CAPSTONE IN REFLECTIVE TEACHING WEEK 4 1/29/13 EDRS 698 Classroom Management Presentations

Agenda 5:00 – 5:45 Housekeeping and questions, Voice Thread review if needed 5:45 – 6:45 Thinking, Reflecting, Critiquing, Creating 6:45 – 8:15 Classroom Management Presentations T oday, January 29– Classroom Management 1. Heidi (P), Kaeley (F), Tom, Susan 2. Bridget (P), Joy (F), Suzie Week 5, February 5, 2013– Technology 1. Tom (P), Bridget (F), Kaeley, Joy 2. Suzie (P), Heidi (F), Susan 8:15 – 8:45 Debrief, Questions, Cross Share, Refine protocol Fill out the peer/self evals; Visit the guiding questions for reflection 8:45 – Questions/Closure/Next Week

Thinking, Reflecting, Critiquing Nieto text: Uses stories to describe school norms that privilege and marginalize. What are some examples you found in the text? How did they help you to understand the points Nieto was making? How do these compare to our Voice Thread samples? Look at the two on our Wiki. Two samples of reflective writing – instructional strategies. How do these line up with the rubric? In small groups, look at the work in the writing and determine other possible puzzles of practice. Point out samples of thick description and vignette. If none, create one that might fit into the paper.

The 7 Norms of Collaborative Work © Bill Baker, Group Dynamics Berkeley  Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion and decision-making.  Paraphrasing Using a paraphrase starter that is comfortable for you: “So…” or “As you are…” or “You’re thinking…” and following the statement with a paraphrase assists members of the group to hear and understand each other as they formulate decisions.  Probing Using gentle open-ended probes or inquiries such as, “Please say more…” or “Can you tell me about…” or “Then, are you saying?” increases clarity and precision of the group’s thinking.  Putting Ideas on the Table Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For example, you might say, “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “I’m just thinking out loud…”  Paying Attention to Self and Others Meaningful dialogue is facilitated when each group member is conscious of self and of others and is aware of not only what s/he is saying but how it is said and how others are responding. This includes paying attention to learning style when planning for, facilitating and participating in group meetings. Responding to others in their own language forms is one manifestation of this norm.  Presuming Positive Intentions Assuming that others’ intentions are positive promotes and facilitates meaning dialogue and eliminates unintentional putdowns. Using positive presuppositions in speech is one manifestation of this norm.  Pursuing a Balance Between Advocacy and Inquiry Maintaining a balance between advocating for a position and inquiring about one’s own and other’s position assists the group to become a learning organization.

Reminders about clarifying and probing questions Clarifying questions: Have brief, factual answers. Are for the person asking them. Ask the presenter “who, what, where, when, and sometimes how.” Are not “why” questions. Can be answered quickly and succinctly, often with a phrase or two. Probing questions: Are for the person answering them. Ask the presenter “why” (among other things), and are open-ended. Take longer to answer, and often require deep thought on the part of the presenter. 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 at the time of these questions, the presenter will simply note them for further contemplation. May not have an answer at all, but may just lead to deeper thought and broader considerations.

Classroom Management Group Protocol Small group Protocol Step 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 )  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 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 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 minutes—In the end the presenter ties in their own literature and reflects back to the group. Group discussion encouraged here.  Step 8. Each member to turn the focus to selves; reflective writing for a few 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.

Debriefing the Strand 30 – 45 minutes Open up cross share—Big Aha’s; Questions that came up for whole group contemplation Evaluations and feedback on protocols and tasks

Prepping For Next Week Prepping for next week: - Technology Presenters prepare for the strand presentations. -By Saturday: Post bibliography information for two articles for the Technology strand as directed on the Wiki Student Page for Week 5. Be sure to provide a sentence or two to describe the content of the articles and how they relate to your technology “practical theory” and/or “puzzle of practice.” Bring a copy of each article to class for next week’s presentations. Respond to the posts of two or more classmates prior to class on Tuesday, February Technology Tools for Classroom Use: Post your Technology Tools as directed on the Wiki Student Page for Week. There is no need to respond to classmates' replies. Include in the list, technology tools and how they were used in your classroom or other classrooms. You may find examples from your actual classroom or from blogs/literature etc. that suggest how a particular technology was used in instruction. A couple sentences for each entry is sufficient. These should be posted by Tuesday, February 5. -Complete your Classroom Management Voice Thread (if you were not a presenter today) Complete your Classroom Management Voice Thread (if you were not a presenter today) and post it at the class link on Voice Thread by Saturday. Respond to the Voice Threads of three or more classmates prior to class on Tuesday, February 5. or bring to class the Classroom Management artifacts that are not included in your voice thread. You should focus on the questions in the reflective questions handout and today’s presentations to inform your work. If you presented today, you can either add more reflection to your Voice Thread or write a 2-4 page reflection on your takeaways from your data presentation and group response. If you present next week, your Voice Thread is due on or before the 12th. - Start to give some consideration to the vignette that will be the focus of your final presentation. We will begin to discuss these more deeply during Weeks 5 and 6.