LASW Looking at Student Work lasw

1. LASWLooking at Student Workwww.lasw.org Johns Hopkins University School of Education 2006

2. What is LASW? • Teachers looking together at student work • Focusing on small samples of student work • Reflecting on important questions about teaching and learning • Using a structure and protocol for looking at and talking about student work Johns Hopkins University School of Education 2006

3. A Protocol for LASW • An agreed upon set of guidelines for a conversation about teaching and learning which all participants understand and agree upon • A vehicle for building the skills and culture necessary for collaborative work among teachers Johns Hopkins University School of Education 2006

4. Benefits of Following a Protocol • Creates structures that make it safe for teachers to ask challenging questions of one another • Gives teachers permission to listen without having to continuously respond • Allows teachers to make the most of the time that they have • Fosters an in-depth conversation about teaching and learning Johns Hopkins University School of Education 2006

5. A Protocol for LASW includes … • A small group of teachers and/or administrators gathered in a circle (8-12) • One teacher brings samples of student work to present to the group. • A facilitator starts the discussion and makes sure the group adheres to the agenda for the protocol. • Specific times are allotted for different purposes: • Asking a focusing question • Presenting the instructional context for the work • Description of the student work • Time for clarifying questions • Time for probing questions • Feedback on the work • Reflecting upon the feedback Johns Hopkins University School of Education 2006

6. AN EXAMPLE OF A PROTOCOLThe Collaborative Assessment Conference(CAC)Looking Together at Student WorkBlythe, Allen, & PowellTeachers College Press 1999 Johns Hopkins University School of Education 2006

7. Evolution of CAC: Some Assumptions • Students use assignments, especially open-ended ones, to tackle important problems in which they are potentially interested. • As teachers, we can only begin to see and understand the serious work that students undertake if we suspend judgment long enough to look carefully and closely at what is actually in the work, rather than what we hope to see in it. Johns Hopkins University School of Education 2006

8. As teachers, we need the perspective of others to help us to see aspects of the student and the work that would otherwise escape us, and we need others to help us generate ideas about how to use this information to shape our daily practice. Johns Hopkins University School of Education 2006

9. The Collaborative Assessment Conference(CAC)A Working AgendaOriginally developed by Steve SeidelHarvard Project Zero Johns Hopkins University School of Education 2006

10. 1. Getting Started • The facilitator is selected. • Presenting teacher puts selected work where all participants can see it or provides copies. Nothing is said about the work, the context in which it was created, or the student. • Members observe or read the work in silence, making notes if appropriate. Johns Hopkins University School of Education 2006

11. 2. Describing the Work • The facilitator asks “What do you see?” • Members provide answers without making judgments about the quality of the work or their personal preferences. • If a judgment does emerge, the facilitator asks for evidence on which the judgment is based. Johns Hopkins University School of Education 2006

12. 3. Asking Questions about the Work • The facilitator asks “What questions does this raise for you?” • Members state questions about the work, the student, the assignment, the circumstances in which the work took place. • Presenting teacher may make notes but does not respond. Johns Hopkins University School of Education 2006

13. 4. Speculating about What the Student is Working On • The facilitator poses the question “What do you think the student was working on?” • Participants make suggestions about the problem or issues that the student might have been focused on in carrying out the assignment. Johns Hopkins University School of Education 2006

14. 5. Hearing from the Presenting Teacher • The facilitator invites the presenting teacher to speak. • The teacher provides perspective on the student’s work, describing what she sees, responding to questions, and adding relevant information. • Teacher comments on anything surprising or unexpected during the previous phases. Johns Hopkins University School of Education 2006

15. 6. Discussing the Implications for Teaching and Learning • The facilitator invites all members to share thoughts that have about their own teaching, student learning, or ways to support this particular student in future instruction. Johns Hopkins University School of Education 2006

16. 7. Reflecting on the CAC • The group reflects on the experiences of or reactions to the conference as a whole or specific parts of it. Johns Hopkins University School of Education 2006

17. 8. Thanking the Presenting Teacher • The session concludes with an acknowledgement of and thanks to the presenting teacher. Johns Hopkins University School of Education 2006

18. Describing Student Work Slice Standards in Practice Tuning Protocol Art Shack ATLAS Learning from Student Work Charrette Constructivist Protocol Consultancy Visit: http://www.lasw.org/methods.htmlto learn about other protocols of LASW, such as: Johns Hopkins University School of Education 2006