Tech links and tools

Please post either solid technology resource sites or tech tools (two total) and a brief explanation on how you do or will use them in your classroom.

Voicethread Links

Please post your Voicethread links here?

Group Debrief Clarifying and Probing questions

Clarify? This is what I heard you say
  What specific lesson did you take away?
  Was there in influence in your past that caused this?
  How do you take big ideas and keep them practical?
  How did you assess this lesson as well as being creative?
  Do you modify based on attention span?
  Clarify experience, tell me more
  How do you differentiate and assess for this
Probing? deeper thinking
  why did you change your opinion?
  Why don't you remember... ?
  Was it effective?
  More in-depth investigation of lesson? What would you change?
  Was it purposeful, how does it effect today?

Small Group Protocol

Step 1.  20 minutes—Presenter distributes the one page overview or outline of their work.  Presenter then discusses

• Teaching practices to be discussed; Background/Context (to include teachers’ prior experience, knowledge, and values that affect that practice or set of practices i.e. 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.  (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.)
• Teaching practices presented (this should be the bulk of the presentation). Evidential artifacts/data.
• IS ANYONE PRIVILEGED OR MARGINALIZED BY THESE PRACTICES?
• HOW DO THE LARGER SOCIAL CONTEXTS CONSTRAIN OR OTHERWISE INFLUENCE THESE PRACTICES (PP. 43-44)

Step 2. 10 minutes—2 minutes to compose probing questions.
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.

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.

Questions for 5pg reflective paper- Short Answer

~5 page paper on reflective teaching (this should integrate what you have read in Liston & Zeichner AND Nieto) and can be written as short answers rather than a formal essay.

Address these questions:

• What is reflective teaching? 
• What isn’t it? 
• What is the purpose of reflection? 
• What are the different levels of reflection? 
• How do I recognize those in myself and others? 
• What are practical theories? 
• What aspects of my own background form my practical theories? 
• What are examples of cultural, institutional and sociopolitical norms/policies that privilege some groups while marginalizing others?

Please post your answers on Google docs. http://docs.google.com in a manner that communicates visually and share it to me alisonwants2ski@gmail.com

Introductions

Post personal introductions using your metaphor piece (Liston & Zeichner, 1996, p. 37).