One thing I LOVE about what you're playing with is that it tests a theory of mine -- that processes that work, such as a mediation process, do so because they tap into natural, universal patterns. To invite students to discover their own methods, I bet is to see established processes mirrored back at you. And since they are self-discovered, they'll no doubt feel like a natural act and have staying power.
Best of success and let us know how it goes! Peggy ----- Original Message ----- From: "J. Richardson" <[email protected]> To: <[email protected]> Sent: Thursday, July 11, 2002 9:15 AM Subject: Re: high school OST > Julie -- all the questions you mention are absolutely wonderful. And > remember -- the map is not the territory <grin>!! I mention showing a video > of a mediation or a role play to "inform" the OST. Rather like what we did > in Fairbanks -- two days OST then the workshop so participants already had > an idea of what they were discussion (or most participants anyway). > > It could also provide critical analysis as students might see the examples > and say "I don't want to do it that way" -- which to me would be terrific -- > students exploring their own methods of peer mediation. The groups I've > done this with come up with great ideas -- much like traditional forms of > healing circles, a restorative justice approach sort of! > > And you are there as an OST facilitator and as a great resource for you > questions and answers like "when I encounter that situation, I sometimes > ______, or maybe ________. > > Sound like great "stuff"!! > > J > ----- Original Message ----- > From: Julie Smith <[email protected]> > To: <[email protected]> > Sent: Thursday, July 11, 2002 4:08 AM > Subject: Re: high school OST > > > > Hmmmmmm..... > > > > Judi, what I'm gleaning from your message is that it might be better to > > combine traditional kinds of information sharing/teaching with the OST > > process. Maybe do a little map drawing and territory walking before > > engaging in deep conversation about maps and territories. That makes > > perfect sense to me. > > > > And I also have this curiosity about what might happen if we DIDN'T do > > that information sharing/teaching. I've been carrying this fantasy > > around for awhile about a school where the primary role of the teacher > > is not to teach, but to support students and answer questions. > > Sometimes the answer could be the answer you give when you're holding > > space: "how can I support you in doing __________?" And sometimes the > > answer can be "what do you think about that?" And sometimes the answer > > could be an actual answer "when I encounter that situation, I sometimes > > ____________, or maybe ______________." > > > > So, why not? Why not say "We're here to learn about Peer Mediation. > > We're going to do that using this process called OST." And then do the > > opening. Things are likely to get murky and confusing pretty darn fast, > > not unlike what often happens in a mediation. It might even feel like a > > problem to some. So they'd have to figure it out. Maybe ask some > > questions. Read some books. Talk. Think. Experiment. Play. Sounds a lot > > like learning to me. Might this even qualify as double loop learning? > > > > What do you think? > > > > B.J. and Alan, I appreciate your thoughts about grades. I guess my > > feeling was that if I was going to withdraw from teaching in the > > expected way, that it might be helpful to give students some guideposts > > for learning the material and making their way through the class. I > > also thought it would be helpful to provide clear options that enable > > students to identify the grade they want and how to get it, balanced > > with openness to grading in a different way if asked to do so. In > > thinking about it more today, I realized the way I presented it doesn't > > feel judgmental to me in the way grades usually feel judgmental. It > > feels like an offering of choices. Beans or corn? B or C or A? > > > > As for what do I HAVE to do with grades, it's a wide open book, except > > that grades DO have to be given. Alan, I like the idea of asking the > > students to develop the grading system. If I wasn't stretching so much > > in other ways, I'd be more tempted to give that a try. In the situation > > I'm considering, I wonder if a grading system along the lines I've > > outlined creates some friendly boundaries in an otherwise perhaps > > too-big space. > > > > Doug, schedules vary by school. In one of the schools we'll probably be > > meeting 3 times a week for 80 minutes. Other schools meet more often > > for shorter time periods (as short as 45 minutes). I have lots of > > latitude about how many weeks I work with each class. 4 - 5 weeks is > > typical. I'm very interested in ideas about morning announcements and > > evening news..... (just went back and read Judi's post about the way she > > did it..... her classes were 80 minutes long and they spent the last 30 > > minutes reporting back...... if another 10 minutes is spent on morning > > announcements and the opening, that leaves 40 minutes for posting topics > > and meeting.....) I like the idea of morning announcements and > > reporting back. The time feels scrunched. Yikes. > > > > Thanks for all the good feedback. I'm tired and my brain hurts. A good > > hurting though..... the kind that makes me feel like there might be a > > new twisty line forming itself in that gray mass up there..... I forget > > what those things are called ('cause I'm tired and..... oh, you know.) > > Sleep tight and don't let the bed bugs bite. :) > > > > Julie > > > > * > > * > > ========================================================== > > [email protected] > > ------------------------------ > > To subscribe, unsubscribe, change your options, > > view the archives of [email protected], > > Visit: > > > > http://listserv.boisestate.edu/archives/oslist.html > > > > * > * > ========================================================== > [email protected] > ------------------------------ > To subscribe, unsubscribe, change your options, > view the archives of [email protected], > Visit: > > http://listserv.boisestate.edu/archives/oslist.html * * ========================================================== [email protected] ------------------------------ To subscribe, unsubscribe, change your options, view the archives of [email protected], Visit: http://listserv.boisestate.edu/archives/oslist.html
