COLLEGIAL CONVERSATION

NORMS
General: Hard on the content, soft on the people. Be kind, helpful and specific. Step up, step back (monitor your airtime).

CONSULTANCY PROTOCOL
1. 2. 3. 4. 5. 6.

Overview of the dilemma [5 minutes] Clarifying questions [6 minutes] Clarifying questions are for the benefit of the asker and are questions that elicit a short, factual responses. Probing questions [6 minutes] The purpose of probing questions is to help the presenter think about his/her question in a new way. It is not intended to be advice in disguise. Group conversation [10 minutes] Response from the presenter [5 minutes] Debrief [5 minutes]

PROJECT

Save animals to Save Ourselves

environment and which human activities are leading to endangerment and extinction of animals?

Essential Questions : What changes in the

How to contribute in spreading awareness of saving

animals that are endangered ?

PROJECT DETAILS

Grade 3, 28 students Duration : 6 weeks Student Role: Individual/Pair/Group

Burning question:
How will I inculcate amongst my students the skill of

working collaboratively for various tasks ?

Project Overview
1. Tuning In Check points 4.Sorting out

Survey Trip to the Zoo

Animal Sounds/Babies Present information in different waysAnimal hanger

Making posters and presentations and share with people around

2 .Preparing to find out and 3.Finding out (POI)

7.Taking Action Animal homes Natural/man made 5.Going further Types of birds

Types of animals according to feeding habits

Food chains

Birds food and feeding habits

Students gather information about animals that are extinct and endangered

Drawing conclusions about their learning through concept maps

6 . Making Connections

 Formative : Class Assignments ,Mock Practice,

ASSESSMENT

Rough Drafts , Concept Maps Online Tests/Exams Summative : Multiple Choice / Short Answer Test, Poster, Oral Presentation with rubric, Animal hanger

Subject Areas : Science, English, Math, Art Students will understand about :
Dependence of animals on plants and other animals Food Chain Feeding habits of animals Feeding habits of different birds; special organs (beaks, claws, toes) pertaining to their feeding habits. Natural homes of various animals Impact of killing animals on our Ecosystem Conserving animal life on the Earth

Final Products :
Group : Presentation Audience : Other class, school, parents

Individual : Poster making

REFLECTIONS
Whole Class Discussion

Burning Questions :
How will I inculcate amongst my students the skill of

working collaboratively for various tasks ?

How will I help my students prepare and execute their

presentations effectively ?

CLARIFYING QUESTIONS
6 MINUTES

Clarifying questions are simple questions of fact. The litmus test for a clarifying
question is: Does the presenter have to think before s/he answers? If so, its almost certainly a probing question.

Some examples of clarifying questions:

How many students do you teach? What is the discipline structure in your school? How many students does this question center on? Was this an individual or a group project?

How will I inculcate amongst my students the skill of working collaboratively

for various tasks ?

PROBING QUESTIONS
6 MINUTES

Probing questions are intended to help the presenter think more deeply about the
issue at hand. The presenter often doesnt have a ready answer to a genuine probing question.
Examples of probing questions could be: What is your biggest worry with this issue? How do students currently reflect on their behavior now? Other possible probing questions begin with: How did you decide/determine/conclude...? What's another way you might...? Probing questions should not be advice in disguise, such as Have you considered?

How will I inculcate amongst my students the skill of working collaboratively

for various tasks ?

GROUP CONVERSATION
10 MINUTES The conversation is not directed to the presenter. It is directed to the group and focuses on the presenter's dilemma. Group Instructions/Questions:
o o o

Begin with warm feedback. What are the strengths in this situation? What are the gaps? What isn't the presenter considering? What recommendations does anyone have in response to the question posed by the presenter?

How will I inculcate amongst my students the skill of working collaboratively

for various tasks ?

PRESENTER REFLECTION
5 MINUTES

The presenter has the opportunity to respond to the discussion. It is not necessary to respond point by point to what others said. The presenter may share what struck him or her and what next steps might be taken as a result of the ideas generated by the discussion.

DEBRIEF
5 MINUTES

The debrief is not a time to continue discussing the dilemma. Instead focus on questions like
o Did we have a good question? o Did we stick to the question? o Did our probing questions push the presenters thinking? o Was there a moment where we got off track? o How did we do with following the norms? o Was there a moment where the conversation made a turn for

better?

the