April+10th,+class+nine

Sharing work protocols Examining raw data protocols Interviewing tips/techniques, a model, and memo 4

Readings for 4/17 Bring two artifacts for 4/17!

How does the author incorporate interviews in this research?

Interviewing


 * Agenda for class 9**

=__**A.) Sharing memo 3 using an NWP research protocol for early draft writing**__=

=1.) The writer shares the paper, but does not comment until after the group members have commented. (We’ll do a round-robin reading.)= = = =2.) Responders begin by addressing these areas:= = = =a.) What was the strongest or most positive aspect of the piece? This includes commenting on particularly striking words, images, constructions, etc., as well as globally positive aspects.= =b.) Did you find any part, word, or assumption confusing? Is there something the writer assumed you knew that you didn’t know?= =c.) How might you expand this piece?= =d.) What is an inquiry question raised/addressed by this piece?= =e.) What does writing from two perspectives afford this work?=

=__**B.) Looking at raw data (student work) Tuning Protocol**__= = = =The Schedule:= =Introduction (2)= =Presentation (10)= =Clarifying Questions (2-3)= =Examination of work (5-10)= =Pause to reflect on cool and warm feedback (1 minute)= =Warm and cool feedback (10)= =Reflection (2)= =Debrief (2)= = = =**Presentation:** context, assignment that generated the work, student learning goals that informed the work, samples of work, focusing question for feedback.= = = =**Clarification:** (from participants) How many students in your class? What kind of prior experience can you count on in this subject?= = = =Participants take some time to review the presented work.= = = =**Warm and Cool Feedback:** Participants share feedback while the researcher/presenter is silent. They begin with descriptions of what the participant can do/strengths or how the assignment/assessment meets learning goals, and then continue with possible disconnects and problems.= =Warm feedback would include strengths, followed by cool feedback (gaps and problems) Groups end with one or two reflective (analytical) questions for the presenting teacher to consider.= = = =**Reflection:** The presenter speaks to those comments/questions he or she chooses to while participants are silent. This is not a time to defend oneself, but a time to explore further interesting ideas that have come out of the feedback section.= = = =**Debrief:** Facilitator leads an open discussion of this tuning experience. What worked/what did not, and what seem to be the big issues, big questions, and maybe sub-questions associated with the data?=

=__**C.) The Interview (4/24)**__= = = =Have you conducted an interview before? How did you create interview questions? What did you do when the questions you asked did not generate the responses you wanted/needed/hoped for? Did you ever have an awkward interview situation? What did you do to re-direct the interview?= = = =**Interview Tips & Types of interview questions:**= = = =__1. Recapture a time:__ //You have been teaching for several years. What motivated you to go into teaching in the first place?//= = = =__ 2. “grand tour question” __ //“take me through a day…”// =

=__3. Evoke an opinion or value:__ //What were your expectations when you first started teaching? Why did you go into teaching?//= = = =__4. Ask a pre-supposition question (you are going into the interview with a presupposition):__ //People say the first 3-5 years of teaching are the most difficult. Describe some positive and negative experiences from your first 3-5 years.//= = = =__5. Situate yourself as a learner:__ //Would you share with us how teaching compared to your expectations?//= = = =__6. Advice for hypothetical person:__ //As a veteran teacher can you give a few pieces of advice that you think may be beneficial to a new teacher?//= = = =__7. Pull out ideas and re-state them to encourage elaboration:__ //So your mother and your grandmother were both teachers.//=

=**//__ 8. Provide your participants with an idea of what you will be asking in advance of the interview __.//**= = = = Try: Draft a set of hypothetical questions for someone around your research question and share in pairs. = = = =** Tips and considerations: **= = = = Interview schedule = = = = Logistics of interview: place, time, length, frequency/follow up = = = = Building rapport = = = = Mood, props, and/or a quotation to leverage a question… = = = = Rapport: communicate reaction, listening using verbal and non-verbal means = = = = “Listen more, talk less, and ask real questions”… = = = =// Explore laughter // … = = = =// Follow hunches // …I am listening and can’t figure out if you were saying…; = = = =// Tell a story about // … = = = = Understand the subjective experience of… “what was that like for you”? = = = = Follow up rather than interrupt (note a word to follow up on); “I didn’t understand when you said, ” = = = = = = Review the transcript. Play with the following questions. You will include this section in your interview. = = = = Bring in two artifacts for next week. =
 * 1) = …first impressions =
 * 2) = …describe big ideas from the interview, citing key lines/page numbers. [It’s neat if you see ideas or themes repeated throughout]. =
 * 3) = …write any ideas you have now about the research question(s) =
 * 4) = …write about your process for the interview and any challenges you encountered. =
 * 5) = …list possible questions that you have after reading the transcript AND one list one or two possible topics that you could pursue if you were able to do an electronic search. =