studentwork: On-line discussion of Reflecting on Teaching Practice

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On-line discussion of Reflecting on Teaching Practice
David Allen (David_Allen@pz.harvard.edu)
Fri, 19 Mar 1999 08:52:18 -0500

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Welcome to the on-line discussion of the Annenberg Institute interactive
workshop titled Reflecting on Teaching Practice (Part I - Math). This
video program will be aired by the Annenberg Media channel on March 23 and
March 25.

My name is David Allen. I am a researcher at Harvard Project Zero. I've
been asked to moderate the on-line discussion of the video. As you'll
see, I am one of the participants in the Tuning Protocol shown in the
video. I worked with Joe McDonald at the Coalition of Essential Schools
in developing the Tuning Protocol structure, and I've researched and
written about its use in schools.

NORMS

Before I get to some questions for people to think about and respond to in
this on-line discussion, I'd like to present some "norms" for our
discussion. I've adapted these from Jennifer Mueller at Souhegan High
School who has been the moderator for a related interactive workshop
called "A Community of Learners." I hope they'll be clear and helpful.
Please feel free to propose other norms, or comment on these.

Norms for discussion on-line:

1. Identify yourself
2. Respond to the question(s) posted or points made in earlier postings
(it helps to remind people of what the questions or points were)
3. Be careful with humor, it doesn't always communicate well via email
(sarcasm may come out sounding mean)
4. Feel free to pose your own questions

QUESTIONS

In the video, you will see a group of educators using a Tuning Protocol--a
structured, facilitated conversation--to look at samples of student work
(in this case on video) presented by Chicha Lynch, a 10th grade math
teacher from San Bruno, CA. As the facilitator, Gene Thompson-Grove,
explains in the video, the Tuning Protocol asks participants to offer
different kinds of questions, comments, and feedback at different points
in the process. In fact, there are points at which the presenter can't
talk at all, but listens to the others discuss her students' work.

As you watch this Tuning Protocol unfold, here are a few questions to
think about and respond to on-line. ***Remember to send your postings to:
studentwork@learner.org.

1) How is this approach similar or different to the ways you typically
look at student work now? (You may want to say a little about what you
teach and what kind of student work you're looking at.)

2) What are some of the possibilities for learning on the part of the
presenting teacher in the Tuning Protocol? For the other participants?

3) What role does the facilitator play?

4) How is this similar or different from professional development
activities or practices in your school?

5) What questions would you like to ask people who've presented or
participated in Tuning Protocols.

6) If you've presented or participated in a Tuning Protocol, or similar
process for looking at student work, what can you tell us about the
experience?

I hope you enjoy watching the program. I'm looking forward to our on-line
discussion. If you have comments before the airing of the video, please
don't wait to post them.

Thanks.

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Previous message: Jennifer Mueller: "Consultancy Step 3: Probing Questions"

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