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Critical Issues in School Reform

 

R E F L E C T I N G  O N  T E A C H I N G  P R A C T I C E
Student Work, Teacher Work,
and Standards, Part I-Math

I. About the Program | II. On-Line Activities | III. Viewer Activities | IV. Resources


III. VIEWER ACTIVITIES

A Viewers' Workshop

The following are suggestions for holding a discussion/workshop around this videotape. The first session is most appropriate for a group with little to no experience in using collaborative processes for examining student work. The second session is most appropriate for a group with some experience in using these processes and interest in further developing their abilities to analyze and respond to student work and questions on teaching practice. Both sessions will take approximately one and one-half hours.

An Introductory Workshop

Part 1: Preparing to Watch the Video (15 minutes)

Brainstorm ways that teachers usually look at student work in schools. Make note of comments on a board or chart paper. Ask the group to think about how many of these ways are solitary, and how many involve working with colleagues. Ask the group to think about what traditional purposes for looking at student work are. Introduce the tape as a different approach to looking at student work, to use it as a tool in improving teaching practice.

Part 2: Watching the Video (45 minutes)

Ask participants to think both about the comments group members make and the process they use in their conversation. You might want to assign some members of the group to pay particular attention to the facilitator, some to pay particular attention to the presenting teacher, and some to pay particular attention to the other teachers.

Part 3: Discussing the Issues Raised in the Video (30 minutes)

Use questions such as the following to facilitate a conversation about the video:

1. What was most interesting to you about the conversation that you saw?

2. What do you think of the careful process for the conversation, or "protocol," that you saw used? What are the benefits of using such a process? What concerns would it raise for you?

3. If you were the presenting teacher, what would be most valuable to you about this experience? What would be most frustrating?

4. What are some teaching dilemmas that you might appreciate feedback on, using student work as a form of evidence?

5. What kind of relationship would you have to establish with colleagues to make this kind of conversation possible?

6. Would you be interested in this kind of work with your colleagues?
An Intermediate Workshop

Part 1: Preparing to Watch the Video (15 minutes)

Discuss ways that you and your colleagues have used processes to look at student work. What has been particularly rewarding? What has been particularly hard? If you were to make progress in this work, what would be different in six months? In a year?

Part 2: Watching the Video and Discussing the Issues It Raises (90 minutes)

Use the video as an example of a Tuning Protocol that you are able to both participate in and critique. Stop the tape at key points and consider the following:

1. Watch the opening 15 minutes of the program - the setting of the agenda, the norms, the focusing question, and the presentation of student work. Stop the tape. How did the facilitator set a context for the tuning protocol? What are her goals for the "climate" of the conversation? What else would you want to say to the group? How would her comments be different if she were working with a group of teachers who were colleagues in the same school?

2. Watch the facilitator introduce the Clarifying Question. Stop the tape. Take a few minutes to think of clarifying questions that you would ask of Chicha Lynch. Make note of these. Then watch the clarifying questions segment of the discussion. Stop the tape. What questions were particularly useful? What questions were different than those you intended to ask?

3. Watch the facilitator introduce the Feedback Session. Stop the tape. Take a few minutes to think of warm comments that you would make regarding the work. Make note of these. Then watch the warm comments segment of the discussion. Stop the tape. What comments were particularly interesting or useful to you? What comments were different than those you intended to make? Repeat this process for Cool Comments, and for Hard Questions.

4. Watch the debriefing session. Then consider the following questions:

a. what did you learn from watching another group in a Tuning Protocol? What questions does this raise for you about your own collaborative examination of student work?

b. If you were the presenting teacher, what would you have learned from this experience? If you had been a member of the group, what would you have learned?

c. What changes, if any, would you make to the ways you use collaborative processes for examining student work based on this example?

For More on Looking at Student Work

If you are interested in hearing teachers and administrators in a school discuss how they use looking at student work to improve their practice, watch "Looking at Student Work: A Window Into the Classroom," a program in the Critical Issues in School Reform series on the Annenberg Channel. The program shows faculty members at Norview High School in Norfolk, Virginia discussing the practice and implications of looking collaboratively at student work.


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