I am a member of a learning group that meets weekly before school at WIS. We use various constructs and techniques from Project Zero to talk about teaching and learning. Today we used the “Looking at Student Thinking” (LAST) protocol to look at the culture of learning in our WIS classes. While we reviewed samples of student math work from one of our kindergarten classes, we did go beyond just looking at the work. We analyzed the thinking that went into each student’s work and stayed on task as the protocols provided clear parameters for our discussion.
The LAST process to use in one’s study group is listed below. I am fortunate to sit with teachers with much experience with Project Zero pedagogies and processes. I am fascinated by how they break the learning and thinking down into parts to discuss how to meet the learning goals better. See the image above for a sample of the student work that we reviewed. It is an excellent example of giving students a choice in how they make their thinking visible. The student work gave the teacher a formative assessment to differentiate further the next step in the math concept learning for the various groups in her class. Thanks to kindergarten teacher Mabel Ramirez for sharing her expertise.
I. Getting started (5 minutes)
- The group chooses a facilitator who will make sure the group stays focused on the particular issue addressed in each step. The group also chooses a documenter to capture the group’s thinking and process. This can be done on chart paper, by taking notes, or through video.
- The presenting teacher or teachers briefly explain the task and review the types of thinking the activity was meant to reveal. For example, in the Think-Puzzle-Explore routine, students bring forth prior knowledge and possible misconceptions, display curiosity and the ability to make connections through questions and exhibit what they know about conducting and carrying out inquiry.
- The presenting teachers pass out the collection of selected work or show a short video clip from a classroom episode. The participants observe or read the work in silence, perhaps making brief notes about aspects they particularly notice.
II. Describing the work (5 minutes)
- The facilitator asks the group, “What do you see?”
- Group members respond without making interpretations or evaluations about the quality of the work or statements of personal preference.
- If evaluations or interpretations emerge, the facilitator asks the person to describe the evidence based on those comments.
III. Speculating about students’ thinking (10 minutes)
- Facilitator asks the group, “Where in the work do you see insights into students’ thinking? What does this reveal about how students are collectively and individually making sense of ideas, putting information together, organizing thoughts, reasoning, and so on?
IV. Asking questions about the work (10 minutes)
- The facilitator asks the group, “What questions does this work raise for you?”
- Group members state any questions about the work, the child, the assignment, the circumstances under which the work was carried out, and so on.
- Individuals may want to make notes about these questions; however, it is optional to respond to them now. The focus should remain on generating questions and identifying issues.
V. Discussing implications for teaching and learning (10 minutes)
- The facilitator invites all participants, including the presenting teacher, to share their thoughts about their teaching, students’ learning and thinking, or ways to support these particular students in future instruction. The possible question is, “Where might this work go next to build on and extend students’ thinking?”
VII. Reflecting on the LAST Protocol (5 minutes)
- The group reflects on their experiences or reactions to the protocol as a whole or a particular part. To the extent it is appropriate, the group may review the documentation done throughout the protocol, or the documenter may present highlights to the group.
- The group may make decisions about and recommendations for their next meeting. The group should determine who will present at the next session.
- The documentation of the group process should remain available to members of the group for review and reflection.
VIII. Thanking the presenting teacher
- The session concludes with acknowledgment of and thanks to the presenting teacher.
Source: Visible Thinking at Project Zero