Transcript Document
Promoting Reflective Practice through open professional dialogue around data Dr Kathryn Glasswell Lindsey Judd ALL 2014 It is the reflective, collaborative thinking and inquiry around data that provides insight and interpretation of the evidence. This THEN allows for decisions to be made about instructional change and building teacher capacity. 1. Conversations “grounded in evidence and focused on learning from that evidence have considerable potential to influence what happens in schools and ultimately enhance the quality and the efficiency of student learning” (Earl & Timperley, 2009, p. 2). 2. “having conversations based on data in educational contexts” is hard work because it requires new ways of “thinking and challenging ideas towards new knowledge” (Earl & Timperley, 2009, p. 2). What are your beliefs about professional learning conversations? Let’s explore using the discussion resources… Adapted from Timperley (2012) Tensions in evidence oriented conversations Teaching knowledge and experience in context Challenge Trust Academic knowledge of research and theory Professional Learning Conversations should be more like CONVERSATION than INTERROGATION! A helpful sequence to establish a practice of joint inquiry (Timperley, 2012) 1. Express your opinion (be aware that is is an opinion and not unassailable FACT) 2. Give reasons for your opinion (Why do you hold it?) 3. Check if your opinion is shared/understood or if a different view is held 4. Encourage the other person to do the same Balanced Conversations Listening Asking for reasoning and evidence Giving opinions Giving reasoning and evidence Useful conversation starters • Look at the conversation “openers” on the next slide and notice how they are based on shared values of TRUST and CHALLENGE. • Notice also how they are collaborative and problemsolving focused. • Conversations should be purposeful and in their very nature express the values you aspire to. What do you think is going on there? Why? Does this situation reflect what you had expected? What other reasons might there be for that ( a bad testing day)? Do you have other evidence to support your interpretation? What kinds of ideas do you have about next steps? Would you like me to talk some more about that? Can we clarify how each of us would define that (e.g. guided reading) so I can see if we are on the same page? What would be useful to you right now? What kinds of support do you think you will need? How will that support help you achieve your goals? I noticed that you …(e.g. talked a lot about behaviour)? I was wondering what led you to do that? Given what we are looking at, what kinds of professional learning goals do you have for yourself? What kinds of interventions do At this point, here is what I’m thinking… and this is why I’d call it you have in mind? Why? like that…