1. CAPSTONE IN REFLECTIVE TEACHING WEEK 6 2/19/2011 EDRS 698

2. Agenda 8:30 – 9:15 Discussion of planning/ideas for final presentations  Groups of 3 – 4. What is working in your planning? What questions/concerns continue to cloud your thoughts? How can the group support you with ideas, their experiences, etc.  Allow each person a chance to share, while other members take notes. Then determine three key issues/concerns coming from the small group and write them down.  Back to whole group, where you share the small group concerns. Response/discussion by whole group to individual questions.  Carol Haman will Email a summary of “burning issues” from the class to Carol, so she can get answers before 7 th week meetings.  We will sign up for order of presentations during our Week 7 meetings. Please be thinking about whether you would like to be early, midway, or late in the order. 9:15 – 11:00 Data Presentation Instructional Strategies and Break 1- Presenter Suzanne, Facilitator Melissa, Xander, Carol 2- Presenter Kristen, Facilitator Jeannine, Todd, Troy 3- Presenter Carla, Facilitator Andrea, Cathy 11:00 – 11:40 Cross Groups Discussion 11:40 – 12:00 Planning for Weeks 7 and 8

3. Expectations for Final Presentations FOCUS! You are welcome to address ALL strands, or one strand, or several strands. FOCUS! Your school and community. Deep puzzles of practice that lead to deep thinking/changes in your practical theories/next steps. Both inward and outward reflection? FOCUS! What are the big takeaways from all of our work that you will carry with you? What changed, what was confirmed for you? Why? What data supports it? FOCUS! How do you use/integrate the Web 2.0 technology to enhance the delivery of your presentation? See score sheet. What questions do you have? What details should I add?

4. Instructional Strategies—Group protocol Small group Protocol Step 1. 20-30 minutes—Presenter distributes the one page overview or outline of their work. Presenter then discusses  Kinds of Data collected for the strand  Learnings from this data that did/should affect teaching and learning  Teaching practices to be discussed; Background/Context (to include teacher’s 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.  Teaching practices presented (this should be the bulk of the presentation). Evidential artifacts.  Is anyone privileged or marginalized by the practices?  How do the larger social contexts constrain or otherwise influence the practice (Pp. 43-44)  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  Step 2. 2 minutes PEERS formulate their probing questions; 10 minutes—Peers ask clarifying questions round; move into 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. Group discussion encouraged here. Here the presenter also may address the probing questions posed by collaborators earlier.  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. What popped into your head that you want to capture before you go home and work on this.

5. Cross Group Share Big Aha’s; Questions that came up for whole group contemplation; Comments on the data collection tasks Other???

6. 11:40 – 12:00 Planning for Week 7 + 8 o Be sure you know the time and date for our conference next week. o Instructional strategies paper due – email before our meeting, bring artifacts to conference o Instructional strategies presentation materials and artifacts – bring to the conference o Continue working on final presentation, and bring materials with you to the conference (i.e. Ideas, questions, how you will complete inward/outward reflection, what your Web 2.0 tool will be, other concerns) o Week 8 – Final presentations 12 – 15 minutes per person. Allow a couple minutes for questions. Provide an electronic link to your presentation tool for Carol Hill. If you will also be speaking, provide script or outline of what you will say also.