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PART I: BACKGROUND Title: Authentic Voice and Critical Incident in Special Education Authors: Stephanie Chapman, Maureen Griffin, and Amy Griffith, University of WI-Whitewater Contact: Stephanie Chapman, MS; University of WI-whitewater, chapmans@uww.edu; 262-472-1225 Discipline or Field: Special Education Date: December 2, 2007 Course Name: SPECED 325/625 Characteristics of CD/EBD/LD Course Description: This course addresses the characteristics of cognitive disabilities, emotional behavioral disabilities, and learning disabilities. The purpose of the course is to provide an overview of the theoretical and historical issues related to the three high incidence and most common o f the disabilities. Specific application of theory and history will be applied to all three areas looking at characteristics across the lifespan. Inter-relationships of the characteristics, needs and implication for practice will be covered. The prerequisite to this course is SPECED 205 Psychology of the Exceptional Child and admission to professional education at University of WIWhitewater. The class size is usually 25-30 students and lessons take place for about 2 1/2 hours per week. The class can take place in any classroom where there is computer technology available, although the class can be modified to fit any learning environment. The lesson topic of authentic voice and critical incident is important for students are studying to be future special education teachers and will reflect on a daily basis in their professional career. These changes will constitute an important aspect of professional growth.
Executive Summary: The topic and focus of the lesson study is authentic voice and critical incident moving from personal meaning to understanding professional teaching standards. Through guided instruction, students will learn to use a critical incident process to examine a specific situation by describing the incident objectively, exploring the emotions of involved individuals, relating the situation to personal experiences as teachers or students, identifying the standards and dispositions exemplified in the critical incident, and developing a position reflecting personal beliefs discovered through the reflection process. This topic directly addresses the objectives by creating a class lesson and exploring how it affects student learning and thinking.
PART II: THE LESSON How to Teach the Lesson Sample Lesson #1: Lesson Plan WTS LESSON OBJECTIVES: TLW define the 10 Wisconsin Teaching Standards. TLW match personal experiences to each standard. TLW identify each WTS within authentic voice literature. TLW articulate how incidents in authentic voice literature exemplify each WTS. STAGES OF LEARNING ADDRESSED: Acquisition: Acquiring knowledge about Wisconsin Teaching Standards. Generalization: Apply WTS to authentic voice literature. INSTRUCTIONAL ACTIVITIES: Large group: Introduction of activity. Small group: Discussion to review each standard and classify personal experiences in education/teaching within the appropriate standard and articulating justification for placement. Large group: Closure. MATERIALS: Role cards WTS handouts Large Paper Markers Large post it notes INSTRUCTIONAL SEQUENCE: Anticipatory set: Maureen & Stephanie observe whole group. Rationale provided by students through questioning: Pre-test. Use last 4 digits of SSN for ID. How do teachers improve pedagogy? Reflect Be observed Self Assessment Collaborate Observe others Action Research Inservice training Masters Degree Mentor Others Be Mentored Journal Stud.eval.of teach. Literature Why should pre-service teachers/teachers to have a thorough knowledge of WTS? PDP-licensure requirements Common Professional Language Essence of Knowledge, Skills, Dispositions Effective Teaching Aids Communication To target professional dev. Areas The Discussion of assignment/artifact. Purpose of lesson: Develop understanding of WTS and be able to identify examples in practice. Instructional activities: 1. Reflect on your own education K-12. a. Think of the teacher you most connected with. Jot down some words that describe this teacher on your post it notes. Now, think of a specific time when this teacher really connected with you. What was the situation? Describe it in writing. What did the incident look like? b. Now, think of a class that you dreaded. Describe the teacher. Identify one experience that is painful.Record it. What did the incident look like? 2. Arrange into five groups of 5-6. Assign roles and put on tags. You will rotate roles at WTS 3, WTS 5, WTS 6, WTS 8, WTS 10 discussions. Roles: Time Keeper: Watch the clock and give reminders of time constraints.
Questioner (1-2): For each verbal contribution question why at least 3 times to achieve deep levels of processing. Facilitator: Guide the group. If members get off topic bring them back to the task. Recorder: Make notes of the issues, concepts, and definitions derived from the conversation. Summarizer: Periodically break and say, Let me check to make sure of where were at. Heres a summary of what was just discussed Or, I think were all saying similar things. Is this the consensus of the group? (Summarize) Maureen observe Groups 1 Stephanie observe Group 3
3. Put aside all your post-it notes with descriptors. You will use them in step #9. Keep the two with incidents on them handy. 4. Discussion of WTS 1. a. Discuss WTS 1. b. Define it. c. Agree upon a brief definition and record it. d. From the post-it notes with specific experiences, share examples that might fit WTS 1. Stick them to the paper. e. Review to ensure all members agree with definition and descriptors of WTS 1.
5. Repeat for WTS 2. a. Follow #4 a-e for WTS 2. 6. Repeat for WTS 3. a. Rotate roles one person to your left. b. Follow #4 a-e for WTS 3. 7. Repeat for WTS 4. a. Follow #4 a-e for WTS 4. 8. Repeat for WTS 5. a. Rotate roles one person to your left. b. Follow #4 a-e for WTS 5. 9. In your small groups: a. Set out the sheets with definitions for WTS 1-5. b. Without talking. c. Arrange your post-it notes with descriptors under most appropriate WST. Realize that not all will fit. If you feel one doesnt fit put it aside for later. d. As arrangement occurs by individuals/group, reorganize post-it notes that others have placed if you feel they more closely fit another category. e. After arrangement of the post-it notes has stopped facilitator should verbally check for agreement and resolve questionable placements. Maureen Observe Standard 1(remain there while all 5 groups move through) Stephanie observe Group 5 (move through each station with this group) 10. Brain Dumping activity a. Move to a big paper (1-5). Roles from WTS 5 discussion remain through this exercise. b. Describe in detail the standard. Recording thoughts on the paper. c. Move your presorted post-it notes to the big paper. d. When signal is given, move one over in a clocklike manner. e. Check the information recorded on the big paper for accuracy. f. Make necessary changes. g. Note descriptor that might not fit for that WTS. h. Repeat d-g. Reassign facilitator & recorder with each move. No one should play the
i.
When your group is back at the WTS you began with, read comments and summarize the WTS in one-three words.
12. Repeat for WTS 6-10. a. Roles change at 6, 8, and 10. Moving one position to your left. Stephanie Observe Standard 8 (remain there while all 5 groups move through) Maureen observe Group 5 (move through each station with this group) 13. Brain Dump like #10 above Maureen & Stephanie observe whole group. Evaluation: 1. Group responses. 2. Large group charted responses. 3. Incidents WTS matching assignment. Closure: 1. Solicit reflection responses from students. 2. Draw connection to Critical Incident assignment that is coming next. Post test at beginning of the next class. SAMPLE OBSERVATION GUIDELINES Maureen Griffin and Stephanie Chapman used these observation guidelines when observing in Amy Griffiths Characteristics course. In addition to this protocol observers receive a copy of the research lesson plan. Student Learning Goals Task 1: Learning Goals Possible Learning Goals(can include academic or developmental goals 1. The student will identify the 10 WTS and describe what each WTS is like in practice. 2. The student will be able to identify WTS in authentic literature. (One word descriptors, dev. Goal-developing reflective practice and worksheet justify and find the mismatch.
Possible topics
Big Idea- Reflective Practice within by determining theory with practice. Very abstract Language issue Density in the standards Dispositions 9, 10
How the Lesson is Intended to Work Task 2: Develop an Instructional/Learning Activity to bring the goal to life. Amy Griffith brought to our meetings a well developed lesson plan from her Characteristics course. Stephanie Chapman, Maureen Griffin and Amy Griffith proofread the lesson plan for changes, additions, or substitutions. Orally, the group came up with clarifications, revisions and ideas for the revised lesson plan. The large group activity stayed the same. In the small group activity we discussed that students will review each standard and classify personal experiences in education/teaching within the appropriate standard and articulate justification for placement. Roles were discussed such as timekeeper, recorder, questioner, facilitator, and reviewer or summarizer. Students will be assigned a role. Role cards will be distributed. In the large group, chart descriptors for standard #1 and solicit a couple of examples from personal experiences. Have the class make connections to WTS#1. Then repeat for each of the ten WTS. In small groups, without talking arrange the descriptor cards and place the card under the most appropriate WTS. As each student arranges the post-it notes the others are reorganizing others into categories. In the large group, the students arranged the presorted cards on big paper. The closure of the lesson was a discussion to follow the WTS and their experiences. In culminating the activity we solicited reflection responses and drew connections to the critical incident assignment. The students completed a post-test on understanding the WTS.
PART III: THE STUDY Approach Data Collection: Our task was to think about the kind of evidence we will collect and how will we observe and keep track of how the students respond to the activity. We also discussed what other kinds of evidence we might collect before, during and after the lesson. 1. Incidences match standards. (we kept a log) 2. Gave blue index cards and we tallied the current understanding of WTS before the lesson was taught. 3. Brain dump chart (stick post-it notes and tally how many times a situation meets standards.) 4. We had the students look at the ten standards and share with their small group first (bad thing, good thing) and ex. cover standard #1 and briefly summarize and chart the comments and results. 5. Rank understanding of WTS on exit cards. We had pre and post cards. The students were to rank 1 2 3 4 5 as a self-perception likert rating scale of their understanding of WTS. The students also discussed the name and definition of WTS and if they never heard of the WTS or heard of the WTS and came up with examples. 6. The students also filled out an index card checking each activity that was meaningful or helpful for their future teaching. (ex: good/bad teacher anecdotes, small group summaries, one word descriptors, and brain dump). Approach: Methodology used included: Formative activity- by checking for understanding between personal experiences and WI Teaching Standards (WTS) The activity was pre and post. The post activity becomes summative. Example: Discussion of rating themselves on a 1-5 likert scale. 1 2 3 4 5 Minimal Explain some Explain with WTS Personal explanation Reflection/practice Check each instructional activity that was helpful in teaching you about the WTS. _____ good/bad teacher anecdotes _____small group summaries _____one word descriptors _____brain dump 1. We collected data on index cards of the students opinions of the lesson. (small group activity, large group activity, etc.) We will tally the students opinions. 2. Videotaping the lesson to make qualitative observations on student learning. 3. While Amy Griffith taught the lesson, Maureen Griffin and Stephanie Chapman collected data on group dynamics facilitation and engagement of the task. 4. Stephanie Chapman used frequency tally to determine current understanding of WTS and final understanding of WTS after instruction.
Findings Summarizing the evidence: The major learning goal of the lesson is for students to understand the practical application of the Wisconsin Teaching Standards. (WTS) While we observed the students we were recording the way students describe and explain their understanding of how the standards are reflected in a teachers practice. We noted if their reasoning was well developed, incomplete or tangled. We also observed moments of insight as well as difficulties they may have encountered. Students were asked to state their current understanding of the 10 Wisconsin Teaching Standards at the beginning and end of the semester for both of the 2 studies that were conducted. They were asked to state their current understanding based upon the following scale: 1 Aware of the standards 2 Can explain some of the standards 3 Can explain each standard 4 Can explain and give an example of each standard 5 Can explain and use each standard and reflect on practice
The following graphs show the change in the students understanding of the teaching standards from the beginning st nd to the end of the observation study. The data is given for the 1 and 2 studies. The data for the 1 study:
Students' Rating of Current Understanding of the 10 Wisconsin Teaching Standards
25
st
Number of Students
20 15 10 5 0 1 2 3 4 5 Current Understanding of the Standards Students Rating at Beginning of Study 1 Students Rating at End of Study 1
nd
study:
Number of Students
20 15 10 5 0 1 2 3 4 5 Current Understanding of the Standards Students Rating at Beginning of Study 2 Students Rating at End of Study 2
Discussion Discussion of our study: The topic and focus of the lesson study was authentic voice and critical incident moving from personal meaning to understanding professional teaching standards. Through this lesson of guided instruction, students had learned to use a critical incident process to examine a specific situation by describing the incident objectively, exploring the emotions of involved individuals, relating the situation to personal experiences as teachers or students, identifying the standards and dispositions exemplified in the critical incident, and developing a position reflecting personal beliefs discovered through the reflection process. This topic directly addressed the objectives by creating a class lesson and exploring how it affects student learning and thinking. We found our students to become reflective practioners in their thinking. They became more aware of their knowledge, skills and dispositions needed for their professional teaching career. They increased their knowledge of PDPS (Professional Developmental Plans) and the communication and collaboration skills increased among students. As far as student thinking, misconceptions, confusion and new insight was affected by student interest in the lesson, quality of interpersonal/group dynamics, quality of group discussion and discourse, and adherence to their roles. The following data was collected during our observation using this observation protocol. 1. Student interest and engagement in the lesson (e.g., stay on task; persist during difficulty, evidence of boredom, evidence of enjoyment, evidence of responding to a challenge, etc). Seating does impact learning. Make sure seating is done beforehand. Sitting in a circle and having direct eye contact improves listening skills. We found using the worksheet to teach the task before the groups are formulated helps with understanding. Most of the groups were engaged and actively involved. Out of seven groups only one group showed little excitement. Many of the groups in pre lesson and post lesson showed evidence of responding to the challenge of learning about WTS. We felt putting the visual guidelines on the
board helps the learners. Putting other materials away that didnt relate to activity helps promote active engagement. 2. Quality of interpersonal interaction/group dynamics (e.g., dominating members, quiet members, level of participation, distractions): We found the recorder to be less part of the discussion. Seven of the groups adhered to roles and the level of distractions were minimal. I heard comments like This might work or We should learn this, we cant teach something we dont know. 3. Quality of group discussion and discourse (e.g., how they exchange and respond to ideas, for probe better understanding, accept statements at face value, ask questions to clarify, ignore statements, make meta-comments such as, I still dont get this, or Something is missing; that doesnt seem right). In addition, reflective thoughts transpired such as not just students change, curricular goals could change. Yes, we should be flexible and basically the teacher creates the lesson and if something comes up. We need to make a change. One group that was fully engaged stated with a sense of humor we should get paid for this! There was great student-led discussion. De-briefing exercise at the end of the lesson was excellent. All groups participated and gave three words that described the standard. 4. Adherence to assigned roles (timekeeper, recorder, questioner, facilitator, summarizer): Method(s) groups use to develop summary statement of standards: The timekeeper gave reminders of time constraints and watched the clock. The questioner gave verbal contribution question why which the group engaged in deeper levels of processing. The facilitator guided the group and brought them back on track. The recorder took notes and kept a written log of issues, concepts and definitions discussed in the group. The summarizer periodically took a break to state here is where we are or is this the consensus of the group? The groups adhered top their roles and stayed on task. The visual on the board as well as the packet of information accommodated students to stay on task. Only one group stayed off task and didnt adhere to their roles. Freeflowing ideas were discussed in seven out of 8 groups. 5 .Other aspects of the lesson that influence the quality of the experience: Routines help the lesson run smoothly. Visuals help the lesson. Seating definitely makes a lesson run smoothly. Six students are too many for a group. The ideal number of group members is five. If students are unclear that standards are about teacher behavior not student behavior this can affect the quality of the experience. We should continue to use action verbs and nouns for the standards. If students are absent for the lesson, how do they catch up and how are they evaluated? Lighting and temperature of the classroom affects the quality of the experience. Highlighting works and is an effective tool in understanding the standards. The instructor sharing the comment If you feel you have exhausted it all, you may give other examples. This allowed groups to feel free and share more ideas. Final Thoughts: The field of special education is constantly changing. To prepare our future teachers with reflective tools of inquiry and the knowledge, skills, and dispositions needed is a valuable asset. References Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers 1 Author: Griffin M.L. Source: Reflective Practice, Volume 4, Number 2, JUNE 2003, pp. 207-220(14) Publisher: Routledge, part of the Taylor & Francis Group INTERNATIONAL JOURNAL OF LEARNING, VOLUME 13, NUMBER 5, 2006 http://www.Learning-Journal.com, ISSN 1447-9494 Common Ground, Maureen L. Griffin, M. Robin Warden, All Rights Reserved, Permissions: cgsupport@commongroundpublishing.com
APPENDIX Appendix 1: The Guidelines on how to use the observation protocol and blank copies of the protocol and observer reactions forms. SAMPLE OBSERVATION GUIDELINES In addition to this protocol observers receive a copy of the research lesson plan. OBSERVATION PROTOCOL: Wisconsin Teaching Standards (WTS) LESSON Date: 2/13/07 The purpose of having several instructors observe the class is to gather as much information about the process of the lesson as possible. Your primary task is to observe how the students respond to the lesson and make some conclusions about how the LESSON worked. In other words, the primary focus of your observation is student thinking and student behavior. Of less importance is what the instructor does because we have already planned the lesson in some detail and know what the instructor is supposed to do. You will be observing one group of approximately 5-6 students. Please do not make comments to or help your group. If students try to interact with you just remind them that you are an observer and not participant in the lesson. (e.g., do not answer questions or clarify instructions, etc.) Specific focus of observation. The major learning goal of the lesson is for students to understand the practical application of the Wisconsin Teaching Standards. Pay careful attention to (and record) the way students describe and explain their understanding of how the standards are reflected in a teachers practice. We would like to get a good record of how they construe and make sense of the standards regardless of whether their reasoning is well developed, incomplete, or tangled. Note any changes in their thinking, moments of insight or recognition, misconceptions, and difficulties they have. General focus of observation. Many things take place during a lesson that can influence student learning and thinking. Please take detailed field notes of your group and whole class discussion. Note such things as: Student interest and engagement in the lesson (e.g., stay on task, persist during difficulty, evidence of boredom, evidence of enjoyment, evidence of responding to a challenge, etc). Quality of interpersonal interaction/group dynamics (e.g., dominating members, quiet members, level of participation, distractions). Quality of group discussion and discourse (e.g., how they exchange and respond to ideas, for probe better understanding, accept statements at face value, ask questions to clarify, ignore statements, make meta-comments such as, I still dont get this, or Something is missing; that doesnt seem right). Adherence to assigned roles (timekeeper, recorder, questioner, facilitator, summarizer). Method(s) groups use to develop summary statement of standards. Other aspects of the lesson that influence the quality of the experience
Wisconsin Teaching Standards Lesson Observation Protocol Group #: Student interest and engagement in the lesson (e.g., stay on task, persist during difficulty, evidence of boredom, evidence of enjoyment, evidence of responding to a challenge, etc).
Quality of interpersonal interaction/group dynamics (e.g., dominating members, quiet members, level of participation, distractions):
Quality of group discussion and discourse (e.g., how they exchange and respond to ideas, for probe better understanding, accept statements at face value, ask questions to clarify, ignore statements, make meta-comments such as, I still dont get this, or Something is missing; that doesnt seem right):
Adherence to assigned roles (timekeeper, recorder, questioner, facilitator, summarizer): Method(s) groups use to develop summary statement of standards:
Other aspects of the lesson that influence the quality of the experience:
Wisconsin Teaching Standards Lesson Observer Reactions to the Lesson Now that you have observed the lesson, please answer the following questions. Date:
1. All members participated in the process. 2. The group was able to stay on track with the lesson (i.e. did not derail, discussing irrelevant information). 3. The group seemed confused about the technical processes of the lesson/tasks. 4. The group seemed confused about the definitions the lesson was addressing. 5. The group adhered to the role assignments. 6. The group seemed to understand the concept of WTS as reflected in summaries.
Totally Totally 1 1
2 2
3 3
Disagree Agree 4 5 4 5
1 1 2 3
2 4
3 5
7. Given your observations, what aspects of the lesson need to be changed? How could the lesson be improved?
8. What aspects of the lesson should remain the same? What worked well?
Appendix 2: A copy of the information collected on the pre- and post- index cards used to collect data for the lesson study: Last 4 digits of your student ID: _________________ Circle which statement (1-5) best describes your current understanding and knowledge of the ten Wisconsin Teaching Standards (WTS). 1 2 Aware Can explain of the some of the standards standards 3 4 Can explain Can explain each standard and give an example of each standard 5 Can explain and use each standard to reflect on practice
Check each instructional activity that was helpful in teaching you about the WTS. _____ good/bad teacher anecdotes _____ small group summaries _____ one word descriptors _____ brain dump