Unit 3: Implementing Appreciative Inquiry
Return to: ETAP 623 Spring 2024 | Sam Mossman | Appreciative Inquiry Student Work Protocol
Introduction to Unit 3
Warm Up
- What is a lesson you have done recently that you feel unsure of how to move forward with or the next steps for instruction?
- What about the lesson/unit are you specifically looking for feedback on?
Objectives for Unit 3
At the end of this unit, you will be able to:
- Utilize the Student Work Protocol on your own sample of student work
- Identify ways in which the Student Work Protocol is different than your normal routine for looking at student work
- Reflect on the experience of using the Student Work Protocol on your own sample of student work
Lesson 1: Picking Student Work
Mini Lecture
When picking student work for this protocol, you want to chose something that will provoke conversation. Look at the prompts below to help you chose your students work.
- What is interesting about this piece?
- What has the student accomplished in this piece vs what were you looking for them to accomplish? (Keep in mind you want a piece that is not yet mastering the skill/content you are looking for, it is often far more interesting to look at students who have not yet mastered the skills/content)
- What surprised you about this piece?
- What areas of improvement do you see that you are unsure how to support the student with accomplishing?
The student work you pick should not be one where the student has completely mastered what you are asking for, but instead is showing signs of productive struggle. It is often best to put a piece on the table that has surprised you (because of the direction it took or the work put out from the student is different than what they normally produce, etc). I usually try to avoid choosing work from my honor's students as those are the students I know are getting the content and mastering the skills without me needing to provide more scaffolds than I have already tried. I see this protocol as a way to help me think of new ways to approach my student work and also to be reminded of all the good that my students are bringing that I may be blind to.
To Do:
Look back at the work you have collected from your students, recent work tends to be better because you have better memory of the context but any work that has struck you in some way is always a good choice. Once you have your student work selected, go to the Slides and put a picture or a link to the work on your own copy of Slide 2.
Lesson 2: Engaging in the Student Work Protocol
Mini Lecture
This protocol requires you to find others to help you work through the steps. In this case, the Presenting Teacher is you and you will need to find a couple of colleagues to help you with the next part of this course. Lean on your learning community if you have one or enlist the help of your colleagues or fellow teachers in your network. They will be your thinking partners, as you talk through the protocol with them, take notes on the slides provided about their responses. Feel free to use this handout to help you take notes during the discussion which you can then use to help fill out the slides.
To Do
After working through the proctol with your peers/colleagues fill out the slides based off the notes you took during the process:
Assignment #3 - Reflection on Protocol
For your third assignment, you will be reflecting on your experience working through the Student Work Protocol with your peers/colleagues. Use the prompts below to help frame your thinking and record your answers on the padlet linked.
Prompts:
- What was being the Presenting Teacher like for you?
- What was it like completing this protocol with your peers/colleagues?
- What challenges (if any) did you encounter while doing this protocol with your peers/colleagues?
Course Home: Appreciative Inquiry Student Work Protocol
Unit 1: Introduction to Appreciative Inquiry
Unit 2: Practice with Appreciative Inquiry with Sample Student Work