Descriptive Review


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Descriptive Review Process

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  • ## * * 07/16/96 Engagement happens by design…not by chance! There are 10 design qualities divided into two groups…those categorized as qualities of context should be found embedded in every task although some may be emphasized more than the others…they WILL affect student engagement regardless of whether the teacher intentionally attended to or not. Today, we will focus on those categorized as qualities of choice. These are the qualities that a teacher could choose to include or omit based on the needs and interests of students.
  • ## * * 07/16/96 He suggests that the notion of student apathy and lack of motivation is a myth. He believes that every student/teacher is motivated by something and it is in tapping into these motives that we are able to engage students.
  • Descriptive Review

    1. 1. Descriptive Review
    2. 2. Why??? <ul><li>In the 2007 – 2008 school year the top 10 schools across the country with dramatic increases in student performance (ALL WITH HIGH AT-RISK POPULATION) on state assessments shared one common denominator… </li></ul><ul><li>Groups of teachers gathered together and routinely reviewed student work </li></ul>
    3. 3. A Lack of Engagement can produce the following learner…..
    4. 5. What is descriptive review? <ul><li>The descriptive review process asks teacher to look together at pieces of student work, to discuss what they see in the work, and to bring multiple perspectives to an analysis of the work in order to improve the quality of the work designed for students. </li></ul>
    5. 6. What does a descriptive review look like? descriptive review.wmv
    6. 7. Why use protocols? <ul><li>Guidance to stay on topic </li></ul><ul><li>Good use of limited time </li></ul><ul><li>Nonthreating substantive feedback </li></ul><ul><li>Clear roadmap for disciplined conversation </li></ul><ul><li>Supportive environment for talking about work </li></ul><ul><li>Means to avoid quick judgments </li></ul><ul><li>Used to assist teachers in using W orking O n the W ork framework to design engaging work for students </li></ul><ul><li>Uses more “What if…” statements not “Yes, but…” </li></ul>
    7. 8. How to listen skillfully <ul><li>Stop talking – still the voice inside </li></ul><ul><li>Imagine the other person’s viewpoint </li></ul><ul><li>Look, act, and be interested </li></ul><ul><li>Observe non-verbal behavior </li></ul><ul><li>Don’t interrupt </li></ul><ul><li>Listen between the lines </li></ul><ul><li>Speak only affirmatively when listening </li></ul><ul><li>To ensure understanding, rephrase. </li></ul><ul><li>Stop talking </li></ul>
    8. 9. Descriptive Review Protocol Timeline <ul><li>Review of work: “What do you see?” (5 min.) </li></ul><ul><li>Raising Question: “What questions does this work raise for you?” (5 min.) </li></ul><ul><li>Speculating About the Work: “Evidence the work was engaging and meaningful.” (5 min.) </li></ul><ul><li>Presenting Teacher Responds: (5 min.) </li></ul><ul><li>Discussing Implications for Student Work and Learning: (5 - 10 min.) </li></ul>
    9. 10. Let’s get some practice at a descriptive review <ul><li>Select a person to be the presenter </li></ul><ul><li>Select a facilitator, this person is responsible for keeping the protocol in check </li></ul>
    10. 11. Step 1. Getting Started <ul><li>The presenting teacher distributes copies of the selected student work or displays the work. </li></ul><ul><li>THE PRESENTING TEACHER SAYS NOTHING ABOUT THE WORK, ITS CONTEXT, OR THE STUDENT. </li></ul><ul><li>The participants set-up the work and review the work in silence, making any notes if they choose. (5 min.) </li></ul><ul><li>Bling Timer </li></ul>
    11. 12. Step 2. Describing the Work <ul><li>The facilitator asks, “What do you see?” </li></ul><ul><li>5 min. </li></ul><ul><li>Bling Timer </li></ul>
    12. 13. Step 3. Raising Questions <ul><li>The facilitator will now ask, “What questions does this work raise for you?” </li></ul><ul><li>5 min. </li></ul><ul><li>Bling Timer </li></ul>
    13. 14. Step 4. Speculating about the work <ul><li>The facilitator will now ask,” Does the work show evidence that the student was engaged, that he or she valued the work and found it meaningful? If so, what is the evidence? Does the work show evidence of Strategic Compliance, Ritual Compliance, or Retreatism? If so what is the evidence? </li></ul><ul><li>5 min. </li></ul><ul><li>Bling Timer </li></ul>
    14. 15. Profiles of Engagement How I can see and measure the level of engagement that occurs in my classroom or in my school?
    15. 16. There are five ways that students respond or adapt to school-related tasks and activities: <ul><li>Engagement (High Attention and High Commitment) </li></ul><ul><li>Strategic Compliance </li></ul><ul><li>(High Attention and Low Commitment) </li></ul><ul><li>Ritual Compliance (Low Attention and Low Commitment) </li></ul><ul><li>Retreatism (No Attention and No Commitment) </li></ul><ul><li>Rebellion (Diverted Attention and No Commitment) </li></ul>
    16. 17. Strategic Compliance
    17. 18. Ritual Compliance
    18. 19. Retreatism
    19. 20. Rebellion
    20. 21. How do you measure engagement? <ul><li>You have to ask the learner </li></ul><ul><li>Engage-o-meters </li></ul>
    21. 32. <ul><li>Invisible Man Survey </li></ul><ul><li>How did this assignment assist your understanding of the theme? </li></ul><ul><li>What level of effort did you put toward this work? Explain why. </li></ul><ul><li>What about this assignment made you want to do it or not want to do it? </li></ul><ul><li>Would you want more assignments similar to this one? Explain. </li></ul><ul><li>How might this assignment be improved? </li></ul>12 th grade English
    22. 33. Step 5. Presenting Teacher Response <ul><li>At the facilitator’s invitation, the presenting teacher tells about the work, responds to the questions raised, and comments on any unexpected things that he or she heard the in the group’s response and questions </li></ul><ul><li>5 min. </li></ul><ul><li>Bling Timer </li></ul>
    23. 34. Step 6. Discuss Implications for Designing Student Work and Student Learning <ul><li>**** The most important step out of all! </li></ul><ul><li>The group will help the presenting teacher identify the Design Qualities evident in the assignment and offer suggestions of ways other Design Qualities might strengthen the work so it will increase student interest and commitment. </li></ul><ul><li>USE…”WHAT IF…OR HOW ABOUT…OR HAVE YOU CONSIDERED?” </li></ul><ul><li>NEVER – WHY! </li></ul><ul><li>The presenting teacher records all suggestions and ideas </li></ul><ul><li>5 min. </li></ul><ul><li>Bling Timer </li></ul>
    24. 35. Design Qualities of Context <ul><li>Content and Substance </li></ul><ul><li>Organization of Knowledge </li></ul><ul><li>Clear and Compelling Product Standards </li></ul><ul><li>Protection from Adverse Consequences </li></ul>Design Qualities of Choice <ul><li>Product Focus </li></ul><ul><li>Affirmation </li></ul><ul><li>Affiliation </li></ul><ul><li>Novelty and variety </li></ul><ul><li>Choice </li></ul><ul><li>Authenticity </li></ul>
    25. 36. Final step… <ul><li>The presenting teacher will write a discovery and intention statement </li></ul><ul><li>I discovered that the work was….. </li></ul><ul><li>I intend to …….with the work. </li></ul>
    26. 37. The Business of Schools <ul><li>“ To produce work that engages students — work that is so compelling that students persist when they experience difficulties, and that is so challenging that students have a sense of accomplishment and satisfaction — indeed, of delight — when they successfully accomplish the tasks assigned.” </li></ul><ul><li>Phil Schlechty </li></ul>