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Statewide Fellows
English Language Arts ~ MathematicsAdrianna DiGregorio - Dawn Sparks
+Fellows-Who are we…
East ValleyEllensburg
ProsserSelah
SunnysideThorp
ToppenishUnion GapWahlukeWapato
West ValleyYakimaZillah
+Goals
Meet and Work with Fellows within ESD 105 Region and across the State
Develop Deeper Understanding of working with Adult Learners
Examine the Implications of Student Work
Access Resources in Digital Library
+Special Guests from Across the State
OSPI Mathematics Director Anne Gallagher
State Superintendent Randy Dorn
AESD Ian Grabenhorst
+Getting To Know You…
Seasonal PartnersFall: Job Alike
Winter: Same/Similar Sized School District
Spring: Grade Level
Summer: Opposite Fellows Group
+ Meet with Fall Partners to share ideas
Section 3 of Part A:
How does the district/school envision using the Fellow to support CCSS implementation efforts in 2014-2015?
Reflect on..
who is your target audience
content of the learning
any expectations or shared actions as a result of the learning
how ESD 105 can support your work
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Strengthening Teaching One Step at a Time
Module Two-Adult Learning
+Objectives
Introduce aspects of adult learning as an element of the Teacher Leadership Framework
Know and understand yourself as a leader in relation to your Fellows work
Know and understand groups and group dynamics
+Introduction: Adult Learning
Review the Adult Learning page from the Teacher Leadership Framework.
Review your individual self-assessment you took at our last meeting – consider, “What do you notice about how you assessed yourself in this area?”
Reflect on “Where do you need to build capacity when you work with adult learners? What makes you say that?”
+Adult Learning: Group Dynamics and Knowing Yourself
Read ‘Predictable Dynamics in Groups’ article.
Draw 4 lines representing the continua from the article and label them like this: Task Relationship
Certainty Ambiguity
Detail Big Picture
Autonomy Collaboration
Mark an ‘X’ where you see yourself on each continuum.
What are the implications of these preferences for you as a Fellow and your work to implement the Common Core?
+Adult Learning: Group Dynamics
Create a Human Continuum with the following (we’ll do this 4x – one for each):
1. Task – Relationship
2. Certainty – Ambiguity
3. Detailed – Big Picture
4. Autonomy - Collaboration
+ Adult Learning: Charting Preferences and Knowing Groups
Divide poster into four quadrants and label.
Collect your group’s thinking in each quadrant of the poster
Words or actions that might convey this stance:
When it might be effective for a leader to speak from this stance:
When this stance might be an ineffective choice:
What a person in this stance might not be able to do effectively:
+Reflection & Wrap Up
How did engaging in this activity help you think about your work as a fellow? Where does it fit? Where doesn’t it?
What are you considering about your work with adult learners that you weren’t before? What concerns do you have that need to be addressed?
Here’s What! So What? Now What? Here’s What! So What? Now What?
Here's what I got out of our reflecting on adult learning and teacher leadership today…
What is important about this learning?
How might my actions as a fellow be impacted by this learning? What might I point to as a change in my planning or practice that would reflect what was learned and discussed today?
Groups at Work – Copyright MiraVia LLC – All rights reserved
+Break-
After break…ELA-BasementMath-Ahtanum Room in Grade Level Bands