Progressive Discussions

An Activity in the School Interpreting Series

The School Interpreting Series (2026) was a 16-credit-hour, six-course series focused on the interpreting specialization for K-12 schools within the ASL-English Interpretation BA program at the University of Northern Colorado.

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Progressive Discussions

The School Interpreting Series acknowledges that discussion boards are standard activities within online learning. They aim to facilitate and deepen student interaction with course materials through peer engagement in a defined prompt-and-reply format.

An instructor posts one or more prompts related to multiple elements of a lesson or several course materials.
Students select a prompt and articulate their original thoughts and analysis.
Students reply to a certain number of their peers' posts; usually across multiple prompts, elements, and materials.

Discussion boards typically have explicit expectations regarding the length, frequency, and scholarship of posts. The ultimate goal of the prompt-and-reply format is to showcase an understanding of course content through the student's thoughts, analysis, and responses. Yet there are additional elements, often overlooked, that affect the effectiveness of discussions: unequal and superficial participation, timing of participation, lack of genuine interaction, group dynamics, discussion overload/fatigue, the breadth of discussion content, and more.

Overview

Over the course of the PSI Project's grant life cycle, discussions within the School Interpreting Series evolved significantly. Early iterations relied more heavily on traditional discussion boards; however, these were gradually replaced with application-based activities that supported the progressive development of assignments - shifting from talking about concepts to actively applying them. As a result, the number of discussions was intentionally reduced, and some that remained were redesigned into a progressive format.

A progressive discussion is a series of original posts by the Scholar for the Scholar. A defined, multi-lens protocol was provided to take the Scholar deeper into their own thoughts, thereby expanding their analysis of the material and evaluating its application within their own fund of knowledge and professional practice.

In a progressive discussion,

Scholars read a shared course material.
The instructor provides a defined, multi-lens protocol for use by Scholars following a preestablished timeline including both active thinking (composing responses) and diffused thinking (unconscious processing).
Scholars create a public post given a lens of the protocol, articulating their original thoughts and analysis.
Scholars review their peers' posts as new resources while continuing to consider the original course material.
Scholars create additional public posts given other lenses of the protocol, deepening and expanding their original thoughts and analysis; often using peers' posts as an influence to their thoughts.

The process repeats given the length of the discussion and the number of lens within the protocol. The progressive discussion is public and structured so that the Scholars move through the protocol's lenses together.

Learning Objectives

Progressive discussions engaged Scholars in self-dialogue, progressively refining and expanding their thoughts rather than reacting superficially to their peers' analysis. This discussion format prioritizes intellectual persistence as Scholars reflect on the same course materials from different, yet related, perspectives.

The focus of each progressive discussion determined its alignment to program-level SIS Competencies, positioning Scholars' reflections within the broader framework of professional practice in school interpretation.

By engaging in progressive discussions, Scholars

Articulated their own perspectives on course materials in the structured, progressive manner of the protocol.
Critically analyzed course materials through a defined protocol, deepening their reflection through a self-guided process.
Evaluated the relevance of course concepts within their own fund of knowledge, understanding, and professional experiences.
Identified personalized and potential application and implications of course concepts.
Refined and expanded their perspectives based on diverse viewpoints provided their peers.

Insights

The progressive discussion format meets the Scholar where they are at. Scholars engage in authentic, independent analysis because the progressive format prioritizes the Scholar's self-discovery and limits peer-influenced responses.

Additionally, the progressive format

Encourages repeat engagement with a course materials through the different protocol lenses.
Asks the Scholars to self-assess by placing the course material within their own context.
Removes the obligation of responding to peers' post; struggling to meet posting requirements.
Peers' posts become possible new resources to influence the Scholar's thoughts, analysis, and application.

Another benefit of the progressive discussion is that Scholars have revisited and refined their thoughts and analysis. This process 1) mirrors scholarly research where ideas evolve through structured inquiry and reflection and 2) aligns with professional practice where insights build over time as multiple perspectives are considered.

Materials

In the Interdisciplinary Approach to School Interpreting I course, materials were preselected for progressive discussion.

Bowen-Bailey, D. (2013). Ethical choices: Educational interpreters as change agents. Street Leverage. https://streetleverage.com/2013/04/ethical-choices-educational-sign-language-interpreters-as-change-agents/

Center for Atypical Language Interpreting. (2023). Role-Space and interpreting with Deaf people who use atypical language [Webinar]. Center for Atypical Language Interpreting. https://cssh.northeastern.edu/cali/webinars/

Part 1 - Background and Fundamental Principles
Part 2 - The Role-Space Axes

Dean, R.K. & Pollard, R.Q. (2018). Promoting the use of normative ethics in the practice profession of community interpreting. In L. Roberson & S. Shaw (Eds.), Sign language interpreting in the 21st century: An overview of the profession. Gallaudet University Press. https://doi.org/10.2307/j.ctv2rh28gg

Fitzmaurice, S. B. (2021). The role of the educational interpreter: Perceptions of administrators and teachers. Gallaudet University Press. https://ebookcentral.proquest.com/lib/unco/reader.action?docID=6811195&ppg=33

Chapter 3 - An Interpreted Education

In the Interdisciplinary Approach to School Interpreting II course, Scholars self-selected a theme or an idea from the provided materials within a given timeframe.

Cawthon, S. W. & Caemmer, J. M (2014). Parents’ perspectives on transition and postsecondary outcomes for their children who are d/Deaf or hard of hearing. American Annals of the Deaf, 159(1). https://doi.org/10.1353/aad.2014.0013

Cawthon, S. W., Garberoglio, C. L., Caemmerer, J. M., Bond, M. P., Leppo, R. H., Schoffstall, S. J., Rainey, J. C., & Hamilton, G. A. (2016). Professional preparedness and perspectives on transition for individuals who are deaf or hard-of-hearing. Career Development and Transition for Exceptional Individuals, 39(3), 144-153. https://doi.org/10.1177/2165143414553025

Holmes, T. K., & Smith, D. H. (Eds.). (2018). Deaf eyes on interpreting. Gallaudet University Press.

Chapter 9: Higher Education: Higher Expectations and More Complex Roles for Interpreters
Chapter 18: The Ingredients Necessary to Become a Favorite Interpreter

Johnson, C., DesGeorges, J., & Seaver, L. (2013). Educational advocacy for students who are Deaf or hard of hearing: The Hands & Voices guidebook. Hands & Voices, Inc.

Chapter 3: A Question of Eligibility
Chapter 4: The ABC's of FAPE and LRE

Luft, P. (2016). Promoting positive transition outcomes: Effective planning for deaf and hard of hearing young adults. Gallaudet University Press.

Chapter 1: Overview of Challenges Facing Deaf and Hard of Hearing Young Adults
Chapter 6: Transition Practices for Improving Outcomes

Promoting Progress. (n.d.). IEP tip sheet series. https://promotingprogress.org/resources/iep-tip-sheet-series

PSI Project (2023). How to get the work conditions you need as a school interpreter? [PowerPoint]. Google Slides. https://docs.google.com/presentation/d/1q9LA_OHXuSxeCw7FU8Mr-mxyRD6Hw5UFVwaX9dlESFk/edit?usp=sharing

PSI Project. (2023). The Learning Lounge with Mr. Darnell [Video series]. YouTube. https://www.youtube.com/@uncpsiproject/playlists

PSI Project. (2023). The Learning Lounge with Mr. Lasher [Video series]. YouTube. https://www.youtube.com/@uncpsiproject/playlists

PSI Project (2023). Transitions: An Overview. Google Drive. https://docs.google.com/presentation/d/1u1vU-pSQt4wnn9JUmAWj49cx1wlIIjwg0pTad-LXdVs/edit?usp=sharing

The PSI Project shares links as a resource and does not monitor or update them; PSI is not responsible for their content, accuracy, or availability over time.

Activities & Assignments

The progressive discussion format relies on a defined, multi-lens protocol. Different School Interpreting Series courses used different protocols. Using the same discussion protocol thought a course while applying it to different materials masters reflective techniques (instead of just reacting to content) by strengthening cognitive and analytical skills, reducing cognitive load, deepening engagement over time, developing thematic connections, and fostering higher-order thinking.

Connect, Extend, Hold, Change, & Challenge Protocol -

(used in An Interdisciplinary Approach to School Interpreting I)

What CONNECTIONS do you draw between the text and what you already know?
What new ideas/information did you get that EXTENDS or broadens your thinking or knowledge in a new direction?
What key concepts or ideas do you think are important and worth HOLDING on to from the text?
What CHANGES in attitude, thinking, or action are suggested by the text for yourself or others?
What CHALLENGES or puzzles have come up in your mind from the ideas or information presented or given your current thinking or knowledge?

Different combinations of connect, extend, hold, change, and challenge can be selected and arranged to best fit the course material selected for the progressive discussion. Often, each post would focus on a single lens, or Scholars could select between lenses for their post. For example, Scholars' first post focused on CONNECT when reflecting on Fitzmaurice's (2021) An Interpreted Education, the second on either EXTEND or CHALLENGE, and the third on either HOLD or CHANGE.

Compass Points Protocol -

(used in An Interdisciplinary Approach to School Interpreting II)

North explores an action orientation
- What needs to be done? What engages? What motivates?
South explores supports and resources
- What supports are needed? What skills? What resources?
East explores the positive emotional engagement
- What excites? What energizes? What uplifts?
West explores the negative emotions of challenges and concerns
- What worries? What wears on the self? What burdens?