1. CAPSTONE IN REFLECTIVE TEACHING WEEK 3 1/29/11 EDRS 698

2. Agenda 8:30 – 9:30  Brief opening discussion/questions/warm up  Voice Thread on Classroom Management  Groups for today and next three weeks - Review  Review the 7 norms of collaboration and data protocol; questions etc. 9:30 – 11:00  Data Presentation Student in Context  BREAK 11:10 – 12:00 o Debrief, Questions, Cross Share, Refine the data presentation protocol if needed o Presenter/Peer consultant evaluations turned in o Prepping for next week

3. Voice Thread Use the link to establish your Voice Thread Account View the intro What to think about?  Artifacts  Pictures  Voice  Content – address the questions for Classroom Management from pp. 24 – 26 of artifacts handbook.  Examples: pdf of management plan used, picture of the board where cards or clothespins are kept, picture of teacher conferencing with student, email to parent, data on what worked.

4. Groups for next four Saturdays Community Connection: Today 1 – Xander (P), Carol (F), Andrea, Todd 2 – Cathy (P), Troy (F), Jeannine, Carla 3 – Melissa (P), Kristen (f), Suzanne Classroom Management: February 5, 2011 1 – Andrea (P), Xander (F), Kristen, Carla 2 – Carol (P), Todd (F), Cathy, Melissa 3 – Jeannine (P), Suzanne (F), Troy Technology: February 12, 2011 1 – Todd (P), Cathy (F), Carol, Kristen, Jeannine 2 – Troy (P), Carla (F), Xander, Melissa, Andrea, Suzanne Instructional Strategies: February 19, 2011 1 - Suzanne (P), Melissa (F), Xander, Carol 2 – Kristen (P), Jeannine (F), Todd, Troy 3 – Carla (P), Andrea (F), Cathy

5. The Seven 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.

6. Community Connection—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 teachers’ prior experience, knowledge, and values that affect that practice or set of practices ie. 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.  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.

7. Debriefing the Strand 15 min Open up cross share—Big Aha’s; Questions that came up for whole group contemplation 15 minutes Whole group feedback on protocol, and criteria for good presenter/peer 15 minutes small group feedback on tasks, course guide, handbook. Knowing what we know now, how can it be better for students in next group?

8. Evaluation for data presentation Data Presenter Prepared Respects and values peers’ contributions Makes logical connections between the teaching practices and the data. Organized and easy to follow. Handout for group. 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

9. Prepping for Week 4 Presenters prepare for the Classroom Management presentations. By Wednesday: Post bibliography information for two articles re: Classroom Management. Bring copies of articles to class next week. Due by class time next Saturday via email: Community Connection Reflection (10 – 14 pages). Do NOT bring Classroom Management artifacts next week unless you are a presenter.