Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

T-234

No description
by

Charles Lang

on 27 April 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of T-234

Harry Spence Stacey Childress KSG, Starr Auditorium HBS, Hawes 201 Class Observation Presentation Naushard Cader, Wendy Robinson, Charles Lang Stacey Childress Harry Spence Strategic Management for Public Purposes & Transforming Public Education Tall
Male
Soft spoken, yet firm
Philosophical
Casual
Strong presence Not quite as tall
Female
Punchy, brisk
Formal
Tight control
Strong presence Steep stadium seating
"Tough" - Prof. J. Honan
Awkward board locations
Students spread out
All seats face pit
Little room for teacher movement
Harsh lighting Wide angle
Intimate feel
All seats occupied
All seats face center
Space for teacher to move about
Boards at front
Soft lighting

Environment Students 50/50 F/M
Less formal participation
Using computers
Thinking "out loud"
Some students visibly distracted
Students from across Harvard, early to mid-career
50/50 M/F
More formal participation
No computers
Prepared answers
Students appeared engaged
Mostly HBS, early career The Learning Environment: Instructor/Classroom/Students Class Snapshots Aspects of Fairness:
Role of the Instructor Less intense
Lower energy
Respectful
Impact on student learning? High Tension
Sustained energy
Respectful
Impact on student learning? Little student-student interaction
Teacher was pivot point of discussion and stayed in pit
Students could "hide" in classroom
Fewer points of discussion




Extensive student-student
Teacher controlled space
Extensive board use
Students "on display"
Heavy discussion of case elements Fewer voices
Questioned process outlined in case: "How did complex change happen so quickly with few actors?"
Did not always use evidence, specifically from case, to support point
Learning from peer experience
Many students spoke
"One and done" - modeled case method style of participation
Used evidence to support argument
Discussion centered on case content more than experience
Learning to listen and respond to evolving conversation
Corrections Factual error corrected with positive reinforcement No room for error Correction didn't stop conversation flow
Student maintained legitimacy
Students learned correct information
Instructor modeled positive way to address misinformation in discussion
Example of teacher as "coach"

Students referenced case exhibits, instructor followed closely and asked clarifying questions
Threat of "social death"
Being "right" privledged
May impact the participation of some students
Example of instructor as "referee"
Instructor as Expert Directly shared knowledge of events and protagonists in response to student comment
During concluding remark, shared a "lesson-learned" from his work
Gave a lecturette on "diffusing the cycle" of conflict in partnerships Maintained a neutral facilitator role
Didn't reference any personal experience
Deferred to 'experts' Students gained a deeper understanding of process and history of case
Less abstract/more real
Clearly linked case with reality
Signaled it was acceptable to refer to experience in discussion
Discussion nuanced and deep Discussion focused on case material
No students referenced experience in comments
Comments had observational, objective tone
Discussion broader and less nuanced
Instructor not part of discussion, so no co-constructing of knowledge amongst instructor and students Generating debate Took vote beforehand and split class on opinion
Instigated opposing viewpoints
Visibly responds in encouraging and attentive way when student disagrees with previous comment, signaling approval No pre-work before class
No promotion of opposing viewpoints, even when opportunities arose
No vote or similar device to identify different opinions
Questions and follow-up questions oriented towards how/why/action Learn to advocate for viewpoint
Learn to use evidence offensively/defensively
Students voice strong opinions; few discuss tension between options
Presumption of right and wrong No right/wrong answer
Learn consensus building
Less awareness of opposing views
Students not foreced to play a role or take sides
What responsibility does the instructor have for acknowledging their own position/ideology/world view? "Almost every action in the classroom - the hands that are recognised, the questions that are asked, the readings that are assigned - betrays a point of view." ~ C.R. Christensen
Full transcript