Last week we highlighted Emily Bryant’s Educational Internship Program (EIP) in Audience AS Learning – Speed Networking. In that post you learned a little more about what our EIP program is and how we used district administrators to build students’ background knowledge through Speed Networking.
This week we jump ahead a couple of weeks in planning and preparation. Students used the information gained from our Speed Networking process to highlight a barrier that exists in education and began researching possible solutions. We asked students to gather LPS data that supported the existence of the identified barrier and encouraged them to speak to people impacted by the barrier to come up with possible solutions.
In order to concisely share what 30% feedback is and how we used it, I am providing the information we sent to our prospective audience (below in blue) to highlight this strategy and prepare to engage with students.
Dear (prospective audience member)
EIP students have spent the majority of their year interning inside LPS classrooms where they focused on running a successful learning environment from a teacher’s perspective. Our current project requires broadening their focus to the supports in place from a federal, state, and local lens where students are researching an answer for:
What are the barriers to creating an ideal learning environment?
Students built schema through research, reading, group work, class discussions, and recently interviewing LPS District Administrators to determine what barriers are faced in LPS. Their goal is to not only identify a barrier that stands in our way of creating an ideal learning environment, but to also provide realistic solutions and ideas that address and/or solve the stated barrier.
We are asking you to give EIP students 30% feedback
30% feedback is a strategy where students test their ideas on an authentic audience by sharing a defined (and researched) barrier and possible solutions that address or solve our current problem. Through this process, students are seeking your expert advice and feedback on whether their ideas are viable and/or determining where they might need to extend their research and/or thinking. Keep in mind EIP students might not be aware of all programs available in our system. Feel free to share with them ideas and guidance to help refine their research and/or thought process. You can expect the students to be able to articulate their thoughts and research, but please keep in mind these ideas are still in iteration and not yet completely refined.
To learn more about our Barriers Project, you can visit HERE.
We will be asking members of our audience to share their thoughts on THIS feedback document. We will have copies for each audience member and will gather these final thoughts to share with students at the end of our time together.
Schedule for Our 30% Feedback Event:
- Each group will rotate to present to 2-3 administrators to share why their barrier exists and provide viable solutions that address and/or solve the barrier
- Presentation rounds will be 15 minutes in length and will include Q&A
- Groups will present and/or project an artifact as an outline for their solutions. This artifact may contain connections from:
- District Administrator Speed Networking opportunity
- Research conducted to isolate or solve barriers
- Exemplar schools trying solutions to the stated barrier
- Information gained from cooperating teacher, etc. about the barrier
Students will take the 30% Feedback they receive, refine their thinking and engage in a Socratic Seminar scheduled in two weeks. We appreciate your willingness to help our students learn through connecting with leaders!
We realized that 30% feedback meant we had to prepare our audience for the reality that these presentations were not the finished product, but that they were a work in progress and the feedback given by the audience would help students shape the plan going into the final project round.
A Shout Out for Our Audience:
Each group rotated to present to 2 administrators. The following people graciously gave of their time and talents to help us better understand the educational system:
- Dr. Moore, Principal at DMS and 2017-2018 Executive Director for Secondary
- Dr. Schmitz, Principal at EPiC Elementary
- Dr. Adams, Principal at LHS
- Mrs. Wickham, Admin Intern at LHS and 2017-2018 Assistant Principal
- LEADS iIN Designers, K-12 Educators observing and participating to increase perspective. These educators were engaged in a professional networking day.
|Adams||Group 1||Group 5||Group 3|
|Wickham||Group 2||Group 6||Group 4|
|Moore||Group 3||Group 1||Group 5|
|Schmitz||Group 4||Group 2||Group 6|
Preparing Our Students
In order for students to confidently talk with experts, it is important that you give students opportunities to articulate their ideas. We created the Polish and Confer feedback document to be used during Project Management Meetings. We talked with each team of students to give feedback and help polish ideas before they met with their audience. We asked student teams to be prepared for our Project Management Meeting by sharing:
- What’s is your barrier
- What are 3 things you can do to address and/or solve your barrier
- What research/resources did you use to make these decisions
- What do you need (from us) to engage successfully in the 30% Feedback session
The use of 30% feedback as a learning structure was intentional. We have had students in the past share their final projects after weeks of working only to do nothing with the feedback received. We wanted to change this phenomena and focus on having the feedback shape student thinking throughout their research and idea development thus making learning both relevant and authentic.
Tune in next week for the final installment of this Audience AS Learning series where we share the use of Socratic Seminar as a means for students to pull all of their learning together in an academic discussion format.