On December 7, our ACP CFG met at Challenge High School. All but one person was present. After opening the meeting and making announcements, we did the Warp Speed team-builder to work on learning everybody’s name. We then looked at the Zones of Risk, Safety, & Danger and talked about how the most productive place to be is the Zone of Risk.
We spent the bulk of the meeting looking at student work. Ashley, Adam, and Makeeta brought work for us to examine. The questions brought before the group included “How do I improve vocabulary instruction?” “What can I do to improve the work that groups produce?” and “What kinds of grading policies and procedures will maximize engagement and achievement for essay-writing assignments?” I was very proud about how the group was very brave about bringing work and very engaged in the Tuning Protocol and Consultancy. This bodes well for the future of our group.
Reflections are in the extended entry.
Learning
“I learned two types of protocols to evaluating work. Both are set up to provide a specific structure to defend against harsh interactions or more of a feisty back-and-forth type of argument.”
“I was able to reevaluate group work and think of the importance of:
1) rubrics for project
2) clear communication of expectations”
“Enjoyed the feedback on my project
--more time to complete after school, etc.
--better examples & list of requirements for team members to sign off on.”
“Tuning protocol can be employed when lesson planning with colleagues or when developing curriculum.”
“Good to learn more processes (like Consultancy and Tuning). I also like the step-by-step guide offered.”
“I absolutely loved the protocols, they really opened my eyes to how a helpful conversation should work. They made me reflect and question and give well thought out advice.”
“It’s okay to re-evaluate your grading process. It’s very important to have a checklist or rubric when doing a project or paper.”
“I learned that rubrics/checklists are great tools to incorporate with grading.”
“*great feedback techniques & how to use them effectively
• understanding the types of issues others face and seeing commonalities between theirs and mine.
• learning from others’ perspectives/experiences.”
“It was interesting on how we interacted with other professionals tonight. I really like how ‘negative’ feedback is transformed into questions as I think this is a great way to have the ‘presenter’ think about his/her work.”
“I am not alone—other teachers have the same dilemmas—vocab & wrtg
“I have learned that I’m not alone, that there’s a whole army of teachers out there facing the same joys and frustrations as sometimes I have. Some of the remarks, questions, interventions got me wondering about my own very personal remarks & question as a teacher. Pretty much enlightening having the chance to discuss.”
“I learned a lot about how to improve my own practice as a teacher striving to achieve success in my students’ vocabulary instruction and retention. The group offered many creative ideas and the protocol was conducive to learning new ideas and reflecting on those ideas.”
Logistics
“Waiting for answers didn’t work for me. It caused a bit of inefficient time usage.”
“I enjoyed small group activity, where I felt more safe to share.”
“Find the Tuning Protocol ‘too safe for my liking’ but see where it would be effective/preferable.
Liked the consultancy protocol. Then again—I was a consultant for years.”
“The location is pretty easy to find but I find myself having a very hard time to find the exact place where the session was taking place. The room itself was cozy, and appropriate. The seat arrangement perfect. The protocol format I found it a bit rigid at times but I also have to say that it allowed everybody to participate and it kept us focused.”
“The location is still an issue. The doors to the high school lock at 5:30 pm. Upon my arrival at 6:00pm, I must find a security guard to unlock the doors and follow me to the meeting location.”
“I really think that dividing us into group increases participation. The group seems more intimate and conversations become deeper.”
“I loved [location], how we have ability to use different rooms.”
“The consultancy protocol worked. It was easier to evaluate the presenter’s dilemma”
“The protocols allow time for engaged. The larger group setting felt more rushed and impersonal. The smaller group setting was better.”
“liked the small group better but wish I could have participated in all 3 sessions.”
“Terrible traffic getting here. It’s difficult for me to het here at 5:30 when I have tutorials until 5 and it takes about 45 minutes to get here.
The meeting was really long. I started to zone out & get really tired during the consultancy protocol.”
“The consultancy protocol was more teacher friendly and positively interactive than the tuning protocol.”
“Both protocols were fine. I’m not sure what I would gain by putting my work through one.”
Longevity
“I’m interested in bringing my own work for this type of critiquing.”
“I plan to use the things I learned to design group projects for the spring.”
“Speaking of topics such as vocabulary building and writing processes is helping me think about my own classroom and what I can use to increase student learning.”
“I will take this into different conversations.”
“When giving projects to students, have clear directions, expectations and grading requirements.”
“• seeing successful critique/feedback/discussion and knowing it is possible.
• giving neutral, yet constructive feedback.
• the openness & honesty w/in this group—will make me more comfortable when it is my turn to share.”
“Having practice giving considerate feedback to other professionals.”
“Utilize some of the same strategies w/ my students in vocab lrng & teaching writing.”
“Hopefully will bring it in my classroom and/or use it in my career as a teacher (educator).”
“Implement the tuning and consultancy protocol during PLC’s. I believe my colleagues will greatly benefit from these procedures.
Reflect over the comments gleaned from the consultancy protocol. I appreciate honest and open feedback.”
“I will continue to try to use neutral questions when giving feedback.”
“I will take several ideas back to the classroom. My group made helpful suggestions that I will implement.