Active Learning for the Clinical Interview in Knowing & Learning Ms. Marcia Jacobs and Dr. Brian Fortney Marcia.Jacobs@unt.edu and Brian.Fortney@unt.edu Table Numbers, Attention Getters, Resources: Questions, Tips for the Clinical Interview (cards to read), Math/Science Stations, extra Keely Probes,

Active Learning for the Clinical Interview in Knowing & Learning Please sit with a partner! Ideal Partnership: One Math; One Science At a table, it would be ideal to have a total of 4 people or 8 people. Ms. Marcia Jacobs and Dr. Brian Fortney Marcia.Jacobs@unt.edu and Brian.Fortney@unt.edu

Mock Interview Practice Next Steps Agenda Clinical Interview Attention Getter Overview Mock Interview Practice Next Steps

Objectives I will.. 1. use my notes and memory (containing what my partner says, draws, and writes) to 2. deconstruct/reconstruct her/his understanding of the content of the interview topic, as accurately as possible.

Objectives By the end of this workshop, I will classify the questions I/we asked into three or more categories that elicit: 3. Experience: What interviewee knows and can do 4. Epistemology: How interviewee came to know what they know & their personal views 5. Affect: Participant Attitudes about and Evaluation of the “What” and the “How”

Say attention getter, using teacher voice. Wait time What is your favorite attention getter? Stand up Say attention getter, using teacher voice. Wait time

Clinical Interview Overview at UNT Interviewee is a child the age within the K&L student’s certification level. K&L students create a “practice interview” then 4 interrelated partial lessons (Engage/Explore)

Mock Practice 1 Engage/Explore activities are provided (math or science)

Mock Practice 1 Partners are ideally one math and one science. Math Activity: Science does the activity & math “interviews” Science Activity: Math does the activity & science “interviews”

Resources Questions Tips for the Clinical Interview

Tips for the Clinical Interview Ask open-ended questions that require critical thinking. Prepare questions ahead of time but listen to student responses and adjust as needed. Don’t just ask general questions. Follow up with questions specific to the topic and what the student has revealed so far about his/her thinking. Give the student enough time to think about the question before expecting an answer.

Tips for the Clinical Interview Ask follow up questions regardless if the student’s answer is right or wrong. Avoid “confirmation bias”. This involves the interviewer having a preconceived idea of the correct answer and consciously or unconsciously steering the student toward the interviewer’s correct answer. Be careful about verbal language and/or body language leading a student to think he/she is correct or incorrect. Avoid teaching the student.

Mock Practice 1 Math Activity: Science Activity: Science does the activity & math “interviews” Science Activity: Math does the activity & science “interviews”

What characteristics did these activities have in common? Discovery! Focused on concepts Not vocabulary based Hands-on (except for a couple) Remember you could do a lab for either math or science. Must have parent permission and follow safety practices.

(1) Engage or (2) Explore Engage – raises student interest/curiosity or determines prior knowledge Explore – student to student interaction where students “discover” the concepts rather than being told

Mock Practice 2 Knowing & Learning students bring one of their partial lesson plans (Engage/Explore) ready for implementation. Partner up to interview. Another partnership observes the interview and gives peer feedback.

Questioning – Going Further On index card, Write down the questions you asked as the interviewer. As many as you can remember! Collaborate with interviewee.

Write/Add More Questions Workshop Objectives By the end of this workshop, I will classify the questions I/we asked into three or more categories that elicit: Experience: What interviewee knows and can do Ex: Content Knowledge, (past) personal experiences Pass index card to left, classify experience questions with write a new experience question Write/Add More Questions

Write/Add More Questions Workshop Objectives Epistemology: How interviewee came to know what they know & personal views on/about- (Includes Views on Agency/Voice, Expertise, and Authority) Pass index card to left, classify epistemology questions with write a new epistemology question Write/Add More Questions

Write/Add More Questions Workshop Objectives Affect: Participant Attitudes about and Evaluation of the “What” and the “How” Ex 1: How well they understand the content & big ideas Ex 2: Objects, people, events Note: This includes Views on Agency/Voice, Expertise, and Authority Pass index card to left, classify affect questions with write a new affect question Write/Add More Questions

Active Learning for the Clinical Interview in Knowing & Learning Thank You! Ms. Marcia Jacobs and Dr. Brian Fortney

Color Paper (Optional Slide: ) Fortney, B. (2017) Conceptions of equity in learning to teach: In/congruence with belief structures. Paper Presented at the International meeting of The American Educational Research Association conference. April 27-May 1, 2017. (Optional Slide: )