Thanks, David.
I have used this strategy and find it to be very powerful. In fact, the
teachers usually find the other intersecting variables by themselves. As I
do trainings, I try to do them in teams so one partner can code the other
(on an overhead transparency) while they are leading, then switch roles. At
the end of the training, we share our coding with the group illustrating
the biases that inevitably emerge in our own "teaching" and the varying
coding strategies that show the variables emerging. This shows the teachers
that even by looking at a few of the variables at one time, you can get
good data from which to begin your changes. (By the way, David, we use your
tape to practice in class. Thanks!)
Teachers feel comfortable undertaking this strategy with a colleague since
we have done it on ourselves and found
ourselves....unfortunately....lacking as well! I do try to make a concerted
effort to follow-up on the data I received during that session and overtly
discuss with the students the accommodations I am making during my teaching
for the rest of the training.
Thanks for your input. Does anyone else have other strategies that work?
Marty
David wrote:
In workshops that I do with school districts, I teach
teachers how to code - how teachers can objectively observe and code each
others classrooms to get an objective tally of who they interact with, the
level of their questions, their feedback patterns. The results are often
stunning. From which gender receives more attention, to the level of
questions being directed at the different racial groups, to the precision
of the teacher's response, teachers learn so much when they can reflect
upon
objective data.
This archive was generated by hypermail 2.1.2 : Fri Apr 12 2002 - 15:15:59 EDT