the
reviewee, might include the
manager or course tutor
Between reviewer and the
reviewee—could be
shared within learning set.
Public outcomes with
permission.
Inclusion Selected staff, staff being
confirmed in post, or
applying for promotion, or
teaching award
Staff on initial training
course, staff identified as
needing to improve
teaching
All involved in supporting
student learning
Judgment Pass/fail, score, quality
assessment, confirm tenure,
or promotion
Feedback on how to
improve teaching
Non-judgmental,
constructive facilitated
dialogue
What is reviewed? Teaching performance,
course design, learning
materials, student feedback
Teaching performance,
course design, learning
materials.
Any aspect of course
design, teaching, student
learning and assessment
chosen by reviewee
Who benefits? Institution, department The reviewee (one way
interaction)
Mutual benefits for both
peers (2 way interaction)
Conditions for
Success
Effective management Respected ‘developers’ or
senior staff
A culture in which
teaching is valued &
discussed
Risks Alienation, lack of co-
operation, opposition,
resistance
No shared ownership, lack
of impact
Confirms existing practice,
passive compliance,
perceived as bureaucratic
Engage in self-reflection and formative assessment
Work toward changing the learning & evaluation mindset from being solely
focused on Summative Evaluations…Shift to include more Formative Assessments
Summative Evaluations (sporadic, high stakes, judgmental, “great teacher,”
“good job”)
VS.
Formative Assessment (continuous, introspective, self-improvement, growth,
collaborative model)
The Key Features of Collaborative Review (Gosling): 1. Promotes reciprocal learning
2. Recognizes professional autonomy of all parties
3. Is based on dialogue, more more simply, conversation
4. Is non-judgmental
5. Focuses on changing or developing professional practice
6. Incorporates inquiry or investigation
The goal: all participants stand to learn from the process of talking to each other
about a chosen topic or issue related to student learning or teaching problem
(Gosling 2014).
Focus on articulating intention & reflecting
upon action
Dale Vidmar defines Collaborative Peer Conversation as a formative process
that facilitates introspective self-awareness prior to delivering & after teaching. It
is part of being an intentional teacher. See “Collaborative Peer Conversation
Questioning Strategies.”
Q: Who is involved in Collaborative Peer Conversation?
The other packet has Dale Vidmar’s (c 2012) descriptions of what each of these roles entails
and the types of questions to use for the Planning Pre-Conference and the Reflective
Conference.
Observer:
Moderates the process & takes notes
Facilitator: Elicits critical reflection
Instructor: Introspection
Q: What does this CPC look like?
Intention: Planning Pre-Conference Reflection: Reflective Conference
Classroom Experience
Critical Incidents: Transformative Events
Try a Reflective Planning Conference:
1.Break into groups of 3.
2. Decide your role: teacher or facilitator or observer
3. Teacher: Think of a class that you have taught.
4. Use the reflective post-conference questions as a guide to interview your
teaching partner while the other partner observes.
Let go of judgment
The Cycle of Reflection
• What am I doing?
• Why am I doing what I do?
• Is what I am doing effective?
• How are students responding to my teaching?
• How can I improve what I am doing?
Establish trusting collegial relationships
Trust and collegiality is vital to this process. Power relationships within activity systems
need to encourage collegiality and participation.
Collaborate through Dialogue
“Experience itself is actually _not_ the ‘greatest teacher’…we do not learn as much from
experience as we learn from reflecting on that experience.”
--Thomas S.C. Farrell in Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers
Transform culture
Small Scale: Develop Collaborative Peer Conversation Trios; coaching based
Larger Scale: The book, Transformative Conversations: A Guide to Mentoring
Communities Among Colleagues in Higher Education suggests establishing Formation
Mentoring Communities, which enable faculty to recover, sustain, and further develop a sense of
vocation, mission, and purpose. This book is a concise and practical guide to convening and
sustaining these kinds of formation mentoring groups in higher education. It provides the
necessary direction and structure to orient the process but is open-ended enough to apply across
many settings and professional or educational disciplines. Mentoring based
“Never doubt that a small group of thoughtful, committed citizens
can change the world. Indeed, it is the only thing that ever has.”
--Margaret Mead
References and Resources
• Angelo, T. (1993), Classroom assessment techniques: A handbook for teachers,
Jossey-Bass, San Francisco.
• Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco:
Jossey-Bass.
• Chronicle of Higher Education (April 14, 2011). “Why Academics Suffer Burnout.”
Retrieved from:
http://www.insidehighered.com/news/2011/04/14/research_analyzes_burnout_of_fac
ulty_members_all_over_the_world
• Costa, A. & Garmston, R. (1994). Cognitive coaching: a foundation for renaissance
schools. Norwood, MA: Christopher Gordon.
• Felton, P., Bauman, H., Kheriaty, A., & Taylor, E. (2013). Transformative
Conversations: A Guide to Mentoring Communities Among Colleagues in Higher
Education. San Francisco, CA: Jossey-Bass.
• Gosling, D. (2014). Collaborative Peer-Supported Review of Teaching in Peer Review
of Learning and Teaching In Higher Education: International Perspectives, Sachs,
J.; Parsell, M. (Eds). ISBN 978-94-007-7638-8
• Jacobs, H. M. (2008). Information literacy and reflective pedagogical praxis.
Journal of Academic Librarianship, 34(3), 256-262. Retrieved from
http://www.journals.elsevier.com/the-journal-of-academic-librarianship/
• Macdonald, K. (2009). Out of the boot camp and into the chrysalis: a reflective
practice case study. The Australian Library Journal, 58(1), 17-27. Retrieved from
http://archive.alia.org.au/alj/
• Sinkinson, C. (2011). “An assessment of peer coaching to drive professional
development and reflective teaching.” Communications in Information Literacy, 5(1),
9-20. Retrieved from
http://www.comminfolit.org/index.php?journal=cil&page=article&op=download&p
ath%5B%5D=v5i1p9&path%5B%5D=126
• Vidmar, D. J. (2006). “Reflective peer coaching: Crafting collaborative self-
assessment in teaching.” Research Strategies. 20(3), 135-148.
• Vidmar, D. J. (2008, May). “Collaborative Peer Conversation Questioning
Strategies.” Retrieved from http://webpages.sou.edu/~vidmar/conversation/cpc-
questions.doc.