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<h2 class="hd hd-2 unit-title">Assignment: Talk with a Stakeholder</h2>
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<h3 style="background-color: #28a6de; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">Overview</span></strong></h3>
<p>Develop questions and speak with a stakeholder to get another perspective on characteristics and capabilities graduates should have. </p>
<h3 style="background-color: #28a6de; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">Instructions</span></strong></h3>
<p>As we’ve heard from the people featured in this course, an important part of developing a graduate profile is considering different perspectives on what elements should comprise it. This assignment is meant to be a starting point for including multiple voices and ideas, one step on the road in a process that we hope will be eventually be truly collaborative.</p>
<p><span style="color: #ff6600;"><strong>1.</strong></span> Consider which stakeholder you’ll talk with and why. They could be a student, community member, parent, administrator, teacher, etc. Because learning happens 24/7, almost anyone in your community can be considered a stakeholder in a student’s education, so don’t forget about people who are involved with students outside of school. Choose someone you can speak with for 15-20 minutes. The conversation can happen virtually, but we recommend that it be in person if it at all possible. If you choose to talk with a student, make sure to secure permission appropriately. </p>
<p><span style="color: #ff6600;"><strong>2.</strong></span> Next, think about the questions that might help you learn more about your stakeholder’s views on the purpose of schooling and who they feel secondary school graduates should become. We’ve provided some questions to get you started, but feel free to branch off from these. Consider asking questions that are specific to your type of stakeholder. For example, if you’re interviewing a teacher, consider asking that teacher which skills they find most valuable in the students they teach.</p>
<ul>
<li>When you were in secondary school, how would you have answered the question “What is the purpose of high school?” Has your answer changed?</li>
<li>What 3 or 4 skills are most useful to you in your everyday life (at work, for hobbies, at home, etc.)?</li>
<li>What are 1 or 2 skills that you gained from secondary school that are still valuable to you today? Why?</li>
</ul>
<p>These questions will help steer your conversation, but remember to be flexible and ready to adjust as the conversation progresses. If the stakeholder mentions something unexpected or interesting in a response, it might be a rich path to explore. Note: If you’re talking to more than one stakeholder, you may be able to reuse some questions, but you may also need new ones that reflect the stakeholder’s role. </p>
<p><span style="color: #ff6600;"><strong>3.</strong> </span>When you finish your conversation, briefly summarize it and note at least 3 key takeaways that seem especially important and relevant for your eventual work of drafting a graduate profile. Did anything surprise you or cause you to think differently about any of the characteristics or capabilities you brainstormed in Activity: Brainstorming Characteristics? Reflect on this conversation and write a few notes.</p>
<h3 style="background-color: #28a6de; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">For the Deliverable:</span></strong></h3>
<p><strong>Share your interview questions, conversation summary with key points, and brief reflection notes </strong>with your peers, if possible. Don’t share your stakeholder’s name; instead use something like the following: “Female, 10th grade student” or “Male, English teacher.” </p>
<h3 style="background-color: #28a6de; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">Peer Feedback</span></strong></h3>
<p>The purpose of peer feedback for this assignment is not to identify whether your fellow learners are good or bad interviewers. Instead, your feedback should help your peers reflect on their interview. </p>
<p><strong>Provide feedback to your peers and consider the following:</strong></p>
<ul>
<li>Consider the participant's interview questions: Do you see evidence that the participant targeted their questions to their specific stakeholder? Does the participant include questions that you find particularly interesting?</li>
<li>Given what the participant learned from their interview, do you have any ideas on how this conversation could influence their draft of a graduate profile?</li>
<li>Has the participant's deliverable encouraged you to think about anything in a different way?</li>
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<h2 class="hd hd-2 unit-title">Peer Review Guidelines</h2>
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<p>Peer review in Envisioning the Graduate of the Future is the process of sharing your work with your peers and giving and receiving feedback. Not everyone is familiar with the experience of peer review and giving constructive feedback, so please keep in mind these guidelines.</p>
<h3>Goals for Giving Feedback</h3>
<ul>
<li>Challenge and encourage the participant to improve and refine their ideas.</li>
<li>Provide feedback on how clearly the participant is expressing ideas.</li>
<li>Reflect on how the work supports the participant's objectives.</li>
<li>Consider how the participant's work influences your own thinking.</li>
</ul>
<p><strong>Note:</strong> Editing and proofreading are much less important, unless the participant has specifically requested help in those areas.</p>
<h3>Tips for Great Feedback</h3>
<p><strong>Read or review the entire work</strong> (which could include multiple documents) before commenting. Then <strong>consider commenting on the biggest issues first</strong>. Both your and the participant’s time are limited, so major issues should be addressed before smaller details. Is the participant <strong>missing areas of the assignment?</strong> Identify work that isn’t there or needs to be explained more fully. If the participant has questions about something you said, <strong>feel free to engage in a more in-depth discussion</strong>. It will likely be helpful in framing your thinking for both of you!</p>
<p>For each assignment, we'll provide <strong>guiding questions or prompts</strong> for to help you give quality feedback. Make sure to respond to these questions.</p>
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<p><strong>Note strengths! </strong>Praise the aspects you see as the strengths of the work. Point out specific features and explain why you think they are great ideas.</p>
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<p>Say "The way you explained the characteristics of your graduate profile is both concise and clear."</p>
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<p><strong>Be honest! </strong>Saying something nice just to be polite won't help the person improve.</p>
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<p>Don’t say “This graduate profile draft is perfect!” if this isn’t the case. </p>
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<p><strong>Be constructive! </strong>Saying something purely negative doesn't help the person figure out what to do about it, so try to offer suggestions.</p>
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<p>Don’t say “Your definition of leadership is wrong.” Consider saying “My school and I have a broader definition for leadership than you do. Have you considered exploring other definitions of leadership or asking others in your community about how they define leadership?" </p>
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<p><strong>Be specific! </strong>Explain clearly what you don't understand or how something could be stronger, as well as why you're making certain suggestions.</p>
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<p>Instead of saying "Your graduate profile draft is messy," you might say "Consider using less text and adding helpful images."</p>
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<p><strong>Ask questions. </strong>Asking questions can help the participant reflect on their intentions, and might bring to light where you may have gotten lost. </p>
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<p>Ask “What evidence is there to show that your community cares about this characteristic on your graduate profile?”</p>
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<p>There's <strong>no need to argue </strong>with the participant. If you feel you've made your case for your suggested improvements and they are not receptive, move on to another project post.</p>
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<p>Ultimately it's up to the participant to be willing to take the feedback and incorporate it in order to improve their work.</p>
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