So I have now interviewed all four of the focal mentors. Most of what I found out was pretty standard. But a few new thoughts that I didn't put in last post.
Finding
1)Mentors are making decisions about how to run the session with the information that they have, which is limited. The mentors are often being really reflective. If we could capitalize on that reflection and share it with other mentors, the kids, the parents, it might be really useful. For example, Pranab was saying that he wonders how the pacing is going. Or whether he's pushing her enough. That is easy enough to actually get that info, and there's no reason why someone should have to wonder about that. Doris was worried that her mom wanted her to get her hw done. Not sure that's actually true.
Implication
1)close the feedback loop. Mentors and students need structured ways to talk about how things are going. A joint rating of the session at the end, maybe once per month? Mentors need communication with parents. Implementing calls btw mentor and parents now and will do so next year.
Finding
2)Tech challenges can really prevent a strong relationship from forming.
Implication
2) ways for mentors and students to communicate when not in the session-in-mail system. Doesn't seem like it can be a structured time next year, but I'd recommend it overall, and even if its just for those that want to use it, it'd be good to have it.
Finding
3) mentors feel at a loss for how to develop a relationship with so little information about a student.
Implication
3) increase the amount of info mentors and students have about each other. We need to find a way to truly gather that info. Create structures early on that will allow them to discover info about each other. Scavenger hunts, interviews, etc. Doesn't all have to be from me. We need to create way that they can do it themselves.
Finding
4)students of varying personalities and abilities have very different experiences in this program.
Some are clearly finding it very useful and very helpful. Others really aren't.
Implication
4)seems that we need to manage student expectations. Train them how to be students in the program. Get a better sense of what they need. work more with them.
That's it for now. I actually have more, but must sign off.
Hey Dina,
ReplyDeleteRE: your number 3 - wouldn't it be cool if there was a structured way the mentor and student could learn about each other and still have it apply to math? I guess I'm kind of thinking about whole group questionnaires that could lead to some kind of graph that everyone could have access to, or some kind of activity that would tie into the math they're doing together? I guess because I'm so entrenched in the "every day math" stuff I'm thinking that way in regards to your project and the potential for its impact next year.
I think a joint rating session periodically would do wonders for both closing the feedback loop and managing expectations on both the mentor's part as well as the student's. A session like that may lead to some conversation about how to improve things from both ends - might get mentors who aren't reflective to start asking the students how they can better meet their needs.
Hope that helps!
See you next week!