DLMOOC "Lens into the Classroom" tuning protocol - Week 3
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Transcript of DLMOOC "Lens into the Classroom" tuning protocol - Week 3
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Welcome to Lens into the
Classroom – Student Internships
We will begin at 4:00 pm PST, Thursday
February 6, 2014
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Dilemma Protocol Overview
● Overview of the work and dilemma [5 minutes]
● Question prep [1 minutes]
● Clarifying questions (via chat; presenter responds on video) [6 minutes]
● Question prep [1 minutes]
● Probing Questions (via chat; presenter responds on video) [6 minutes]
● Group Conversation [10 minutes]
● Debrief [5 minutes]
● Closing the Loop [2 minutes]
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General: •Hard on the content, soft on the people. • Be kind, helpful and specific. • Step up, step back (monitor your airtime).
Norms
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The Dilemma
Randy Scherer, Humanities, High Tech High Media
Arts, [email protected]
How does the school best help students
derive and articulate meaning through the
process of an internship experience?
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Meaningful academic internships
• Internships strike me as unique manifestations of (and unique opportunities to address):
• Personalization
• Adult World Connections
• Common intellectual mission
• Students and teachers as co-designers
• Authentic work
• Voice and choice in action
• But—I think we are only at the beginning, and just discovering what is possible!
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Internships are sought through a combination of efforts from teachers, advisors, administrators and students—although we do not use an out-of-the-classroom internship coordinator.
Mentors provide or co-design projects that are meaningful to their organization and draw upon student interests or strengths.
Students immerse themselves in the internship environment for approximately 3 weeks spread over a four week span.
Interns present their learning to small groups of coworkers, their advisor and 10th grade students.
How do we currently strive for meaningful internships?
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How is my class connected to internship?
All students in my class:
• Create a photo essay that tells a specific story from internship through five photos and five 200-word captions, which is shared with students’ families, co-workers and mentors.
• Interview their mentors and transform this conversation into a journalistic interview published online, which is shared with students’ families, co-workers and mentors.
•We create and publish Ampersand: The Student Journal of School & Work, which aims to tell the stories of internship.
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Ampersand?
Many years ago, my students asked for a “yearbook of internships.” This became Ampersand: The Student Journal of School & Work.
For years, this was black & white, and text-heavy, partially because I hoped to address some academic writing goals through it, and partially because of economics.
This year, I am in the midst of a complete re-design of the book, and a partial redesign of the project.
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Clarifying Questions (6 minutes)
Clarifying questions are simple questions of fact. The litmus test for a clarifying question is: Does the presenter have to think before s/he answers? If so, it’s almost certainly a probing question.
Some examples of clarifying questions: • How many students do you teach? • What prior experience do students have with this type of
work?
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Question Prep and Response Format
(1 minute)
1. Brainstorm questions for the presenter 2. Participants enter their questions into the Q&A
Please try to paste questions that have not already been asked.
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Probing questions are intended to help the presenter think more deeply about the issue at hand. The presenter often doesn’t have a ready answer to a genuine probing question.
Examples of probing questions could be: • What is your biggest worry with this issue? • How do students currently reflect on their growth? • Other possible probing questions begin with: • How did you decide/determine/conclude...? • What's another way you might...?
Probing questions should not be “advice in disguise”, such as “Have you considered…?”
Probing Questions (6 minutes)
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Question Prep and Response Format (1 minute)
1. Brainstorm questions for the presenter 2. Participants enter their questions in the Q&A
Please try to paste questions that have not already been asked.
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The conversation is not directed to the presenter. It is directed to the group and focuses on the presenter's dilemma. • Group Instructions/Questions:
■ Begin with warm feedback. What are the strengths in this situation? ■ What are the gaps? What isn't the presenter considering? ■ What recommendations does anyone have in response to the question posed by the presenter? ■ Make a list of the recommendations and post into the Q&A
Group Conversation (10 minutes)
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Presenter Reflection (5 minutes)
• The presenter has the opportunity to respond to the discussion.
• It is not necessary to respond point by point to what others said.
• The presenter may share what struck him or her and what next steps
might be taken as a result of the ideas generated by the discussion.
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• The debrief is not a time to continue discussing the dilemma.
• Instead focus on questions like…
• Did we have a good question? • Did we stick to the question? • Did our probing questions push the presenter’s thinking? • Was there a moment where we got off track? • How did we do with following the norms? • Was there a moment where the conversation made a turn
for the better?
Debrief (5 minutes)
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Participants what they have learned from participating in this protocol and how it could inform their own practice.
Post your reflections in the Q&A or post on the G+ community.
Closing the Loop (3 minutes)