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

2. 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
and

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

4. 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.

5. 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”

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

7. 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)

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

9. 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”

10. Resources
Questions
Tips for the Clinical Interview

11. 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.

12. 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.

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

14. 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.

15. (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

16. 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.

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

18. 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

19. 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

20. 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

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

22. 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: )