1. EDRS 698 Capstone in Reflective Teaching Week 1 1/16/10

2. Agenda 9-9:45 Introductions and warm-up  Crosswords Activity  Introduce 7 norms of collaborative work.  Practice using the norms with a Pair/share.  Debrief 9:45-10 Discuss the course guide; Snacks discussion 10-11:30 Use 7 norms in small group discussion of responses to a selection of in-text questions 11:30-11:40 BREAK 11:40-12:15 share out small group responses and observations re: Safe-speaking practices—attribute list for reflective teachers 12:15-1:00 View and discuss the clip from Che che Konnen video

3. Cross Word Connections  Write your first and last name across the middle of the paper.  You will have just 5 minutes to connect with as many people as possible. A connection occurs when you find someone who can:  1. Write their name on your paper in a way that includes a letter from your name or another name on your sheet.  2. You write on the back of the sheet one thing that you have in common with that person: Ex, things you both like: food, movie, free time, places you’ve been, family size, etc.  At the end of the activity we will debrief

4. The 7 Norms of Collaborative Work  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. © Bill Baker, Group Dynamics Berkeley

5. Practice Using the 7 Norms  Can you think of an example in your own experience where participating in a discussion caused you to rethink and then change your position on an issue?  Conversely can you think of a time when group discussion made you feel uncomfortable and caused you to stop examining your beliefs or ideas?  Can you begin to describe features or elements of either of these experiences that might help you to understand the enabling and disabling features of those sorts of “critical” conversations? (p. 19)

6. Course Guide  ? Any questions? Some activities will be moved around to accommodate the various days  Data presentations—we will have the first one with 3 groups and then each subsequent data session will be 2 groups.  Groups for 1 st Data Presentation—  Regina, Anne, Michelle B.  Johanna, Carrie, Melissa, Lindsay  Michelle D., Allison, Pearl, Angelina  Groups for Subsequent Data Presentations TBD

7. Snacks???  Do we want to do a snack sign-up or do you just want to bring in your own munchies?

8. Attributes List for Reflection  As you go through the questions and chapters in small groups, keep a page where your group lists any attributes that are critical for Reflective Teaching.

9. Chapter 1 (20 minutes; Pair/Share)  Has your Regis program prepared you to question the educational goals, classroom and school contexts; to play an active role in creating and critiquing curriculum; to consider a variety of instructional strategies? (p. 4)  When you think about a classroom problem, do you try to see it from different ‘angles’? (p. 4) Give an example.

10. Chapter 2 (40 minutes)  Central to reflectivity are the dispositions of openmindedeness, responsibility, and wholeheartedness—In what ways might we structure classrooms and schools to contribute to or discourage teacher reflectivity? Some people argue that teaching is too demanding and complex to expect teachers to be very reflective about their work, what do you think? (p. 12)  What are some of the things that you do automatically in the classroom without consciously thinking about them? (p. 15)  What is an example of educational theory that you hold about teaching that is based on your own or other teachers’ experiences? How does it relate to the public theories about this issue contained in educational literature? (p. 16)  Israel Scheffler argues that teacher must not only look inward at their own work within the classroom, but outward toward the broader contexts as well (p.20). If one were to engage in this sort of action, what kind of challenges would they face? What obstacles arise when teachers attempt to ‘determine their own agency through critical and continual evaluation of the purposes, the consequences, and the social context of their calling?’ (p. 20)

11. Chapter 3 (30 minutes)  Sum up the key points central to our purposes of engaging in reflective practice in this course.

12. Questions Chapter 1  Has your Regis program prepared you to question the educational goals, classroom and school contexts; to play an active role in creating and critiquing curriculum; to consider a variety of instructional strategies? (p. 4)  When you think about a classroom problem, do you try to see it from different ‘angles’? (p. 4) Give an example. Chapter 2  Central to reflectivity are the dispositions of openmindedeness, responsibility, and wholeheartedness—In what ways might we structure classrooms and schools to contribute to or discourage teacher reflectivity? Some people argue that teaching is too demanding and complex to expect teachers to be very reflective about their work, what do you think? (p. 12)  What are some of the things that you do automatically in the classroom without consciously thinking about them? (p. 15)  What is an example of educational theory that you hold about teaching that is based on your own or other teachers’ experiences? How does it relate to the public theories about this issue contained in educational literature? (p. 16)  Israel Scheffler argues that teacher must not only look inward at their own work within the classroom, but outward toward the broader contexts as well (p. 20). If one were to engage in this sort of action, what kind of challenges would they face? What obstacles arise when teachers attempt to ‘determine their own agency through critical and continual evaluation of the purposes, the consequences, and the social context of their calling?’ (p. 20) Chapter 3  Sum up the key points central to our purposes of engaging in reflective practice in this course.

13. Back to the Agenda  11:30-11:40 BREAK  11:40-12:15 share out small group responses and observations re: Safe-speaking practices—attribute list for reflective teachers  12:15-1:00 View and discuss the Che che Konnen video