Unit 4: Examine Examples of Students Using an AI Protocol
Return to: ETAP 623 Spring 2024 | Sam Mossman | Appreciative Inquiry Student Work Protocol
Introduction to Unit 4
Warm Up
- How do students give feedback in your classroom to their peers?
- How do students receive feedback in your classroom?
- What are some of your obstacles in having students give and receive feedback in your classroom
Objectives for Unit 4
At the end of this unit, you will be able to:
- Explain the student version of the Student Work Protocol
- Examine a student sample of a student using the student version of the Student Work Protocol
- Make a plan for using the student work version of the Student Work Protocol
- Reflect on the experience of using the Student Work Protocol when looking at student work
Lesson 1: Student Work Analysis
Mini Lecture
I took the student work protocol inspired by HVWP and then created my own version for students to use when they were looking at each other's feedback. It asks them to approach each other's work using scaffolded questions that help to break down the steps of Appreciative Inquiry into steps that are doable for students at any level. The four steps that students complete are: noticings, speculations, questions, and next steps. Each of the four steps has sentence stems to help students generate their ideas.
To Do:
Open the slides linked below and look at the example of student work. Answer the prompts on the slides as you review the student work.
Lesson 2: Planning Instruction
Mini Lecture
The first time that I used this strategy with my students, it did not go over well. They were unsure how to use the chart or even what they were supposed to be doing with the handout. While I was nervous running this lesson for a second time, it really paid off. I started by having them look at a model of my writing and we completed a chart as a class. Then students looked at each other's writing again and were able to successfully give each other feedback on their written pieces. It took the third round, which was the student sample that I shared with you all, to really solidify their understanding of the feedback model and how to get the most out of it. I found that this strategy reframed my students thinking about who gives feedback and how to give feedback that is positive and actionable instead of just critiquing their peers' perceived faults.
To Do
Make a plan of a lesson where your students are writing and they can give feedback on each other's writing. Use the slides below to help you brainstorm some ideas for lessons and make your plan.
Assignment #4 - Course Reflection
For your final assignment, you will be reflecting on your overall experience in this course. Use the prompts below to help frame your thinking and record your answers on the slides linked.
Prompts:
- What is the most important thing that you have learned in this mini-course?
- What intention can you set leaving this mini-course in regards to Appreciative Inquiry, the Student Work Protocol or the Student Feedback Protocol?
- What would you keep, cut or change about this mini course?
Course Home: Appreciative Inquiry Student Work Protocol
Unit 2: Grade Level Expectations