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Clinical Interview Workshop
Held by: Ashley Tharp
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Why do clinical interviews?
Allows you to make sense of someone’s reasoning and understanding of particular concept or topic. Instructional emphases of this workshop impart the understanding that there is a science to learning examine ideas of what it means for an individual to know or understand
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Clinical Interviews What do you do when you go to an interview?
Get questioned! Employer picks your brain, figures out How prepared you are for job What type of person you are Formative assessment These translate to clinical interviews!
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Why ask questions in the classroom?
Asking GOOD questions enables learners to work with the knowledge using different functional parts of their brain This strengthens their learning
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Why ask students questions?
Get learners thinking Motivate learners Assess & Improve the lesson, teacher effectiveness Foster rapport between teacher and students Assess prior knowledge Guide learners having difficulties back on track Encourage personal connections to the content
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Why conduct a CI? This gives YOU, the educator, a gauge of how well the student knows the material. Strengths to build on Gaps to fill Misconceptions to correct
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If student gets a WRONG answer If student gets the RIGHT answer
as experts know the answer are quick to address misconceptions help our students when they make mistakes They must understand, right? We… are tempted to move forward should never assume that students understand. What if a student memorizes content? has a lucky guess?
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WRONG! For example: A student reduced the fraction
So he must know how to reduce fractions, right? WRONG!
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Answer vs Understanding
Whether the answer is correct or not, the only way to discover how a student got to the answer is to ASK for an explanation Did they come to the right answer with proper reasoning? Did they come to a wrong answer by a mechanical error or small mistake?
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Your Task Interview someone 15+ for at least 20 minutes
Choose from possible conceptually-based problems You must ask: Thought revealing questions Multiple representations Redirecting questions Clarifying questions Determine strengths and gaps in knowledge
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Thought Revealing Questions
Answers tell you how the student “got there” Sometimes the toughest part of effectively using questions to provoke student thinking is listening to their answers. Regardless of if you get a satisfying answer, KEEP DIGGING!
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Thought Revealing Questions
Examples How did you know…? When you… what were you doing, and why? What made you realize…? How did you decide…? What would happen if…? Does that also/still apply to…?
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Multiple Representations
Multiple representations expand the mind apply factual knowledge transforms into conceptual knowledge Students must take a different approach, look from a new perspective
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Multiple Representations
Name some examples! Can you think of another way to show/solve this? How can you prove your answer is correct? Using algebra tiles/diagram/manipulative, can you demonstrate how you arrived at your solution? Can you draw a picture of how you worked this out? What would be a real world example?
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Redirecting Questions
Use them when: You have followed line of thought to its end Thought revealing questions answered thoroughly Multiple representations exhausted Student has nothing to add or is stuck Examples: Is there a totally different approach to the one you took? What if (change problem in a small way), do the rules still apply?
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Clarifying Questions Can be yes/no questions sometimes plus a follow-up Use them when: Student gives vague answer There is an underlying concept you don’t know if they grasp Examples: Can you show me how you…/What steps did you take? Does that also work for/Is there a way to do that with…? Why do/don’t you have to…? Reword answer in question
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DOs and DON’Ts DO DON’T Try different approaches
Give them AND yourself time to think Be encouraging regardless of answers Follow their lead Take THOROUGH notes DON’T Ask leading questions Be afraid they’ll think you’re uneducated Make them feel stupid React differently for different answers Fence them in Give away answers
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Before/During Your CI-Self
Go in with the knowledge you already have, don’t prep ahead of time conceptually During Give yourself enough time UNINTERRUPTED and UNDISTRACTED Talk out loud Ask yourself questions even if you don’t know the answer Get off your own back
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After Your CI-Self Type up transcript, scan in figures
Identify underlying concepts and assess your depth of knowledge Strengths Gaps Misconceptions Become an EXPERT at the problem Use resources Fill gaps Correct misconceptions Reflect in preparation for peer CI Probable challenges
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In the Classroom Can we modify the lesson in any way to accommodate students’ misconceptions? Can we review common gaps to assure strong foundation on which to move forward?
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