1. Capstone in Reflective Teaching Week 3 1/30/10
EDRS 698
Capstone in Reflective Teaching
Week /30/10

2. Agenda 9-10:00 Discuss the “reflective” writing sample
Discuss the Artifact Inventory Checklist
Review the 7 norms of collaboration; questions etc.
10:00-11:30 Data Presentation Student in Context
BREAK
11:40-1 Debrief, Questions, Cross Share, Refine the data presentation protocol and Presenter/Peer consultant eval criteria

3. Examining and defining reflective writing
What kinds of things did you notice about the reflective writing sample I shared with you? + -

4. The 7 Norms of Collaborative Work
Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion and decision-making. 
Paraphrasing Using a paraphrase starter that is comfortable for you: “So…” or “As you are…” or “You’re thinking…” and following the statement with a paraphrase assists members of the group to hear and understand each other as they formulate decisions.
Probing Using gentle open-ended probes or inquiries such as, “Please say more…” or “Can you tell me about…” or “Then, are you saying?” increases clarity and precision of the group’s thinking.
Putting Ideas on the Table Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For example, you might say, “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “I’m just thinking out loud…”
Paying Attention to Self and Others Meaningful dialogue is facilitated when each group member is conscious of self and of others and is aware of not only what s/he is saying but how it is said and how others are responding. This includes paying attention to learning style when planning for, facilitating and participating in group meetings. Responding to others in their own language forms is one manifestation of this norm. 
Presuming Positive Intentions Assuming that others’ intentions are positive promotes and facilitates meaning dialogue and eliminates unintentional putdowns. Using positive presuppositions in speech is one manifestation of this norm.
Pursuing a Balance Between Advocacy and Inquiry Maintaining a balance between advocating for a position and inquiring about one’s own and other’s position assists the group to become a learning organization.
© Bill Baker, Group Dynamics Berkeley

5. Student in context—Group protocol
Step 1.  minutes—Presenter distributes the an overview or outline of their work. Presenter then discusses
Step 2.  2 minutes PEERS formulate their probing questions; write on paper, submit to presenter, and read to group.
Step minutes—PEERS ask clarifying questions, Presenter responds.
Step minutes—PEERS discuss 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 5. 5 minutes—The presenter responds to what they heard.
Step 6. 5 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 minutes each person presents key points from your written thoughts—small group discussion encouraged here.
Step minutes—WHOLE GROUP share—Big Aha’s; Questions that came up for whole group contemplation--What can you share about your own experience based on the data presentation and discussion?

6. 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. Handout (more weight)
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