1. CAPSTONE IN REFLECTIVE TEACHING WEEK 2 5/22/10 EDRS 698

2. Agenda 9- 9:15 Settling in, questions/housekeeping 9:15 – 9:45 Final three Student In Context Presentations 9:45 – 11:30 Protocols—Roles Clarifying/Probing Questions Listening Activity and Debriefing Develop a self/peer evaluation system for data presentations Teamwork activity BREAK  Review first groups and sign up for all presentations Monique, Sara, Sean, Scott Hayley, Alannah, Brian, Molly Amy, Ben, Maureen, Mara 4 levels of reflection Review attribute list for reflective teachers and extend on it in today’s discussion Discuss text questions (Time permitting) 11:30-12:00 Small presentation Group discussion of artifact inventory—Are you missing any evidence? 12:00-1:00 Computer lab ALC 6—Together go to blog, do article searches for the lit support. http://hill698.blogspot.com/

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—2 minutes to compose probing questions.  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.  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. 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? Debriefing the data presentations. How did it go? What were the difficulties? How could it have gone more smoothly?

5. 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) ? Have your past educational experiences informed and guided your understanding of yourself as a teacher? (p. 27) Stop debrief—then repeat the activity with the following question: ? 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)

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

7. Questions ? Have your past educational experiences informed and guided your understanding of yourself as a teacher? (p. 27)

8. 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? Be thinking about what makes a good presenter? A good peer consultant?

9. 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)

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

11. 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.

12. Evaluation for data presentation Data Presenter  Prepared  Respects and values peers contributions  Make logical connections between the teaching practices and the data. Organized and easy to follow.  Focus on trends and their classroom implications.  Visual aides; appropriate artifacts Consultant Peers  Maintains focus on the presenter’s information and doesn’t just take the floor.  Constructive comments, Well-developed probing questions.  Prepared by examining own data. Prepared with their literature resources.  Attentive listening, note taking.  Active participant

13. Teamwork  Teamwork involves: getting to know other people listening to the ideas of others planning and making decisions together taking on jobs and responsibilities that contribute to getting the work done everyone!  Activity: Students get into assigned peer groups. Explain that the purpose of this activity is to build a house that will stand on its own and to make it as tall as possible using only three kinds of supplies: index cards, paper clips and masking tape. Each group has 15 minutes to work and you will signal when there are 5 minutes left and then one minute left. When you signal the third time, each group is to stop building and move away from their house.  Processing Small Groups: Discuss as a group: What were some ways that we worked well together as a group? How could we have worked together better? Write your responses on the board.  WHOLE GROUP: How did people help out in your group?

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. Reflective Teaching Attributes (Pilot) Open-mindedness—why are you doing what you are doing? (ways in which it is working, why it is working and for whom is it working.) Examine underlying rationales for the most naturalized experiences, policies etc. Listens and accepts strengths and weaknesses of own and others perspectives. Whole Heartedness—examine assumptions, beliefs and results of actions; Make efforts to see from multiple perspectives; feel they can learn something new Responsibility—careful consideration of the consequences of actions (personal; academic; social) Democratic perspective—teaching all students to the same high academic standards (p. 77) “So much of teaching is rooted in who we are and how we perceive the world” (p. 23) Conscious Practice Life-long learner—takes charge of own pro dev Think about how they frame and solve problems Intuition, Emotion, Passion Aware of personal values, prior experience, knowledge and assumptions (practical theories) Social process Balance between reflection and routine Examine social context Having influence of social and contextual constraints Directional focus to reflection (achievable goal/destination in mind) Knowing/Exploring the why behind the trend Well rounded in the dimension of reflection Always remain or present as neutral reserve judgment. (p. 47)

16. Discussion of Text Which traditions of reflective teaching most closely align with aspects of your own position (Chapters 5 and 6) Which attributes of reflective teaching were missing from Allison’s approach? What distinguishes reflective teaching from non- reflective teaching? Does reflective teaching mean better teaching? Are there any other attributes of reflective teaching that surfaced in these chapters that we can add to our list? (list 1-3 on stickies and then go on break)

17. The Rest of the Class 11:30 – 12:00 Small presentation Group discussion of artifact inventory – Are you missing any evidence? 12:00 to 12:45 – Computer Lab. Go to blog, respond to others’ metaphors (minimum – 3), and do article search. Add to blog by Wednesday. 12:45 Final Instructions -Prepping for Week 3– Post two bibliographies of sources by Wednesday. Bring materials for evidence-based reflections – articles, artifacts, notes. Review reflective writing samples, CCsample1, CCsample2 posted on blog. Small group presenters prepare presentations. Review data presentation samples posted on blog (outline, ppt). Review readings from text and read your selected articles.