- 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)
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.
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