NWPM Collaborative Response to Teaching Demonstrations

Tuesday, Session 2: 10:30 - 12:00
Room 227 (Seminar Room)

Facilitated by:
  • Kathy Kurtze, CRWP
  • Amber White, SBWP
  • Mike Somers, SBWP
  • Jan Sabin, UPWP

Attended by:
  • Sonja Marks
  • Elaine Hunyadi
  • Amanda Cornwell
  • Scott Peterson
  • Mary Cox

NWP Monograph, "Enabling Communities and Collaborative Responses to Teacher Demonstrations"

  • Narrative Letter
  • Reflection Group

Third Coast Writing Project
  • Response to TD-meet w/facilitators and pass TCs to debrief presentation/lesson
  • Presenter independently used the Red Cedar model (above) to reflect on their demonstration through the 5 lenses. Shares this with

  • Reflection w/writing AFTER 4 TDs.
  • 2 Directors (1 scribe, 1 facilitate) meet w/presenter individually to discuss "Quality Teaching Practices" generated by whole group
  • more discussion, then scribe posts "notes" to the wiki (goals)
  • other SI's post comments on the wiki

Meadow Book Writing Project
  • Has tried various models for responses to Teacher Demonstrations (depending on size of group)
    • Collaborative Response Groups. Groups were made according to respective grade levels.
    • Questions for viewers to observe while TD is taking place (generated by co-facilitators). "Notes" were passed along to presenter. Had option to take it home and fill out afterwards.

Chippewa River Writing Project
  • Follows Red Cedar Model above. Writing Group and Collaborative Response Group are the same. Used Google Docs to post responses. Followed a template devised by Troy Hicks for the initial TD write up. Used 5 different lenses described in the monograph above for the Collaborative Response Letters.
  • Presenters had to synthesize the Collaborative Response Letters and melded in their personal reflection.

Crossroads Writing Project
  • In pre-institute, observed an exemplary model of a TD. Read several articles that examines best practice. Then brainstormed what is best practice in small groups. Shared out as a
  • For TD, presenter develops 3 questions to generate questions about best practice. After a Socratic Seminar style discussion (presenter is a listener in the fish bowl...may want to check out Matt Copeland's work on //Socratic Circles)//, participants individually respond to the 3 questions generated. At the end of the discussion, the presenter has 5 minutes to clarify.
  • Presenter does a holistic written reflection to the co-facilitators after reviewing individual responses.

Saginaw Bay Writing Project
  • Follows the Red Cedar model described above. Participants form collaborative response groups and examine the presentation through the 5 lenses.
  • Participants follow the CRWP Teacher Demonstration write up that asks the partipant to look at
    • contentions
    • approach/process
    • bibliography/related reading
    • samples