Examining Student Work in Science Jacque Melin GVSU Definition of Terms Facilitator me Presenter teacher whose students work we are reviewing Participants teachers who are reviewing the work of the presenting teacher Tuning Protocol - is a structured process that allows for reflection and meaningful feedback. The Tuning Protocol assumes that the presenter wants to improve the work in question and that the participants will deliver thoughtful, substantive feedback. It is like tuning up a car or an orchestra it assumes that attention to improvement matters. Definition of Terms Three Levels of Feedback: 1. Warm participants describe what they see working or what they like in a work. 2. Cool participants consider aspects of the work that might be improved or clarified by framing their response in the form of a question: "I wonder if?" or "Have you thought about?" 3. Hard respondents ask deeper questions that get at larger, structural aspects of the work. The Structured Process 1. Introduction (5 minutes) 2. Presentation (15 minutes) 3. Clarifying Questions (5 minutes) 4. Examination of Student Work Samples (15 minutes) 5. Pause to reflect on warm and cool feedback (2-3 minutes) 6. Warm and Cool Feedback (15 minutes) 7. Reflection (5 minutes) 8. Debrief (5 minutes) To get us started. 2. Presentation (15 minutes) The presenter has an opportunity to share the context for the student work: Information about the students and/or the class what the students tend to be like, where they are in school, where they are in the year Assignment or prompt that generated the student work Student learning goals or standards that inform the work Samples of student work photocopies of work, video clips, etc. with student names removed Evaluation format scoring rubric and/or assessment criteria, etc. Focusing question for feedback Participants are silent; no questions are entertained at this time From Tuning Protocol to Cognitive Coaching Creating a collaborative school culture. Pair/Share What stories from your work make you smile? Pair/Share What do you know about creating a collaborative school culture? Collaboration Outcomes Model List what you observe about: o The interaction o The coachs behavior o The coachees thinking Superior teachers know how to select a certain teaching act from their vast repertoire of behaviors; they decide when to use it based on information about learners and the analysis of the teaching task and the evaluation of the teaching situation. They know how this act fits into the larger strategy and they can predict the effects of that act on the learning performance of students. All of these are cognitive processes. If teaching is decision making, then the coaching of teaching is a process of coaching teachers decision-making processes thus, Cognitive Coaching. Mission Statement The mission of Cognitive Coaching is to produce self- directed persons with the cognitive capacity for high performance both independently and as members of a learning community. The metaphor of a stagecoach is one used to understand what a coach doesconvey a valued person from where s/he is to where s/he wants to be. How Proficient Collaborators Think and Act Which of these strategies do you use? Does your staff use? Which of these strategies might need to be modeled and practiced to encourage students/adults to use? Positive Presuppositions Given our shared concern about student achievement, lets examine our assumptions about what might be causing the gaps in learning. Instead of asking, Does any body here know why the kids arent learning? Positive Presuppositions As you reflect upon the lesson, As you examine the data, Base upon past successful experiences, As an experienced educator, As a successful teacher, Pausing Wait time. Paraphrasing/Listening Set Asides ParaphrasingListening Set Asides Attend fully Capture the essence of the message Paraphrase before asking a question Use the pronoun you instead of I. Autobiographical Inquisitive Solution Principals of Paraphrasing Paraphrasing sends three messages 1.I am listening 2.I am interested/I care 3.I understand you (or I am trying to) Levels of Paraphrasing Planning Conversation You try Occurs before a colleague conducts or participates in an event, resolves a challenge, or attempts a task. The coach may or may not be present during the event or available for follow-up conversation. Pairs/Square What are you learning about creating Collaborative Cultures? What are you learning about pausing, paraphrasing and positive presuppositions? What connections are you making to Cognitive Coaching? 3 2 1 Reflection 3 Three key ideas I connected with 2 Two things I want to explore further 1 One thing I will try with my staff/students soon Discussion Checklist