how do you identify a good teacher 011314

PBL Case Problem 1 Stage 1 Discovery page 1 of 4

How Do YOU Identify a Good Teacher?

PBL Case Problem 1: The Apprenticeship of Observation Stage 1: Discovery

The Problem

You have been a student for many years; it is estimated that high school graduates have spent over 13,000 hours in school. Accordingly, you have already had many opportunities to observe teaching in action. This has given you many ideas about teaching and familiarity with the setting in which you will work. These hours of observation were important; however, they were of restricted value because you always saw teaching from a studentʹs perspective. Dan Lortie is another world‐renowned researcher who studied teachers closely. In his book, Schoolteacher: A Sociological Study (1975), he coined the phrase ʺapprenticeship of observationʺ to describe the extensive experience you have had as a student. He also outlined some of the limitations of this apprenticeship:

You only saw teaching from a studentʹs perspective. You were not privy to the decision‐making role of the teacher. You could not debrief with the teacher after the lesson to discuss what worked and what

did not. You could not ʺseeʺ the emotional aspect of teaching, the range of emotions teachers

experience. You were often unaware of the amount of time your teachers spent preparing lessons,

marking assignments, and preparing report cards. You did not witness the many other tasks teachers must perform (e.g., staff meetings,

meetings with parents, meetings with colleagues, in‐service sessions).

As a result of this apprenticeship of observation, you have a skewed vision of teaching, one that only tells part of the story. Pre‐service teaches are often surprised by the extensive decision‐making role of the teacher, the emotional aspect of teaching, and the sheer volume of workʺ

(Kosnik & Beck (2011), pp. 3 & 4).

The purpose of this Problem‐Based Learning Case Problem] is to help you identify some of the key tasks

and responsibilities that comprise the work of a teacher. Attached is an excerpt from Elaineʹs Circle: A

teacher, a student a classroom, and one unforgettable year. All you need know is that Elaine Moore (the

Elaine in Elaineʹs Circle). Elaine was a fourth grade teacher in Eagle River, Alaska.

ACTIVITY

Read The Influence of Teachers by John Merrow and while doing so circle/underline/highlight the key tasks

and responsibilities that comprise the work of a teacher and if you think of a key task or responsibility that

isn’t mentioned make a note of it in the margin. Copyright © 2013 H. Willis Means, Ed.D.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, without the prior written

permission of the author.

Any other use in another class or for another purpose without the prior written permission of the author is prohibited

Permission is given to students enrolled in a class taught by the author to make a copy for their personal use while matriculating the course


STANDARDS Used to Support the PBL Case Problem:

Tennessee Licensure Standards and Induction Guidelines General Education

I. Knowledge and Skills Pertaining to All Areas

A. Integrate knowledge acquired from a variety of sources.

B. Use basic problem solving skills such as identifying, defining, postulating

and evaluating, planning and acting, and assessing results.

C. Analyze and synthesize ideas, information, and data.

II. Communication

A. Send and receive messages, written and oral, in standard English;

communicate verbally and non‐verbally. Professional Education

Standard 3 Diverse Learners Candidates understand how students differ in their approaches to learning and

create instructional opportunities that are adapted to diverse learners. Standard 6 Communication

Candidates use knowledge of effective verbal, nonverbal and media

communication techniques to foster active inquiry, collaboration and supportive

interaction in the classroom. Standard 11a Technology

Candidates use technology and technology based resources to facilitate

developmentally appropriate student learning. Standard 11b Technology

Candidates use technology to enhance their professional growth and

productivity. Common Core State Standards

READING CCSS.ELA‐Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics

in order to build knowledge or to compare the approaches the authors take

CCSS.ELA‐Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics

in order to build knowledge or to compare the approaches the authors take. Language Arts/Writing

CCSS.ELA‐Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based

on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA‐Literacy.CCRA.W.8 Gather relevant information from multiple print and digital

sources, assess the credibility and accuracy of each source, and integrate the information while

avoiding plagiarism.

CCSS.ELA‐Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support

analysis, reflection, and research. Speaking & Listening

CCSS.ELA‐Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

CCSS.ELA‐Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media

and formats, including visually, quantitatively, and orally. Language

CCSS.ELA‐Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and

domain‐specific words and phrases sufficient for reading, writing, speaking, and listening at

the college and career readiness


College of Education Dispositions Problem Identification & Needs Assessment

Knowledge 4. The educator understands the importance of communication theory, language

development, and the role of language in learning. Dispositions

1. The educator is willing to work with other professionals to improve the overall

learning environment for students while being sensitive to community and

cultural norms. Performance

1. The educator examines related research when developing plans of action.

4. The educator creates a positive classroom climate of openness, mutual respect,

support, and inquiry. Data Analysis

Performance 4. The educator seeks out professional literature and standards, colleagues, and

other resources to support his/her own abilities as a learner and is a teacher who

reflects, problem solves, and is open to new ideas.

5. The educator talks with and listens to the student, investigates problems, and

seeks community services and resources as needed and appropriate to remedy

problems. Planning & Implementation

Knowledge 3. The educator understands principles and techniques, along with advantages and

limitations, associated with various instructional strategies (e.g. cooperative

learning, direct instruction, discovery learning, whole group discussion,

independent study, and interdisciplinary instruction). Dispositions

3. The educator values the development of studentsʹ critical thinking,

independent problem solving, and performance capabilities. Performance

1. The educator creates a smoothly functioning learning community in which

students work.

5. The educator brings multiple perspectives to the discussion of subject matter.

General Instructional Objectives Used to Assess the PBL Case Problem: Members of the CoLT will participate in the creation of a learning community which is inclusive and in

which individual differences are respected.

Members of the CoLT use the principles and techniques associated with various instructional strategies that

reflect best practice (such as problem‐based learning, direct instruction, whole group instruction,

independent study and interdisciplinary instruction).

Members of the CoLT will model effective communication strategies in conveying ideas and information,

asking questions, listening, giving directions, probing for understanding, and helping other members of the

CoLT express their ideas.

Members of the CoLT will seek professional literature, engage colleagues, participate in professional

organizations, and use other resources to support their continuing professional development.

How Do YOU Identify a Good Teacher? PBL Case Problem 1

Stage 2: Ideation (Brainstorming)

D2L Grade Book Category 1.2

INTRODUCTION

Success in [teaching] or any other [pre-professional] course is not based on how much information you learn during the course or the quality of information you have acquired or how you can apply that information to real-life situations. Success is based on the competencies, skills and attitudes you [will develop] during your undergraduate years so you can cope with the challenges you will face when you graduate and [begin your teaching career].

Azer, S. (2008), p. 128.

There are a lot of words and terms that may be used to identify the traits, characteristics, behaviors of a

good teacher. Stage 2 of the PBL process is Ideation a word the developers of DesignThinking made up to

describe the process of “generating lots of ideas. [Ideation] encourages you to think expansively and

without constraints. It’s often the wild ideas that spark visionary thoughts. With careful preparation and

a clear set of rules, a brainstorm session can yield hundreds of fresh ideas.”(IDEO, 2011, p. 47).

Your task during Stage 2 of the PBL process is to generate as many words as you can to describe a good

teacher. Let your mind run free and above all else don’t be concerned what the other members of your

CoLT may have written nor what they may think—these are your ideas!

CADGER NOTE:

Each member of your CoLT will need a stack of Posit-It® Notes and a felt marker. Check your supply box

and make sure there are 6 packs of Posit-It® Notes and 6 felt markers. If not, see your instructor. Distribute

a pack of Posit-It® Notes and a felt marker to each member of your CoLT. You will also need at least one

Posit-It® Sheet (they will be on the supply table)—wait until you re-convene as a CoLT before getting the Posit-It®

Sheet.

References

Azer, S. (2008). Navigating problem-based learning. Sydney: Churchill Livingston.

IDEO (2011), DesignThinking for educators: version 1. Retrieved July 24, 2011 from www.ideo.com.

© 2012 by H. Willis Means, Ed.D.

All rights reserved. No part of this course outline may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or

by any information storage and retrieval system, without permission in writing from the author.

Permission is given to students enrolled in a class taught by the author or his designee to make a copy for their personal use while matriculating the course.

http://www.ideo.com/

How Do You Identify a Good Teacher?

Performance Standards & Rubric Project 1.2

Levels of AchievementCriteria Target 7 pts. Proficient 5 pts. Approaching 3 pts. Not Yet Competent 1 pt..

Depth of Reflection The selected descriptors

demonstrates a careful and thorough understanding of the problem. The list also

provides a multi‐dimensional list of descriptors that may be to

identify a good teacher

demonstrating analysis and reflection1 of how each descriptor contributes to an

understanding of what it

means to be a good teacher.

The selected descriptors

demonstrate more than a

basic understanding of the

problem and moves beyond a

list of basic descriptors

providing more than a one‐

dimensional description of

what it means to be a good

teacher.


demonstrate a basic under‐

standing of the problem

however; the list of

descriptors does not go any further than provide a list of basic resulting in a one‐dimensional description of what it means to be a good

teacher.


demonstrate an undeveloped understanding of the problem. The list of descriptors could easily describe any profession.

Levels of Achievement Criteria Target 7 pts. Proficient 5 pts. Approaching 3 pts. Not Yet Competent 1 pt..

Relevance A majority of the descriptors used reflect an


means to be a good teacher in

that they clearly identify

traits, behaviors, attitudes

obviously associated with

being a good teacher.

Many of the descriptors used

reflect an understanding of


teacher in that they clearly

identify traits, behaviors,

attitudes obviously

associated with being a good

teacher.

Some of the descriptors used reflect an understanding of


teacher in that they clearly

identify traits, behaviors,

attitudes obviously

associated with being a good

teacher.

Very few of the descriptors used reflect an


means to be a good teacher in

that they clearly identify

traits, behaviors, attitudes

obviously associated with

being a good teacher

Adapted from:

Jones, S. (n.d.) Assessment Rubric for Student Reflections. Indianapolis, IN: Office of Service Learning, IUPUI. Available at ctl.iupui.edu/common/uploads/library/CSL/CSL529447.doc

Martin‐Kniep,G.O. & Cunningham, D. (n.d.). Reflection Rubric. Available at hercules.gcsu.edu/.../Weekly%20Assignments/BlogReflectionHandouts/SelfAssessmentRubric.htm

National Council Teacher of English (2006_ Read Write Think: Reflective Writing Rubric. Available at

http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf

1 The text in bold indicates the difference from the rubric’s proficient criteria.

Influence of Teachers Page 1 of 6

The Influence of teachers 1 John Merrow 2

3 After college in the mid-1960s, I spent two years as a high school English teacher at Paul D. 4 Schreiber High School in Port Washington, N.Y. Although I've been around educators for most of 5 my professional life, these would be the only years I taught high school full time. So it was to my 6 great surprise when, in 2006, some former Schreiber students invited me to their 40th high school 7 reunion. How could they possibly remember me? And how could I turn down such an 8 opportunity? I accepted the invitation and prepared for a sentimental stroll down memory lane. 9 What the day ended up offering, though, was altogether different: a powerful reminder of the 10 lasting influence that teachers have on the lives of their students, as well as some insights into 11 where education in this democratic nation has missed the mark in recent years. 12 13 Like most high schools in the 1960s, Paul D. Schreiber High School was rigidly tracked. As a new 14 teacher fresh out of college, I wasn't allowed near the top two tracks of college-bound students, 15 the "ones" and "twos." Instead, I was assigned to what the administration called "threes" and 16 "fours" — students we weren't supposed to expect much from. Fortunately, I didn't have a 17 philosophy of education or any real plan at the time. I didn't know how I was supposed to 18 approach "those kids." So I did with my students what William Sullivan, my English teacher at 19 the Taft School in Connecticut during my junior and senior years, had done for me: I made my 20 kids rewrite and rewrite again, as often as necessary, until their themes and essays were well-21 written and persuasive. 22 23 I hadn't learned how to be a teacher while I was in college. I'd majored in English at Dartmouth, 24 not education. But I had an image of Mr. Sullivan in my head and, because I thought he was an 25 effective teacher, I adopted some of his techniques. Mr. Sullivan demanded our best and didn't 26 cut anyone any slack. He wasn't mean, but he could be caustic even as he was encouraging us. He 27 would give what he called the "2-8-2" writing test almost daily. He'd write a phrase on the board, 28 tell us we had two minutes to think about it, eight minutes to write, and then the final two 29 minutes to proofread what we had written. The top grade was a 10, but any significant error in 30 spelling or punctuation meant a zero. If we were writing dialogue and wanted a character to 31 speak in incomplete sentences, we had to mark these "sentence errors" with asterisks to let him 32 know we knew the difference. At the end of the grading period, he threw out our lowest five or 33 10 scores, but that didn't lessen the pressure of each 2-8-2. 34 35 I still remember some of the phrases Mr. Sullivan used as writing prompts, like "Turn out the 36 lights. I don't want to go home in the dark." These, he said, were the dying words of someone 37 named William Sydney Porter. What could they mean? Was he delusional or somehow 38 insightful? (Later he told us that Porter was better known as O. Henry.) And there was an 39 enigmatic line — "Put out the light, and then put out the light" — that we had to wrestle with, 40 long before we read Shakespeare's Othello. 41 42 So there I was at Paul D. Schreiber High School, teaching "threes" and "fours:" kids who, for the 43 most part, didn't read poetry, didn't care about Shakespeare, and didn't want to be in English 44 class. Truth is, I didn't want to be there either. I'd been accepted into the Peace Corps earlier that 45


year and was heading for Kenya, but when I couldn't pass the physical, I had to find a new 46 direction. (I'd had a spinal fusion operation right after graduation, and wore an elaborate back 47 brace for my first semester at Schreiber.) 48 49 But I was lucky. At Schreiber, I found some very supportive colleagues, a department chair who 50 wanted us to be successful teachers, and a treasure trove of back issues of the magazine put out 51 by the National Council of Teachers of English, chock full of techniques and lesson plans. 52 53 So I was a Sullivan imitator for two wonderful years and then left for graduate school at Indiana 54 University. After Indiana, I taught again, this time at a black college in the South and in a federal 55 prison at night. Perhaps, by this time, there was a little bit of Merrow in my teaching, but most of 56 it was still Sullivan, along with whatever I'd learned from my Schreiber colleagues. 57 58 I offer this as prologue to the Class of 1966's 40th reunion. That night, I learned that the teachers 59 who had influenced me also influenced my students, often in very specific ways. 60 61 Throughout the evening, I met former students, found their pictures in the yearbook and asked 62 after a while, "What's your story?" Wow, the things they told me, and the valleys and hills they 63 described. But even the sad stories were bathed in survivor's light. As I listened, I learned a lot 64 about myself as a teacher, as well. 65 66 The first person to come up to me, calling me Mr. Merrow even though we were both in our 60s, 67 thanked me for helping him become a writer. "You made us rewrite everything," he said, "and 68 later on, when I realized that I had something to say, I knew that I would be able to say it clearly, 69 as long as I rewrote it." I asked what sort of things he wrote about. Transgender issues mostly, he 70 said. When I started leafing through the yearbook to find his picture, he added, "I was a girl 71 then." Sure enough, "Dana" had become "Steve." 72 73 That development would certainly have shocked Mr. Sullivan, but he would have been happy 74 about the rewriting. 75 76 A woman came up to me and began reciting the lyrics to "Fun, Fun, Fun" b the Beach Boys. 77 ("She's got her daddy's car, she can cruise to the hamburger stand now; she forgot all about the 78 library, like she told her old man now.") She told me I'd taught her class poetry by starting with 79 popular songs, and then got them to read Renascence by Edna St. Vincent Millay and the war 80 poetry of Wilfrid Owen. Details I didn't recall. 81 82 Another former student, who described himself as a "classic underachiever," said he'd been so 83 angry about being forced to rewrite his term paper that he swore he'd show me by making 84 something of himself. He's now a lawyer. Mr. Sullivan would be proud. 85 86 Did I remember, one student wanted to know, my campaign to elevate the level of bathroom 87 graffiti? I didn't, but learned that I'd done something Mr. Sullivan might have tried under the 88 same circumstances. My classroom was next to the boys' room (which I used, because the faculty 89 bathroom was two corridors away), and the walls were scrawled with the usual profanities. One 90


day in class, my former student told me, I had semi-seriously encouraged the students to 91 "upgrade the graffiti" with lines from Shakespeare, T.S. Eliot, Edna St. Vincent Millay and others. 92 It caught on, and "To be or not to be" replaced "Schreiber Sucks." "This is the way the world ends" 93 took the place of "Susie does it with dogs," and so on. Before long, we had bathroom walls that 94 would have been the envy of any university town coffeehouse. 95 96 But it wasn't just my obsession with rewriting that came to light at the reunion. That night, I 97 discovered that I'd unconsciously absorbed from Mr. Sullivan another crucial lesson about 98 teaching: the importance of empathizing without lowering standards. 99 100 Here's what happened. Before the reunion, I'd gone through the 1966 yearbook to see how many 101 faces and names I could remember. One face jumped out at me: a young man named Sandy, 102 whose life, I knew, had been awful beyond belief. His divorced parents had been alcoholics. One 103 day his mother had drowned while intoxicated, and Sandy had been ordered by a court to live 104 with his father on a boat in the harbor. I knew that his dad, a mean drunk, regularly beat and 105 otherwise abused him. A guidance counselor and I used to talk about how powerless we felt. I 106 can remember looking at Sandy in class and wondering how he held his life together. Now I was 107 hoping to find out that he had made it. 108 109 Late in the evening, as I was leaving to go home, a man standing outside said, "Mr. Merrow?" It 110 was Sandy. He told me he'd left home immediately after graduating, had gone into the service, 111 and was now retired and living in Arizona. He said he was driving a school bus, just to keep 112 busy. Had I known about his family?, he asked. I told him how hard it had been not to act 113 sympathetic and understanding and cut him some slack on assignments. But he thanked me 114 profusely for not letting him slide, for treating him like a regular student. I know now that that's 115 exactly how Mr. Sullivan would have treated Sandy, but it was a pleasant shock to discover that I 116 had, unknowingly, done the right thing. 117 118 Sandy recalled how, one Sunday, I'd seen him tooling around on his motorcycle and had called 119 out to remind him of the huge English assignment due on Monday. He told me he'd actually 120 been working on it all that morning and was just taking a quick break, but that he went back 121 immediately after seeing me and finished it! Once again, a reminder of the influence of teachers. 122 And once again, an incident that I have no memory of. 123 124 He also told me about something that had just happened on his school bus. A 15-year-old girl 125 he'd gotten to know pretty well (well enough to know that her 16th birthday was approaching) 126 told him that she didn't really expect to celebrate that birthday. He read her tone, correctly as it 127 turned out, as a warning sign and went to the high school and spoke to a counselor. The girl not 128 only made it to her 16th birthday, but also got counseling and straightened out. Sandy rightly felt 129 that he'd made his contribution. It struck me that Sandy had been able to do for that troubled girl 130 what his guidance counselor and English teacher hadn't been able to do for him 40 years ago. The 131 girl Sandy helped may never know what he did for her, but hearing the story reminded me, for 132 the hundredth time that night, that we are a part of all we touch, and what seems a small and 133 forgettable gesture or action to us may have a deep and lasting impact on another's life. In that 134 sense, we are all teachers. 135


136 The night of the reunion I came to understand that, more than 40 years earlier, I had not accepted 137 the administration's label ("threes" and "fours") for these kids, but had expected them to become 138 competent writers who could be moved, and move others, by the power of words. That is what 139 my teachers expected of me, and I could hardly do less for my own students. In truth, I didn't 140 really know another way. 141 142 Of course, I also know from my current work in education that I had a great deal of latitude to 143 shape my classes as I saw fit. Most teachers today don't have the freedom to do what I did. While 144 my job was to prepare students to pass the New York State Regents Exams, we did not have a 145 step-by-step curriculum or regular bubble tests, and I was free to innovate. Our curriculum had 146 enough slack in it to allow me to insist upon rewriting, and more rewriting. In my work for the 147 News Hour, I spend a lot of time with teachers, some of whom have stayed in touch over the 148 years. I remember an email message from a veteran special education teacher in Maryland, a 149 woman I know to be dedicated and competent. She wrote that her school had failed to make 150 what the federal No Child Left Behind law calls "Adequate Yearly Progress" [AYP] for the second 151 year in a row and, because of that, they were going to teach to the test — because if they didn't 152 make AYP that year, the school might be shut down. She was clearly distraught by this Sophie's 153 Choice. She wrote, "In teaching to the test, I am afraid that we are raising a nation of idiots who 154 may be able to pass standardized assessments without being able to think. I am trying to keep 155 focused on the fact that we are educating the citizens of our nation's future, which is not 156 necessarily compatible with the vision of No Child Left Behind." My heart goes out to that 157 teacher, and I am angry that we continue to put her, and many thousands like her, in that 158 position. 159 160 The teaching mission is complex and difficult, and yet oh-so-vital. Teachers can never declare 161 "Mission Accomplished," because they are a bridge, not an endpoint, for all the boys and girls 162 (and men and women) who come into their lives. Their involvement doesn't begin or end at the 163 classroom door; or once they've covered Newton and Galileo, the Hundred Years' War or the 164 past perfect tense; or even when the semester ends. Good teachers do a lot of counseling on the 165 run in casual interactions, and they also do a lot of listening, often in fits and starts. Good 166 teachers let kids talk about their feelings without saying, "I know how you feel," because they 167 know it's always about their students' experiences, not their own. They work with kids who are a 168 mixture of self-absorption, insecurity, raging hormones and ambition. They may have to face 169 parents who want their offspring to get into the Ivy League and have jobs they can boast about, 170 but the teacher's job is to help students build a self, to create the entity that will be constant 171 company for life. That's why the best teachers listen to students and draw out their thinking, but 172 don't try to solve every problem. That's why the best teachers empathize and care deeply about 173 students as individuals, but never lower standards or expectations. 174 175 Some teachers believe, incorrectly, that they can improve a student's self-esteem with words and 176 other easy expressions of praise (like high grades) even though the student isn't doing the best 177 work that he or she can. The wisest know that accomplishment is the foundation of self-esteem. 178 Students know when they're doing their best, and they know when they're being allowed to cut 179


corners. They may grumble that their teachers are expecting too much, but good teachers know 180 enough not to listen to that particular complaint. 181 182 But today it's not enough for outstanding teachers to teach and listen well. Their real challenge is 183 to consciously push students out of their comfort zones. In a way, it's a "value added" issue. Let 184 me put it this way: In America, unless a teacher works with the poor — in urban areas, 185 Appalachia or wherever — most of his or her students are sufficiently well-off children of the 186 richest society the world has ever known. What can and should teachers do to ensure that the 187 talents and gifts they work to maximize in their already privileged students are put to use in the 188 service of others? 189 190 It's not enough to equip these students to do well. These students need to learn to do good: to 191 contribute to society, to serve. H. G. Wells observed that civilization is a race between education 192 and catastrophe. Right now, catastrophe seems to be in the lead — and perhaps pulling away. In 193 our current education system, the United States is suffering from a kind of bipolar disorder. We 194 have, increasingly, two worlds: the comfortable, often smug world of wealthy (or suburban or 195 upper-middle-class) schools, and the under-funded and inefficient schools in which the poor are 196 isolated. Schools for the poor are most often dreary institutions with heavy emphasis on 197 repetitive instruction and machine-scored bubble tests. Although some underprivileged schools 198 are vibrant places of innovation and discovery, even that is not necessarily a cause for 199 celebration; what it often means is that reformers get to experiment on the poor, who lack the 200 political clout to control their own schools or reject the do-gooders. In terms of our public 201 education system, while we do have some wonderful schools, the trend lines are depressing. 202 203 Why expect teachers to do this work? First, because they can. Teachers are uniquely positioned, 204 as I learned at the reunion, to make a lasting impression on hundreds of children. All they need is 205 enough professional support and guidance on the one hand, and enough leeway on the other, to 206 make lasting connections. And, secondly, because no one else seems willing to accept the 207 challenge today. 208 209 In truth, I fear for our country — something I never expected to happen. I see a nation that 210 remains fragmented. Cynicism ("All politicians are crooked"), indifference ("I don't care who 211 wins the election") and a frightening willingness to accept authority blindly (religious 212 fundamentalism) are on the rise, along with a growing gap between rich and poor. In 213 Washington today, bipartisanship is nowhere to be found, and the strident voices (the Tea Party 214 movement, for example) grow louder. 215 216 When that bleak mood strikes, I turn in one of two directions. If it's three o'clock in the morning 217 — the time it always is in "the dark night of the soul," according to F. Scott Fitzgerald I turn to the 218 "self" that my teachers and parents helped me build. Living in my heart and mind, as part of that 219 self, are the likes of John Keats, Alfred, Lord Tennyson and e.e. cummings; Bach and Mozart; Ella 220 Fitzgerald, Frank Sinatra and Dave Brubeck; Shakespeare, Mark Twain and F. Scott Fitzgerald; 221 Picasso and Renoir. That's, good company. They help get me through the moment, and I get up 222 to try again. 223 224


Or, if it's daytime, I go to a school and feed off the energy and youthful optimism of students and 225 the dedication of the best teachers. I regain my balance and optimism and leave rejuvenated. 226 227 I left that 40th high school reunion reminded of the special place that teachers occupy in the lives 228 of children and young people — especially those who haven't had many advantages in life. 229 Society needs to acknowledge this truth and trust teachers to do more of the character building 230 work that is an unspoken but vital part of their mission. 231 232 Merrow, J. (2011). The influence of teachers: Reflections on teaching and leadership. New York: LM 233

Books, pp. 15-24. 234

Project 1.3 Rubrics Page 1 of 2

PBL Project 1.3 The Interview

Levels of Achievement (D2L Grade Book Category: 1.3.1)Criteria Target 13 pts. Proficient 10 pts. Minimal 5 pts. Not Yet Competent 3 pts.

Question Quality; The questions developed need to be written in such a way to obtain information from the interviewee about the interview topic.

The questions developed to

be asked by the interviewer

are written in such a way the

answers contribute to an

understanding of the issues

involved in the case problem

as well as providing the interviewee an opportunity to reflect on the issues raised by the question.

The questions developed to

be asked by the interviewer

are written in such a way the

answers contribute to an

understanding of the issues

involved in the case problem.

A few questions developed were low‐level questions that could be answered in one or two words and did not contribute to an under‐

standing of the issues

involved in the case problem;

however there were one or two questions written in such a way the answers did contribute to an under‐


involved in the case problem

All of the questions developed were low‐level questions that could be answered in one or two words and as such did not contribute to an under‐


involved in the case problem.

Levels of Achievement (D2L Grade Book Category: 1.3.2)Criteria Proficient 10 pts. Minimal 5 pts. Not Yet Competent 3 pts. Person Interviewed: The selected interviewee must

have sufficient expertise or

knowledge of the issues

contained in the case problem

question to respond in an

informed manner.

. The interviewee’s experience,

credentials, understanding, or



question were such to enable

her/him to respond in a way

with a high probability of

being able to contribute to the

solution of the case problem.

The interviewee’s experience,




question was not apparent to afforded her/him to respond

with a high probability of

being able to contribute to the

solution of the case problem

The interviewee’s experience,




was not sufficient or appropriate to afford her/him to respond with any probability of being able to contribute to the solution of

the case problem © 2012 by H. Willis Means, Ed.D.

All rights reserved. No part of this PBL Case may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in

writing from the author.

An exclusive limited use license is given to the Elementary and Special Education Department to make up to

Ten (10) copies for use in department, college, or university accreditation


Project 1.3 Rubrics Page 2 of 2

Levels of Achievement (D2L Grade Book Category: 1.3.3)Criteria Target 13 pts. Proficient 10 pts. Minimal 5 pts. Not Yet Competent 3 pts. Quality of the Interview: The quality of the

interviewee’s responses are

essential to the development

of a viable solution to the case

problem.

The responses elicited from

the interviewee using the

prepared questions and several follow‐up questions not a part of the original question list contributed to the development of a viable

solution to the case problem.


the interviewee using the

prepared questions and one

of two follow‐up questions

contributed to the

development of a viable



the interviewee using only the prepared questions

contributed to the

development of a viable



the interviewee used very few of the prepared questions and those that were used did not in any meaningful way contribute to the development

of a viable solution to the case

problem.

Adapted from:

Rowell, L. (2008). Rubric for reflective interview (RI) report. Downloaded: September, 16, 2011. Available at

http://www.sandiego.edu/soles/documents/ARLRubricforReflectiveInterview.pdf

_____ (n.d.) Rubric for interview report. Downloaded September 16, 2011. Available at

http://myedison.tesc.edu/tescdocs/Web_Courses/rubrics/InterviewReport_rubric_EDL680‐JUN09.htm

Reference

Cook, C.K. (1985). The MLA’s line by line: How to edit your own writing. Boston: Houghton Mifflin Company.

PBL Stage 3 Problem Page 1 of 2

How Do YOU Identify a Good Teacher? PBL Case Problem 1

Stage 3: Investigation D2L Grade Book Category 1.3

PROBLEM

PBL Stage 3 Investigation is, in many ways, the fun part of a PBL Case Problem—this is where you begin

to solve the problem. However, it isn’t enough to read a single article or interview a single person even

though this is an important part of the investigation stage. You must investigate deep enough to verify

what you have collected is valid; that is, just because someone says or writes something does not mean it

is correct.

One way you may want to use to verify what a source (an interview, a journal article, or a blog entry)

says is accurate is to triangulate your data with two or more different sources. Triangulation “… has come

to apply to any means that provides additional data to reinforce a finding where the new data are

independent of the original set” (Krathwohl, 1998, p. 275). Guba and Lincoln (1989) illustrate how

triangulation works by using the example of a fisherman who has three nets, each net, in and of itself, is

useless as each has a tear or a hole which will allow fish to escape. However, if the fisherman combines

the three nets the holes or tears of one net will cover the holes or tears in the others creating a single

useful net. And so it is with triangulation—if you used a single research method or source, say

interviewing and interview only one person, you might miss something which might be “covered” by

interviewing another person. The same applies to obtaining information from a single journal article—

you are only getting a single author’s viewpoint by reading one article—you need to validate the article’s

contents with at least another source and preferably two.

Adapted from McMillan, J.H. & Schumacher, S. (2010). Research in education: Evidence‐based inquiry, 7th ed. Boston: Pearson, p. 333.

© 2013 by H. Willis Means, Ed.D.

All rights reserved. No part of this course outline may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or

by any information storage and retrieval system, without permission in writing from the author.


PBL Stage 3 Problem Page 2 of 2

It is important to obtain information from as many sources as possible. One advantage you have is your

CoLT. For example, if your PBL Case Problem (developed in PBL Stage 1: Discovery) is: Why are parking

garages being built on campus? During your PBL Stage 2: Ideation CoLT meetings you generated a list of

possible reasons. You must now verify which, if any of these possible reasons are correct in whole or in

part. You may decide to start by interviewing members of the Student Government Association. If so,

you may get a completely different response than if you asked a student who arrives 15 minutes before

the start of her/his class and can’t find a parking space, or if you interviewed the Vice‐President for

Student affairs. Which answer is the correct answer? Probably none. However, if you interviewed five or

six different people (e.g. students who arrive early, those who arrive in the middle of the day, and those

who take only evening classes, university administrators, faculty, staff, alumni, parking office staff and

student workers who check to make sure you have the appropriate sticker for the lot in which you have

parked, and the campus police) you will probably have enough data to be able to arrive at a fairly viable

and practical answer to your question because you have triangulated your data!

A major problem with the above is the amount of time required to do this alone. The result of

interviewing only a few sources or reading a few articles increases the possibility of obtaining a partially

or completely wrong answer. However, with the other members of your CoLT you can interview more

people and research the reasons various other colleges and universities built or did not build parking

garages in the library and on the internet. When your CoLT meets to begin PBL Stage 4: Interpretation

you will have the results of your investigation to combine with results of the other members of the CoLT

collected to discuss and arrive at a viable solution to the PBL Case Problem.

References:

Guba, E.G. & Lincolny, Y.S. (1989). Fourth generation evaluation. Bverely Hills, CA: Sage.

Krathwohl, D.R. (1998). Methods of educational & social science research: An integrated approach, 2nd ed.. New

York: Longman.

Interviewing PBL Project 1.3 Page 1 of 6

How Do YOU Identify a Good Teacher? PBL Project 1.3 Investigation

Interviewing Suggestions

“An interview, as opposed to a conversation, has a clear purpose and structure, and goes beyond a spontaneous exchange of views. Whereas in a conversation topics might bounce back and forth and speakers take turns in voicing their opinion, an interview is normally about a set topic”

(Adams, 2010, p. 18). “Interviews are a flexible and useful method of data collection and are especially appropriate for collecting information on participants’ experiences, beliefs and behaviours”

(Ryan, Coughlan,& Cronin, 2009, p 313).

Introduction: Types of Interviews One‐to‐one interviews are usually conducted face to face. This offers the researcher the opportunity to

interpret non‐verbal cues through observation of body language, facial expression and eye contact and

thus may be seen to enhance the interviewers understanding of what is being said. To this end it permits

the researcher to probe and explore hidden meanings and understanding. However, telephone and email

interviews are increasingly being used in qualitative research. Telephone interviews are seen to be more

cost effective than face‐to‐face interviews, requiring as they do less travel. Meho (2006) argues that email

interviewing offers a less threatening and more sensitive approach to interviewing. Some potential

problems associated with one‐to‐one and face‐to‐face interviewing, such as interviewee self‐

consciousness and perceived status differences between the interviewer/ interviewee, may be minimized

through the use of email interviewing. However, regardless of the chosen approach, it is pertinent that

the type of interview is congruent with the research question and aims and objectives of the study (Ryan,

Coughlan & Cronin, 2009, p. 310).

Conducting a Semi-Structured Interview1

Listening carefully Some general skills are needed to conduct a successful research interview. These include being a good

listener and holding oneself back‐‐the interview is supposed to explore the participantʹs experiences, and

jumping into the conversation too quickly with the next question can prevent more in‐depth explorations.

One of the golden rules of interviewing is ʹlisten more, talk lessʹ. (11) Listening in an interview takes place

on several levels. It requires the researcher to listen to the actual content of what the interviewee is

saying, to make sure they understand and can ask further questions if necessary, and to follow interesting

avenues that may open up. It also simultaneously involves active listening and awareness of the process

of the interview‐‐the timing, the wellbeing of the interviewee, and cues for moving the interview forward.

(11)

1 The content of this section is from Adams, E. (2010). The joys and challenges of semi‐structured interviewing.

Community Practitioner, 83(7), pp. 18‐21.


Active Listening Another important aspect of the role of the interviewer is that of active listening. Active listening is

communicated through both the verbal and non‐verbal medium; that is an open posture, appropriate

facial expressions and good eye contact. The importance of letting the interviewee talk is also significant

when conducting one‐to‐one interviews. The nature of the interview is conversational; however, the

interviewer does not offer comment or judgment on the answers to questions, except perhaps to probe for

clarification or elaboration. It is pertinent therefore for the interviewer to allow the interviewee to talk

uninterrupted at their own pace while responding with comments and probes where appropriate. This

allows the interview to flow smoothly (Roulston et al, 2003). Kvale (1996) argues that the use of silence is

also an important facet of the interviewer’s repertoire. The use of silence while maintaining good eye

contact allows the interviewee time to pause and reflect and in some instances may be useful as a device

to enhance data collection during the interview process. Similarly, the use of echoing or repeating what

the interviewee said conveys that the interviewer is listening, thus encouraging the interviewee to

proceed with the conversation.

Managing silences Most people are skilled communicators‐‐they intuitively take turns in conversation and fill silences.

Prolonged silence is very unusual in normal everyday conversation, and something most people feel

uncomfortable with. However, silences can be a very useful tool in interviewing. By allowing a silence to

expand, the researcher creates a space for the interviewee to fill. However, this offering needs to be

managed carefully. Silences can take on different meanings, such as an absence of understanding, or

disapproval of what was said. It is important to not give participants a feeling of disapproval, but silence

can prompt them to further explain and explore what they have said.

Being non-judgmental An important aspect of a good interview is for the researcher to manage their own emotional responses to

what they may hear and to remain professional and non‐judgmental.

Allowing the participant to guide Although interviews are always a ʹreproduction of the interviewer and the subjectʹ as discussed above,

this coproduction can be either guided by the interviewer or the interviewee…it is generally preferable to

let the interviewee guide the conversation, as it is their experience that is the focus of the interview. Being

non‐directive includes keeping reinforcing and affirmative responses, such as ʹyesʹ, ʹrightʹ or ʹuh huhʹ to a

minimum…Staying focused in a research interview can be challenging. And yet, it is crucial so that

important aspects of the interview are not missed, and so that the researcher remains a good listener on

all levels…

Birgit Andersson & Joakim Öhlén (2005) provide a description of how a semi‐structured interview might

proceed. Their work was with hospice volunteers, but the basic format applies as well to what you are

doing in this project:

The opening question of the interview was: What made you become a volunteer here?

Then the volunteers were asked to describe personal experiences from their voluntary

work. The interviewer assumed the stance of a reflective [active] listener, interrupting

only when clarification was needed for comprehension. In this way, the participants

related personal stories from their volunteer experience. The interviews lasted

between 30 and 60 minutes.

(pp. 603‐604)


After the Interview One useful task after the interview is to write extensive field notes. These may discuss the context in

which the interview took place, the space where it was conducted, and any features of the interview that

were considered noteworthy, such as particular phrases or sentiments, or aspects the researcher may

have found surprising.

The Joys of Interviewing Most people who agree to be interviewed are very generous with their time and their stories, and [you

may] feel…humbled and privileged to be allowed to get this insight into sometimes difficult experiences.

REFERENCES

Adams, E. (2010). The joys and challenges of semi‐structured interviewing. Community Practitioner, 83(7),

pp. 18‐21.

Andersson, B. & Öhlén, J. (2005). Being a hospice volunteer. Palliative Medicine, 19. Pp. 602‐609. Ryan, F., Coughlan, M., & Cronin, P. (2009). Interviewing in qualitative research: The one‐to‐one

interview. International Journal of Therapy and Rehabilitation, 16(6), pp. 309‐314.


Top 10 Tips for Great Interview Stories By

Kimberly Powell (About.com Guide)

The best interview should be a conversation or storytelling session, rather than a Q&A. This can be

especially difficult when the interview makes your storyteller uncomfortable, such as when it is being

recorded. When youʹre conducting [your] interview, try these tips for making the conversation flow.

1. Stay Engaged

People are generally much happier to share their stories when they feel that you are truly

interested in what they have to say. Maintain eye contact and really listen as they speak. Show

interest by leaning forward, nodding, using appropriate facial expressions, or occasionally asking

relevant follow‐up questions.

2. Don't Be Afraid of Silence

Donʹt let periods of silence fluster you. The whole point of an interview is to allow your family

member to tell her story. When she pauses she may just be thinking or remembering; it can take

time to call up memories of events she hasnʹt thought of in years. Instead of jumping right in with

the next question each time there is a pause, give your interviewee a little time to see if she has

anything else to add before moving on.

3. Ask the Right Questions

The best interview stories come from questions that ask when, why, how, where and what,

instead of just requiring a ʺyesʺ or ʺnoʺ response. Along with that, you may also want to ask how

the event made your interviewee feel. Emotions are a big part of your familyʹs story and

something you wonʹt generally learn from documents and records. When you ask a series of

questions at once, chances are that the interviewee will only answer the first or the last. Keep

your questions brief, and present them one at a time. 4. Follow up on the Good Stuff

For any event or account brought up during the interview, follow up with additional questions to

find out not only what the person did, but also what she thought and felt about what she did.

You should also try to establish where your interviewee was and what they were doing at the

time of the event. This helps you to learn how much of what they are telling you is first‐hand

knowledge, and how much is based on the stories of others. 5. Be Yourself

If youʹre relaxed, then itʹs more likely your interview subject will be relaxed as well. Donʹt worry

about fumbling a few questions or ʺdoing it right.ʺ This will only show that youʹre human and

help to put your subject at ease. 6. Don't Interrupt

Donʹt interrupt a good story because you have thought of a new question or want to clarify a

point. Instead, jot down your questions on your notepad so you will remember to ask them later.

Even if your subject gets off track a little, let them finish their story before steering them back on

topic.


7. Get Personal

Some of the best stories come from the personal questions ‐ the ones that are slightly

embarrassing, sensitive, or elicit laughter or tears. The thrill of first love, an embarrassing

memory from school, the feelings you had as you were shipped off to war. These are the

questions that can be hard to ask, but they are also the ones that will give you details youʹve

probably never heard before. Keep these types of questions for after youʹve established a rapport

with your interviewee, however. 8. Don't Challenge

Donʹt challenge stories or accounts that you think might be inaccurate. Your interviewee may just

have a different perspective, and a challenge may put her on the defensive or even shut down the

interview. Everyone wants to feel they are believed. If you know of or have heard another

version of the story, you may want to tactfully mention this and give your relative the

opportunity to respond.

Available from: http://genealogy.about.com/od/oral history/tp/great stories.htm

Downloaded 09.07.11


Tips for Taking Good Notes By

Tony Rogers (About.com Guide)

Even in an age of digital voice recorders, a reporterʹs notebook and pen are still necessary tools for print

and online journalists. Voice recorders are great for capturing every quote accurately, but transcribing

interviews from them can often take too long, especially when youʹre on a tight deadline. (Read more

about voice recorders vs. notebooks here.)

Still, many beginning reporters complain that with a notepad and pen they can never take down

everything a source says in an interview, and they worry about writing fast enough in order to get quotes

exactly right. So here are some tips for taking good notes

Be Thorough - But Not Stenographic

You always want to take the most thorough notes possible. But remember, relent not a

stenographer. You donʹt have to take down absolutely everything a source says. Keep in mind

that youʹre probably not going to use everything they say in your story. So donʹt worry if you

miss a few dings here and there.

Jot Down the 'Good' Quotes

Watch an experienced reporter doing an interview, and youʹll probably notice feet she isnʹt

constantly scribbling notes. Thatʹs because seasoned reporters learn to listen for the ʺgood quotesʺ

‐ the ones theyʹre likely to use ‐ and not worry about the rest. (You can read more here about trine

constitutes a ʺgood quote.ʺ) The more interviews you do, the better youʹll get at writing down

doe beet quotes, and at filtering out the rest.

Be Accurate - But Don't Sweat Every Word

You always want to be as accurate as possible when taking notes. But donʹt worry If you miss a

ʺthe,ʺ ʺand,ʺ ʺbutʺ or ʺalsoʺ here and there. No one expects you to get every quote exactly right,

word‐for‐word, especially when youʹre on a tight deadline, doing interviews at the scene of a

breaking news event. It IS important to be accurate get the meaning of what someone says. So if

they foxy, ʺI hate the new law,ʺ you certainly donʹt want to quote them as saying they love it.

Also, when writing your story, donʹt be afraid to paraphrase (put in your own words) something

a source says if youʹre not sure you got the quote exactly right.

Repeat That, Please

If an interview subject talks fast or if you think you misheard something they mid, donʹt be afraid

to ask them to repeat it. This can also be a good rule of thumb if a source says something

especially provocative or controversial. ʺLet me get this straight ‐ are you saying that...ʺ is

something reporters are often heard to say during interviews.

Highlight the Good Stuff

Once the interview is done, go back over your notes and use a checkmark to highlight the main

points and quotes that youʹre most likely to use. Do this right after the interview when your notes

are still fresh.

Available from: http://journalism.about.com/od/reporting/a/notetalcing.hint

Downloaded 09.07.11

Conducting Depth Interview Page 1 of 3

Suggestions for Preparing and Conducting a Depth Interview

There is no one right way of interviewing, no single correct format that is appropriate for all situations, and no single way of wording questions that will always work. The particular evaluation situation, the needs of the interviewee, and the personal style of the interviewer all come together to create a unique situation for each interview. Therein lie the challenges of depth interviewing: situational responsiveness and sensitivity to get the best data possible.

When creating questions you want to avoid…

Biased questions

Biased questions are questions that encourage your participants to respond to the question in a certain way.

They may contain biased terminology or are worded in a biased way.

Biased question:

Donʹt you agree that campus parking is a problem?

Revised question:

Is parking on campus a problem?

Questions that assume what they ask

These questions are a type of biased question and lead your participants to agree or respond in a certain way.

Biased question:

There are many people who believe that campus parking is a problem. Are you one of them?

Revised question:

Do you agree or disagree that campus parking is a problem?

Double-barreled questions

A double‐barreled question is a one that has more than one question embedded within it. Participants may

answer one but not both, or may disagree with part or all of the question.

Double‐barreled question:

Do you agree that campus parking is a problem and that the administration should be working

diligently on a solution?

Revised question: Is campus parking a problem?

(If the participant responds yes): Should the administration be responsible for solving this

problem? Confusing or wordy questions

Make sure your questions are not confusing or wordy. Confusing questions will only lead to confused

participants, which leads to unreliable answers.

Confusing questions:

What do you think about parking? (This is confusing because the question isnʹt clear about what it

is asking‐‐parking in general? The personʹs ability to park the car? Parking on campus?)

Do you believe that the parking situation on campus is problematic or difficult because of the lack

of spaces and the walking distances or do you believe that the parking situation on campus is ok?

(This question is both very wordy and leads the participant.)

Revised question:

What is your opinion of the parking situation on campus?


Questions that do not relate to what you want to learn Be sure that your questions directly relate to what it is you are studying. A good way to do this is to ask

someone else to read your questions or even test your survey out on a few people and see if the responses fit

what you are looking for.

Unrelated questions:

Have you ever encountered problems in the parking garage on campus? Do you like or dislike the bus

system?

Patton’s Guidelines for Interviewing

There is no one right way of interviewing, no single correct format that is appropriate

for all situations, and no single way of wording questions that will always work. The

particular evaluation situation, the needs of the interviewee, and the personal style of

the interviewer all come together to create a unique situation for each interview.

Therein lie the challenges of depth interviewing: situational responsiveness and

sensitivity to get the best data possible.

1. Throughout all phases of interviewing, from planning through data collection to analysis, keep centered on

the purpose of the [interview]…and let that purpose guide the interviewing process.

2. The fundamental principle of …interviewing is to provide a framework within which [the interviewee] can

express their own understandings in their own terms.

3. Select the type of interview (or combination of types) that is most appropriate to the purposes of the

research effort.

4. Understand the different kinds of information one can collect through interviews: behavioral data; opinions;

feelings; knowledge; sensory data; and background information.

5. Think about and plan how these different kinds of questions can be most appropriately [asked] for each

interview topic, including past, present, and future questions.

6. Ask truly open‐ended questions.

7. Ask clear questions, using understandable and appropriate language.

8. Ask one question at a time.

9. Use probes and follow‐up questions to solicit depth and detail.

10. Communicate clearly what information is desired, why that information is important, and let the

interviewee know how the interview is progressing.

11. Listen attentively and respond appropriately to let the person know he or she is being heard. 12. Avoid leading questions. 13. Understand the difference between a depth interview and an interrogation. [You will be conducting] a

depth interview; police investigators and tax auditors conduct interrogations.

14. Establish personal rapport and a sense of mutual interest.

15. Maintain neutrality toward the specific content of responses. You are there to collect information not to

make judgments about that person.

16. Observe while interviewing. Be aware of and sensitive to how the person is affected by and responds to

different questions.

17. Maintain control of the interview.

18. Tape record whenever possible [if your interviewee gives you permission] to capture full and exact

quotations for analysis and reporting.

19. [Always] Take notes to capture and highlight major points as the interview progresses.

20. As soon as possible after the interview check the recording for malfunctions; review notes for clarity;

elaborate where necessary; and record observations.

21. Treat the person being interviewed with respect. Keep in mind that it is a privilege and responsibility to

peer into another personʹs experience.

22. Enjoy interviewing. Take the time along the way to stop and ʺhearʺ the roses.

(Patton, 1987)


References:

Patton, M.Q. (1987). How to use qualitative methods in evaluation. Newberry Park, CA: Sage Publications. Stolley,K.,

Brizee, A.,& Angeli, E. (2012). Creating good interview and survey questions. W. Lafayette, IN: Purdue online

writing lab. Available: http://owl.english.purdue.edu/owl/resource/559/06/

Texas A&M Commerce Literature & Languages (n.d.). Tips for writing good interview questions. Commerce, TX:

author. Available at http://web.tamuc.edu/academics/colleges/humanitiesSocialSciencesArts/departments/

literatureLanguages/firstYearWriting/interviewQuestions.aspx

Project 1.4 Interpretation Page 1 of 2

Project 1.4 Interpretation

Making Sense of What You Have Found Introduction

"You've got to be very careful if you don't know where you're going, because you might not get there." Yogi Berra

“Any experienced interviewer or researcher will tell you making sense of what you talked about, wrote in your field notes, or what you have read

or what you have observed is the hardest part of making meaning and then harmonizing it with your problem statement” (Means, 2011, p. 22).

Taking what you found and organizing it is difficult. One way to do this is to create a storyboard. First, locate a wall, whiteboard, chalkboard—just

some large space on which you can organize your thoughts. Write the major topics that came out of the ideation stage you have used to organize

your possible problem solution (these may have also occurred during the investigation stage) around which you can organize support for a possible

answer to your problem. Put these on a PostIt® note1 and put them on the wall. Next put the information you found in your investigation stage that

supports or explains these points also on PostIt® notes. Repeat this process until you have all the evidence you think supports that portion of your

problem solution. Repeat this with each topic and the evidence you plan on using to support it.

Now, the hard part. Look at your wall—are there PostIt® notes that don’t fit under a subtopic? Would they better fit under another subtopic? If so,

move the PostIt® note. If they don’t fit anywhere take them down, but don’t discard them—you may find a place for them later. Arrange and

rearrange the PostIt® notes under your main topics until when you read a topic and then the PostIt® notes under it, what is displayed make sense

and supports your problem solution. This is going to take time, but it is well worth it for what you have done is prepare an initial draft of your

problem solution2

The final part of this stage is your problem solution. Whatever format it takes, be certain that it meets the criteria found in the rubric for the

Interpretation stage.

You will submit as evidence of completing the Interpretation stage some form of documentation of having expended some form of effort as a CoLT

in organizing the information from the Investigation stage into a form for the Learning as Conversation stage. This may take the form of a narrative

describing what you did, a photograph of the wall where you organized the information from the Investigation stage, or some other “thing” that

proves this stage was the result of a collaboration amongst the member of you CoLT and not the work of a sub‐committee of the CoLT.

1 If you need PostIt® notes have your Cadger see your instructor—she/he has a supply. 2 Take a picture of your wall (it might be best if you take a separate one of each topic). You can use this to assist in preparing your problem solution as evidence of

completing this stage.

Project 1.4 Interpretation Page 2 of 2

Your submission for the Project 1.4 Interpretation stage will be assessed using the following rubric:

Levels of AchievementLevels of

Achievement Target 30 pts. Proficient 25 pts. Minimal 15 pts. Developing 5 pts.

D2L Grade Book Category

1.4.1

Thinking, Communicating,

and organizing

Demonstrates in‐depth3understanding and insight into the issue(s) under

discussion, through careful analysis and reflection. Ideas are developed and

expressed fully and clearly, using many appropriate examples, reasons, details, or explanations.

Demonstrates a general

understanding of the topic.

Ideas are generally expressed

clearly through adequate use

of examples, reasons, details,

or explanations.

.

Demonstrates some understanding of the topic, but with limited analysis and reflection. Ideas are not expressed clearly and examples, reasons, details, and explanations are lacking. .

Demonstrates little understanding of the topic. Ideas are not expressed clearly or supported by examples, reasons, details, and explanations. No interpretation and analysis of the material.

Levels of AchievementLevels of

Achievement Target 30 pts. Proficient 25 pts. Minimal 15 pts. Developing 5 pts.


1.4.2

Teamwork/Participation

The group worked very well with each other and the presentation was shared equally among the group members.

The group worked well with each other and communicated well. Some members participated slightly more than others.

Group communicated relatively well with a few lapses in the presentation; some students dominated the presentation and others did not participate much.

Group did not work well together. There were obvious miscommunications and lapses in the presentation.

Adapted from:

Booth, O.K., Colomb, G.C., & Wiliams, J.M. (2008). The craft of research. Chicago: University of Chicago Press.

Delaware Tech (2008). General education assessment CCC #5 intended outcomes. Available at http://www.library.dtcc.edu/wilmlib/genedrubric.pdf

Means, H.W. (2011). A handbook for collaborative learning teams. Murfreesboro, TN: Middle Tennessee State University.

Rcampus (2012.). iRubric: Group Presentation Rubric ‐ B3WA45: RCampus. Available at: www.rcampus.com/rubricshowc.cfm?code=B3WA45&sp=yes&

`

3 Text appearing in BOLD indicates a difference between that level and the PROFICIENT level.

Project 3.5 Learning AS Conversation Page 1 of 2

Project 1.5 Learning AS Conversation

How Do Teachers Deal With The Reality of the Classroom? Introduction

Self expression must pass into communication for its fulfillment

Pearl S. Buck

During this stage you will organize what you developed in the Interpretation Stage into some coherent whole. The media you use is not important.

It can be a paper or a multimedia presentation. What is important is the content. You must present a defensible solu tion to y our problem—a

problem solution supported by documentat ion and unless the documentation comes from a peer -reviewed journal or book1 you will need to

triangulate the information from other sources. Finally you will probably want to refer to the Learning AS Conversation section of your CoLT

Handbook (pages 45-46) to ensure you have not forgotten anything when you are preparing the solution to your problem.

Your submission for the Project 1.5 Learning AS Conversation stage will be assessed using the following rubric:

Levels of Achievement D2L Grade Book Category

1.5.1

What did YOU learn?

Advanced 20 pts. Proficient 15 pts. Minimal 10 pts. Developing 5 pts.

Knowing about knowing (metacognition

2) is a skill that

needs to be developed if one

is to be a reflective

professional

The presentation used

appropriate methodology to

link evidence developed to

the consensus problem

decision, and is logically

presented and fully and

appropriately analyzed. The

CoLT members developed

appropriate arguments in

support of their consensus

problem decision.

The presentation logically

organized the information

gathered as evidence and

make good connections

among ideas; although the

pertinence of information

may not be explicitly linked

to the purpose of the project

or the information may not be

fully and appropriately

analyzed.

The CoLT’s consensus

problem decision may be

inadequately presented,

incompletely executed, or

inappropriate to the purpose

of the consensus problem.

The CoLT needs to work on

communicating more

effectively the results of their

consensus problem decision.

The presentation lacked

appropriate transitions and

connections between the

body, conclusions, and the

identified problem.

1 You may assume if a book is published by a reputable or nationally recognized publisher it has been peer reviewed. If you are not sure about a publisher’s

reputation check with your instructor. 2 Metacognition is used “to regulate one's own cognition, to maximize one's potential to think, learn…Metacognitio n refers to a level of thinking that involves

active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task , monitoring comprehension, and

evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature… Strategies for promoting metacognition include

self-questioning (e.g. "What do I already know about this topic? How have I solved problems like this before?"), thinking aloud wh ile performing a task, and

making graphic representations (e.g. concept maps, flow charts, semantic webs) of one's thoughts and knowledge” (Wikipedia, 2011).

Project 3.5 Learning AS Conversation Page 2 of 2

Levels of Achievement D2L Grade Book Category

1.5.2: Content


Balanced presentation of

relevant and legitimate

information that clearly

supports a plausible solution

to the CoLT'’s problem,

shows a thoughtful, in-depth

analysis of the problem, and

provides important insights

to the problem’s significance.

Information provided in the

problem solution is

reasonable, there is evidence

of an analysis of the CoLT’s

problem solution, and

provides some insights to the

problem’s significance.


problem solution supports a

likely solution to the CoLT’s

problem; however, there is

little support for the

proposed problem solution.

The analysis of the problem

solution is superficial and the

problem solution provides

few insights as to be

importance of the problem.


problem solution does not

directly support a likely

solution to the CoLT’s

problem, there is no support

for the proposed problem

solution, the analysis of the

problem solution is hasty and

the problem solution is

lacking in insight as to the

importance of the problem.

Levels of Achievement


1.5.3: Synthesis


The CoLT problem solution

clearly shows evidence of

comprehension and

interpretation. The CoLT

problem solution effectively

combines several aspects to

create something new, fresh,

and original. Specifics are

effectively used to illustrate

the problem solution.


shows evidence of

comprehension and

interpretation. The problem

solution clearly combines

several aspects to create

something new and original.

Specifics, not generalities,

were used to support the

problem solution.


shows minimal evidence of

comprehension and

interpretation. The problem

solution relies on generalities

to support its main idea. The

problem solution begins to

make connections between

ideas, but it is hard to see

their own involvement with

the problem solution.


statements are listed and

tend to be vague. The

problem solution does not

make connections between

the ideas in the problem

solution and there is little or

no evidence that an attempt

has been made to make any

attempt to make these

connections.

Adapted from:

Booth, W.C., Colomb, G.C., & Wiliams, J.M. (2008). The craft of research. Chicago: University of Chicago Press.

Wikipedia, (2011). Metacognition available at http:/ / en.wikipedia.org/ wiki/ Metacognition

Rubrics Adapted from:

American Association of Colleges and Universities (n.d .).Inquiry and analysis value rubric. Available at: http:/ / assessment.aas.duke.edu/ documents/ InquiryAnalysis.pdf

Blackboard (n.d .) Rubric for a final paper. Available at http:/ / myed ison.tesc.edu/ tescdocs/ Web_Courses/ rubrics/ FinalPaper_rubric_SUM501-JAN10.htm

CSU Fresno (n.d.) CSB project rubric. Available at: http:/ / www.csufresno.edu/ oie/ assessment/ d ocuments/ CSBProjectRubric.pdf

Delaware Tech (2008). General education assessment CCC #5 intended outcomes. Available at http:/ / www.library.d tcc.edu/ wilmlib/ genedrubric.pdf

Dayton School District (2010). Research Paper. Available at www.dayton.wednet.edu/ HS/ Documents/ Rubrics/ ResearchPaper.doc

New Technology High School & New Technology Foundation. (2001, 2002). Critical Thinking Rubric. Available:

http:/ / route21.p21.org/ ?option=com_jlibrary&view=details&id=380&Itemid=179

http://myedison.tesc.edu/tescdocs/Web_Courses/rubrics/FinalPaper_rubric_SUM501-JAN10.htm

http://www.csufresno.edu/oie/assessment/documents/CSBProjectRubric.pdf

http://www.library.dtcc.edu/wilmlib/genedrubric.pdf

http://www.dayton.wednet.edu/HS/Documents/Rubrics/ResearchPaper.doc

http://route21.p21.org/?option=com_jlibrary&view=details&id=380&Itemid=179