Unit 2: Practice with Appreciative Inquiry with Sample Student Work
Return to: ETAP 623 Spring 2024 | Sam Mossman | Appreciative Inquiry Student Work Protocol
Introduction to Unit 2
Warm Up
Answer the following questions on the slides provided:
- How do you evaluate student work in your classroom?
- Are there any protocols that you or your learning communities use to look at student work to analyze it?
Objectives for Unit 1
At the end of this unit, you will be able to:
- Explain the Student Work Protocol
- Utilize the Student Work Protocol to look at examples of student work
- Reflect on the experience of using the Student Work Protocol when looking at student work
Lesson 1: Student Work Protocol Explained
Mini Lecture
This student work protocol was created by Hudson Valley Writing Project and is inspired by the steps of Appreciative Inquiry.
Goals:
The goal of this protocol is to offer participants a chance to approach work in an asset based way looking at what the student has accomplished and then think about how to expand that appreciation into suggestions for next steps. This protocol offers an alternative way of looking at student work that does not require a grade to be given at the end, only reflection of what was discussed and noticed while look at the work.
Roles:
There are three roles that participants can occupy during this protocol:
Presenting Teacher: This is the person who is putting their student work on the table. They will provide the context in which the assignment was created, answer questions that are brought up during the rounds, and at the end of the rounds discuss takeaways and lingering questions that have been brought up during the discussions.
Thinking Partners: These people will be the ones who share observations and ideas about the student work. It is important that people occupying this role use "I" statements to keep them from making broad overarching assumptions about the work or instruction.
Facilitator: This person guides the group's discussion and rounds, keeps track of time, takes notes for the presenting teacher, and summarizes the discussion at the end of each round.
Time:
This protocol is meant to be run in 65 minute sessions but can be adjusted to fit other time frames. The usual structure for the timing is 55 minutes of discussion structured as rounds and then 10 minutes of time for the reflection and letter writing.
Student Work Inquiry Protocol:
Look at the Rounds listed below, along with the infographic to the right along with the slides linked to help you explore the HVWP Student Work Inquiry Protocol.
Rounds of the Student Work Inquiry:
Round 1: Context
Round 2: Clarifying Questions
Round 3: The Work
Round 4: Noticing Go-arounds
Sentence Stems: I see… / I notice… / There are many… / There are few...
Round 5: Speculation Go-arounds
Sentence Stems: The student seems to think… / The student has learned… / S/he/they understands…
Round 6: Classroom Implications/Next Steps
Sentence Stems: Next, I would…/ Because the student…I would like to… / Next, I think a teacher could… / I’m thinking…
Round 7: Emerging Questions
Sentence Stems: I wonder what happens when…/ A question that I am thinking about now… / I wonder what would happen if…
Round 8: Takeaways
Sentence Stems: I learned… / I saw… / When I heard… / I am going to… / This helped me…
Round 9: Letter of Reflection
Suggested Prompts:
→ What questions are emerging for you regarding the work? How come?
→ What resources might be helpful to the Presenting Teacher?
Click here for Handout Version
To Do:
Look at the protocol above and answer the reflection questions on the slides linked below:
Lesson 2: Applying Student Work Protocol on Student Work Models
Mini Lecture
Steps to follow for the analysis of Student Work below.
Round 1:
Context:
This assignment was a summative assessment in which the students had to write a poem after looking at multiple examples. Together we read or watched:
- Anxiety a Ghost Story
- My Honest Poem
- High School Training Ground
- Raised by Women
- Random Autobiography
- Where I am From
After reading each of the poems, students took a golden line and used it as inspiration for their own poems. Students then picked one of the many seeds that we had and take it through the writing process. Students had full control and agency over what poems they picked and knew they were going to be shared with the class at the end.
Motivations for Project:
Students were asked to complete this project because poetry is often something that is looked at as something that is confusing or boring. I hoped that by showing my students some spoken word poems and poems where the poets are talking about their own lives in descriptive and concrete ways, I could show them that not all poetry had to be boring or confusing.
Time and Place:
This project was a summative assessment after reading the poems listed above. The students spent about two weeks reading all of the poems listed above and then another week to work on their poem, share it in small groups, meet with me for feedback, etc.
To Do:
Round 2:
Clarifying Questions Steps:
Round 3/4:
The Work Steps:
Round 5:
Speculation Go-arounds Steps:
Round 6:
Classroom Implications/Next Steps:
Round 7:
Emerging Questions Steps:
Round 8:
Note: For the sake of this model being asynchronous, we will be skipping Round 8. In an in person or synchronous setting, this steps is important for give the Presenting Teacher some time to share their thoughts about the discussion as they remind quiet through all the previous rounds.
Preliminary Takeaways:
- Presenting Teacher identifies preliminary takeaways.
Sentence Stems:
- I learned…
- I saw…
- When I heard…
- I am going to…
- This helped me…
Round 9:
Letter of Reflection Steps:
Now, click here to write your Letter of Reflection.
Assignment #2 - Student Work Protocol Reflection
For your second assignment, you will be reflecting on your experience working through the Student Work Protocol. Use the prompts below to help frame your thinking and record your answers on the padlet linked.
Prompts:
- What was using the protocol like for you?
- How does it compare to how you normally look at student work?
- Would this be something you would want to adopt into your own classroom/learning community? Why or why not?
- What challenges do you see in doing a protocol like this?
Course Home: Appreciative Inquiry Student Work Protocol
Unit 1: Introduction to Appreciative Inquiry
Unit 2: Practice with Appreciative Inquiry with Sample Student Work