1. CAPSTONE IN REFLECTIVE TEACHING WEEK 2 5/15/12 EDRS 698

2. Agenda 5- 5:15 Settling in, questions/housekeeping 5:15 – 6:00 Final Three Student In Context Presentations 6:00 – 9:00 Clarifying/Probing Questions Protocols—Roles View the youTube video of the Presentation Protocol Listening Activity and Debriefing Develop a self/peer evaluation system for data presentations  Review presentation groups 4 levels of reflection Review attribute list for reflective teachers and extend on it in today’s discussion Discuss text Begin a mindmap of reflective teaching in small groups—to be completed at home Brief group discussion of artifact inventory—Are you missing any evidence?

3. Small Group protocol Small group Protocol Step 1. 20 minutes—Presenter distributes the one page overview or outline of their work. Presenter then discusses  Teaching practices to be discussed; Background/Context (to include teachers’ prior experience, knowledge, and values that affect that practice or set of practices i.e. Practical theories)  Questions or “puzzles of practice” (p. 9) with respect to the teaching practices to be considered by the consultant peers. FRAME A QUESTION FOR GROUP. (Maybe your question will relate to your data i.e. better ways to get at the same thing; better things to get at to inform this/these practices.)  Teaching practices presented (this should be the bulk of the presentation). Evidential artifacts/data.  IS ANYONE PRIVILEGED OR MARGINALIZED BY THESE PRACTICES?  HOW DO THE LARGER SOCIAL CONTEXTS CONSTRAIN OR OTHERWISE INFLUENCE THESE PRACTICES (PP. 43-44)  Step 2. 10 minutes—Peers ask clarifying questions round; move into probing questions  2 minutes to compose probing questions.  Step 3. 15 minutes—The larger group then discusses 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 4. 5 minutes—The presenter responds to what they heard.  Step 5. 10 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 6. 3 minutes each present key points from your written thoughts—whip around  Step 7. 10 minutes—In the end the presenter ties in their own literature and reflects back to the group.  Step 8. Each member to turn the focus to selves; reflective writing for 15 minutes on how this conversation is going to influence your own reflective piece.

4. Use your Protocol page and follow along Sample of the Protocol Demo of the Protocol

5. Discuss Data Presentation Protocol Do you have any questions re: roles? Peer and self evaluation—Think about while you are doing the listening activity, what does it look like for a group member to be a productive participant?

6. Listening Exercises Listening/clarifying/probing (Speaker will have 2 minutes to talk; Listener will ask a clarifying then probing question and allow the speaker to respond. SWITCH and examine next question) ? What teachers stay with you and what aspects of their teaching affect you today? (p. 27) ? What are some of the key experiences in your life (including encounters with transmitted knowledge) that have influenced your current ideas about teaching and yourself as teacher? (p. 33) ? What are some of the important values that underlie your approach to teaching? (p. 33)

7. Questions ? What teachers stay with you and what aspects of their teaching affect you today? (p. 27)

8. Questions ? What are some of the key experiences in your life (including encounters with transmitted knowledge) that have influenced your current ideas about teaching and yourself as teacher? (p. 33)

9. Questions ? What are some of the important values that underlie your approach to teaching? (p. 33)

10. Debrief Listening Activity What came up for you using this structure? What came up for you reflecting on the prompt? What worked for you? What was difficult for you? Popcorn examples of probing questions.

11. Evaluation for data presentation Data Presenter  Prepared/Time conscious  Respects and values peers contributions  Make logical connections between the teaching practices and the data.  Organized and easy to follow.  Visual aides; appropriate artifacts  Articulate  Enthusiastic /Confident  Connecting with audience  Adjust for understanding Consultant Peers  Maintains focus on the presenter’s information. No sidetracking  Constructive comments, Well-developed probing questions.  Prepared by examining own data. Prepared with their literature resources.  Attentive listening, note taking.  Compassionate/nonjudgeme ntal  patient

12. Clarifying and probing questions Clarifying questions, are those that have brief, factual answers. They are for the person asking them. They ask the presenter “who, what, where, when, and how.” These are not “why” questions. They can be answered quickly and succinctly, often with a phrase or two. Probing questions are for the person answering them. They ask the presenter “why” (among other things), and are open-ended. They take longer to answer, and often require deep thought on the part of the presenter. Probing questions should be worded so that they help the presenter clarify and expand his/her thinking about the work that was presented to the group. The goal here is for the presenter to learn more about the question s/he framed or to do some deeper reflection on the data presented. There will be no response to the questions, the presenter will simply note them for further contemplation.

13. Groups for the Strands Instructional Strategies Strand * Nicole Atkins, Melissa White, Kala Fernandez, Deborah Rhodes, Jason Burkhead *Kent McClannan, Stephanie Johnson, Paige Bowes, Ashley Leonard, Keith Brown Community Connection Strand *Kala Fernandez, Keith Brown, Stephanie Johnson, Deborah Rhodes *Ashley Leonard, Melissa White, Kent McClannan *Paige Bowes, Nicole Atkins, Jason Burkhead Classroom Management Strand * Jason Burkhead, Ashley Leonard, Keith Brown, Kent McClannan, Nicole Atkins * Melissa White, Kala Fernandez, Stephanie Johnson, Deborah Rhodes, Paige Bowes Technology Strand *Stephanie Johnson, Ashley Leonard, Paige Bowes, Nicole Atkins *Keith Brown, Kala Fernandez, Kent McClannan *Deborah Rhodes, Melissa White, Jason Burkhead

14. 4 levels of reflection Factual (focused on routines and procedures of classroom teaching) Procedural (reflection centered on evaluation of teaching outcomes) Justificatory (reflection about rationales for teaching) Critical (reflection focused on implications of classroom practice for social justice; critically examine social context) (Liston & Zeichner, 1991 as cited in Nagle, 2009)

15. Discussion of Text 1. Which attributes of reflective teaching were missing from Allison’s approach? 2. What distinguishes reflective teaching from non- reflective teaching? 3. Nieto discusses the social context of teaching, which examples did you observe during student teaching? 4. Define: Bias; Marginalization/Privilege 5. Relate 3 and 4 to Zeichner and Liston’s inward and outward reflection

16. Reflective Teaching Mindmaps In small groups, begin working on a hand drawn mindmap. Identify key ideas, i.e. Handal and Lauvas, Dewey, Schon etc. Then take ONE of the ideas and together add the details, and supporting personal reflective piece.

17. The Rest of the Class Small Group discussion of artifact inventory – Are you missing any evidence? Final Instructions -Prepping for Week 3–  ALL post two bibliographic of sources you are considering using for Community Connection by Saturday.  Review materials for evidence-based reflections – articles, artifacts, notes.  Small group presenters for Instructional Strategies prepare presentations.  Review data presentation samples posted on blog (outline, ppt).  Read reflective writing samples posted on blog.