Teaching Context

Editor's Notes

• #3: The Data Narrative is a chance to tell the full story of performance. Image from: http://www.greenbookblog.org/wp-content/uploads//08/Martin-Dec-2010.jpg
• #4: What’s Kip’s student’s story? That’s what we’ll find out today. Image from: http://31.media.tumblr.com/tumblr_lyfxhg3uI51qdbbo4o1_1280.jpg
• #5: What’s Kip’s student’s story? That’s what we’ll find out today. Image from: http://31.media.tumblr.com/tumblr_lyfxhg3uI51qdbbo4o1_1280.jpg
• #6: Highlight: The responsibility will be theirs for focused review of portions of Kip's Data Narrative, which will position them to complete their own academic analyses. This session will be minimally useful if they don't grapple with the material during the independent work time. They will not simply absorb the content by listening to the Professor provide feedback. Image from: http://discoveringsensewithnonsense.wordpress.com/
• #7: Review Agenda, objectives, and cyclical fashion of the session
• #8: Warm Up to the “Teaching Context” Section   Say: The first part of the data narrative is your teaching context. This is your opportunity to discuss where you teach, what you teach, and who you teach. It gives your reader a window into your context to frame the rest of your analysis.   Give: Grad students three minutes to reflect on what information they already know about their school, and what information they could still seek out.
• #10: Warm Up to the “Teaching Context” Section   Say: The first part of the data narrative is your teaching context. This is your opportunity to discuss where you teach, what you teach, and who you teach. It gives your reader a window into your context to frame the rest of your analysis.   Give: Grad students three minutes to reflect on what information they already know about their school, and what information they could still seek out.
• #11: Teaching Context – Rubric Row & Assessment Template Here is the rubric. Here is the assessment template. Next we’ll review the example. Take 30 seconds to read through the rubric and the assessment template.   Ask / Turn and Talk: What is required in this part of the Data Narrative? Review: That's right, the "Teaching Context" section should give a high-level summary of Where you teach What you teach Who you teach
• #12: Of course, his data narrative begins with his teaching context. He doesn’t jump right into the analysis without describing the where, what and who of his teaching.   Here are the three things to look for when you review this section: 1) Does Kip clearly and completely describe where, what, and who he is teaching? 2) Who do you think is the projected audience for Kip’s write-up? 3) What do you notice about how Kip organizes the flow of these paragraphs?   We’re going to take about 2 minutes to read this 0.5 pages Do: Professor will circulate with a clipboard and identify Grad Students who have answered the questions and can be a warm-call to discuss whole-class, and then call on those people to describe what they found (suggested - award them raffle tickets for participating to award a grand prize at the end as a way to encourage participation and engagement, while modeling).
• #14: Does Kip clearly and completely describe where, what, and who he is teaching?   Ask: Warm-call grad students who had identified that Kip identified these features, asking them to state the “where”, “what” and “who”. Encourage graduate students to refer directly to evidence from the text, including the details KD has chosen to include. http://1.bp.blogspot.com/-4yD9IqXA2Yo/TqYYAT5qWCI/AAAAAAAABL8/9W6k9bsmbUI/s1600/welcome%20to%20preston%20idaho%20id%20napoleon%20dynamite.jpg
• #15: Who is the projected audience?   Do: Warm-call grad students who had identified that the audience is educated, but otherwise uninformed (Kip explains what is meant by ‘self-contained’, which is evidence that he recognizes who he is talking to). http://3.bp.blogspot.com/_5aB74u3lvDI/publicSpeakingImage_full.jpg
• #16: Do: Warm-call grad students who had identified that Kip starts by talking about Preston generally, then gets detailed about the specific school where he teaches and the classroom he teaches in. This is good writing! Which is good, because we’re in a Master’s program  http://img.bhs4.com/e7/0/e7078c91e82d8813daf11df522eb6e1bdde551b0_large.jpg
• #17: Say: “There are lots of great sources to obtain student/school demographic information.”   Note: A NYC specific resource that is like greatschools.org and is very good is www.insideschools.org You might include a screenshot on this slide. Image from http://www.greatschools.org/new-york/new-york/2394-Ps-116-Mary-Lindley-Murray/details/#Students
• #18: Say: What Kip obtained was available via the internet. If I can find out everything you found out about your school through a quick web search or visit to greatschools.org, that’s not “additional research”, that’s the basics and it’s proficient   To earn a 4, you should have presented information that I would not easily be able to obtain. Some ideas about what that might include were included in the Teaching Context Warm Up Activity.”
• #19: Citations   Say: "Don’t forget to cite your sources.   Note that while you should leverage this DN as a model, be sure not to plagiarize this sample Data Narrative either!”