“JUST LIKE ME”

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“JUST LIKE ME”

PURPOSES FOR OUR WORK TOGETHER

To create greater awareness and clarity of the role of teacher leaders in facilitating others’ continued learning, self-direction and the achievement of excellence in teaching and learning.

WORKSHOP I PURPOSES:

To understand our own identity and to choose congruent behaviors.

To become more aware of our own and to understand others’ style preferences, belief systems, representational systems.

To enhance our capacities to work effectively with others whose preferences may be different than our own.

DISPOSITIONS OF LEADERSHIP

Pp 5-6

1.Persistence

Leaders remain focused. They have commitment to task completion. They never lose sight of their own and their organization’s mission, vision and purposes.

2.Listening

Leaders strive to understand their colleagues. They devote enormous mental energy to comprehending and empathizing with others’ thoughts and ideas.

3.Managing Impulsivity

Leaders think before they act; remaining calm, thoughtful and deliberative. Leaders often hold back before commenting, considering alternatives and exploring the consequences of their actions.

4.Thinking flexibly

Leaders are adaptable. They can change perspectives, generate alternatives, and consider options. They see the big picture and can analyze the parts. They are willing to acknowledge and respect other’s points of view.

5.Thinking about your thinking

Leaders are aware of their own thoughts, strategies, feelings and actions and their effects on others. Leaders “talk” to themselves as they evaluate their plans, monitor their progress and reflect on their actions.

6.Striving for Accuracy & Precision

Leaders are truth-seekers. They desire exactness, fidelity and craftsmanship. Leaders do not accept mediocrity.

7.Questioning & Problem Posing

Leaders have intellectual curiosity, a need to discover and a need to test ideas. They regard problems as opportunities to grow and learn.

8. Applying Past Knowledge

Leaders draw on their rich experiences, access prior knowledge and transfer knowledge beyond the situation in which it is learned. They learn from their “mistakes”.

9.Gathering Data Through All Senses

Leaders have highly tuned observational skills. They continually collect information by listening, watching, moving, touching, tasting, smelling.

10.Thinking & Communicating with Clarity & Precision

Leaders articulate their ideas clearly in both written and oral form. They check for understanding and monitor their own clarity of terms and expressions.

11.Creating, Imagining, Innovating

Leaders try to conceive problems differently examining alternatives from many angles. They project themselves into diverse roles, use analogies, take risks and push the boundaries of their own limits.

12. Responding With Wonderment & Awe

Leaders find the world fascinating and mysterious. They are intrigued by discrepancies, compelled to mastery and have the energy to enjoy the journey.

13.Taking Responsible Risks

Living on the edge of one’s competence, leaders are courageous adventurers. They dare to take calculated risks.

14.Finding Humour

Leaders have such high self esteem that they do not take themselves too seriously. They are able to laugh at themselves and with others. They are capable of playfully interpreting everyday events.

15.Thinking Interdependently

Leaders recognise the benefits of participation in collaborative efforts. They seek reciprocal relationships both contributing to and learning from interaction with others.

16.Remaining Open to Continuous Learning

Leaders resist complacency about their own knowledge. They have the humility to admit their weaknesses and display a sincere desire to continue to grow and learn.

HOMEPLAY:SELF ADMINISTER THEAWARENESS INVENTORY on Pp. 7-8

WHAT DID YOU FIND OUT ABOUT YOURSELF?

BUILDING YOUR IDENTITIES

DEVELOPING ONE’SIDENTITY AND CAPACITY AS A

TEACHER LEADER

IDENTITY JIGSAW

IN GROUPS OF FIVE: Read Nested Objectives.

IdentityBelief SystemsCapabilities

ActivitiesBehaviors

What meaning are you making?What are some implications for your

work as teacher leaders?

BREAK

Please return at 10:15.

ORIENTATIONS

Protector (Parent)Instructor (Expert)Advisor (Friend)Authority (Boss)Mediator (Coach)

Role Play: Scenario #1

You are mentoring a 1st year teacher, whom you think has a great deal of potential. One day she comes to you and says, “I’m quitting teaching. I think I’ve chosen the wrong profession.”


A colleague says to you, “We’ve done everything we know to do and and we’re still not making AYP.”


A colleague sees you at a meeting and loudly complains about the overload of forms and paperwork that is piling up.


A parent comes to the you and says, “I’ve had it with that teacher! I want my child taken out of her class TODAY!”

A MEDIATOR IS ONE WHO:Is alert to the mediational moment—usually when a colleague is faced with a problem, a complex task, dilemma, discrepancy, or conflict. Often, the colleague exhibits tension and anxiety, the resolution of which is not immediately apparent.

A MEDIATOR IS ONE WHO:

Facilitates the mental processes of others as they understand more completely their own challenges, monitor their own strategies, make their own decisions, and generate their own creative capacities.

A MEDIATOR IS ONE WHO:Invites the colleague to reflect on and learn from the problem-resolving process to find applications in future challenges.


Helps others become continuous self-directed learners.


Maintains faith in the human capacity for continuing intellectual, social, and emotional growth.


Possesses a belief in his or her own capacity to serve as an empowering catalyst for others’ growth.

PROPOSITIONS OF MINDFUL MEDIATION

All Behavior is produced by

Thought & Perception

Teaching is Constant Decision Making

To learn something

new

requires Engagement & Alteration in

Thought

Humans continue To Grow CognitivelyMM

Mediates

Mindful Mediation Process

Mediator’sStrategies

Internal Thinking Processes

Observable

Behaviors

Enhanced

Performance

MINDFUL MEDIATION IS UNIQUE ……

A Mindful Mediator is concerned with the mental processes

How do these concepts about mediation match your understandingand relate to your personalexperience?

THINK - PAIR - SHARE

MEDIATION is…..a dynamic interpersonal interaction; between two persons; one who is engaged and participating and the other who is experienced and intentioned and who interposes him/herself between the client and the external sources of stimulation and response.

OR…to put it another way:

An individual(0)

A stimulus, problem or

event(S)

encounters

A response(R)and

produces

In A Mediated Learning Experience…

An individual(0)

A stimulus, problem or

event(S)

encounters

A more thought-full

response(R)

and produces

Askillfulperson

intervenes(M)

MEDIATED LEARNING

An experienceA learning experienceA mediated learning experienceA self-mediated learning

experience

MANY EXPERIENCES IN LIFE ARE ‘MIND-LESS’…….

They are un-conscious and do not necessarily accumulate to produce a behavioral change.

A “LEARNING EXPERIENCE” IS ONE THAT PRODUCES SOME CHANGE IN BEHAVIOR…. (Could be positive or negative).

A MEDIATED LEARNING EXPERIENCE IS…….

…WHEN A PERSON IS ENGAGED ON A TASKOR TRYING TO RESOLVE A PROBLEM…..

MEDIATION

..AND YOU INTRVENE IN SUCH A SKILLFUL AND INTENTIONED WAY AS TO CAUSE THE PERSON TO THINK MORE CLEARLY ……

MEDIATION

……AND TO REFLECT ON, CONSTRUCT MEANING FROM, AND APPLY THEIR LEARNINGS BEYOND THIS CONTEXT……

MEDIATION

….. SO THAT YOU BUILD THEIR CAPACITY FOR SELF-MEDIATION IN FUTURE SUCH SITUATIONS.

MEDIATED LEARNING: A Recap

An experienceA learning experienceA mediated learning experience

A SELF-MEDIATED LEARNING EXPERIENCE IS…

…when you deliberately draw upon your own resources as you manage, monitor and modify your own behavior in difficult situations.

MINDFUL MEDIATION:

IN TABLE GROUPS:

What intrigues you? In what situations might you apply mindful

mediation? What questions are you raising? What skills/knowledge/habits would you

need to enhance your capacities as a mediator?

SELF-DIRECTEDNESS

Self-managing

Self-monitoring

Self-modifying

SELF-MANAGING

SELF-MANAGING:

Knowing the significance of and being inclined to approach tasks with clarity of outcomes, a strategic plan, and necessary data, and drawing from past experiences, anticipating success indicators, and creating alternatives for accomplishment.

SELF-MONITORING:

Being aware of our own and others’ use of thinking skills, strategies and dispositions and their effects on others and on the environment.

SELF-MONITORING:Having sufficient self-knowledge aboutwhat works, establishing conscious metacognitive strategies to alert the perceptions for in-the-moment indicators of whether the strategic plan is working or not and to assist in the decision-making processes of altering the plan and choosing the right actions and strategies.

SELF-MODIFYING

SELF-MODIFYING:

Reflecting on, evaluating, analyzing, and constructing meaning from experience and making a commitmentto apply the learning to future activities, tasks, and challenges.

THINK - PAIR - SHARE

Self-managing

Self-monitoring

Self-modifying

DISCUSSION: How do these descriptions compare to what you know about self-directed individuals?

FOUR SUPPORT FUNCTIONS

Coaching

Collaborating

Consulting

Evaluating

THE CONVERSATION SOUNDS LIKE……

Coaching: Mediating, listening, questioning, pausing, paraphrasing, probing, withholding advice, judgments or interpretations

“What might be some ways you could approach this?”

Collaborating: Mutual brainstorming, clarifying, advocating, deciding, testing, assessing

“How should we approach this?”Consulting: Giving rationale, advice, suggestions,

demonstrations“Here are several ways to approach this.”

Evaluating: Judgments, encouragements, advice, direction, goal setting.“Your approach to this was good. Here is why.”

LUNCH

FILTERS OF PERCEPTION Filters shape and color reality for each of us—we filter in and filter out. Each person has his/her own styles. Therefore we need flexibility in repertoire and approach.

REPRESENTATIONAL SYSTEMS

Visual

Auditory

Kinesthetic

KEY POINTS

Rep systems are a physiological filter;

Links to rapport and developing sophistication within paraphrasing and questioning

REPRESENTATIONAL SYSTEM PREFERENCES

School Personnel

General Population

Kinesthetic 5% 40%

Tactual 25% 10%

Auditory 35% 10%

Visual 35% 40%

Gould, Pat. Marching to Different Drummers. Alexandria, VA: Association for Supervision and Curriculum Development.

MODALITY INTERVIEW LISTEN FOR:

Visual Talk

How do you see yourself? It’s a bit hazy right now We see eye to eye on the subject. It’s a bit vague. I see what you’re saying He’s such a colorful character. A sight for sore eyes. Let’s get some perspective. We’re a company with a vision. Beyond a shadow of a doubt. See you later. Can you imagine? Let me make this clear. Can you shed some light on this? We have a bright future.

Auditory Talk

Sounds familiar. Tell me more. I didn’t like his tone of voice. Does what he said ring a bell with you? Tell me how. Let me tell you. She’s a scream. In a manner of speaking… He gave a satisfactory account of himself. At last we have harmony at home. They granted me an audience. She had me completely tongue tied. These colors are really loud. I want everybody in the room to voice an opinion. He received thunderous applause. That’s clear as a bell. Hold your tongue!

Kinesthetic Talk How do you feel about…? There were a few stumbling blocks. I’ll get in touch with her. It slipped through the cracks. I’m all shook up. I’m not following you. Let’s sort things out. Get a load of this! Can you pull some strings? She came to grips with the problem. Get over it. I can’t handle the pressure. He’s a pain in the neck. Stay in touch. Hang in there. I can’t put my finger on anything concrete. Start from scratch. Walk me through the ceremony one more time. I felt cool, calm, and collected. Let’s explore the possibilities.

GHOST ACTIVITYIN TRIOS: A,B and C.

A sits or stands behind B and signals C to use/change rep system language.

Pull on ear for auditoryPut hand on heart for kinestheticPoint to eye for visual

C employs language of that rep system

B listens, identifies rep system and matches language

AS A LISTENER: "BE PATIENT” AND "BE QUIET”

Auditory processors require 1 - 3 seconds of time to formulate a response

Visual processors can require 3 - 6 seconds

of time to ponder Kinesthetic processor may require 6 - 13

seconds of wait time.

COGNITIVE STYLESA little history: Herman WitkinEmbedded figures test

Complete Cognitive Style InventoryScore Inventory

COGNITIVE STYLES

Field Dependent Field Independent

High point totals to the left or right of center?

2 1 0 1 2 |_______|________|_______|________|

COUNT THE F’s

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS.

BIRD

IN THE

THE HAND

PARIS

IN THE

THE SPRING

FIND THE FIGURE ON THE LEFT IN THE DIAGRAM ON THE RIGHT

OH, THERE IT IS!

FIELD DEPENDENT INDIVIDUALS:

Enjoy working with others

Are collaborative, have mentor relationships

Take in the overall scheme

Can have difficulty with individual parts

FIELD DEPENDENT INDIVIDUALS CONTINUED—

Work from intuition and gut reactions

Like and need concrete experiences

Like metaphor, analogy, relationships

See things holistically

FIELD INDEPENDENT INDIVIDUALS:

Like to work alone, get the job done

Are task oriented, formal

Perceive analytically, see parts to whole

Logical, rational, impersonal orientation

FIELD INDEPENDENT INDIVIDUALS—CONTINUED

Like to figure things out for themselves

Like theoretical and abstract ideas

Learn through books

Are good at sequence and details

COGNITIVE STYLES

Take and score the inventory again from the point of view of the person with whom you get along LEAST well.

COGNITIVE STYLES

Field Dependent Field Independent

High point totals to the left or right of center?

2 1 0 1 2 |_______|________|_______|________|

LEARNING STYLES AND PARAPHRASING

Paraphrases that summarize or shift the logical level of discourse support and stretch different thinking styles.

Field Dependent thinkers appreciate paraphrases, questions and clarifications that separate and organize “thinking in progress.” At other times the shift down in logical levels grounds global thinkers in specific examples and concrete details.

Field Independent thinkers learn from the shift up to higher logical levels. This helps them explore a bigger picture and creates a wider context for thinking.

BREAK

Please return at 2:20.

EDUCATIONAL BELIEF SYSTEMS

Elliott Eisner and Eleanor ValanceConflicting Conceptions of the Curriculum,

1974Goals of Education: Rank each

statement 1(most important) to 5 (least important) according to your personal priorities and belief systems.

JIGSAW

1. Cognitive Process

2. Self Actualization

3. Technologism

4. Academic Rationalism

5. Social Reconstructism

GROUP TASK

Describe a high-performing classroom in the view of that system—its goal, materials, and assignments.

Given the belief system, what and how would you assess student learning?

BELIEF SYSTEMS PANEL

Role play a dialogue: You have to develop an assessment system for your school district, with each member advocating from the perspective of her/his belief system.

Group must engage in a dialogue, rather than having each person report to the group.

BELIEF SYSTEM GROUPS

Group by belief systems and read text. As a group describe an ideal classroom. [15 min.]

Pair up with someone from a different belief system and share your ideal classroom. [5 min.]

MISSION/VISION/VALUES

Imagine you are an advisory committee for a new school. Answer the questions below from different belief systems.•What might be in a mission statement to

open a new school?

•What might be team core values or expectations statements for students?

LET’S PROCESS

What are the implications for working with others?

Given a person with an opposite belief system, would you:a) convert?b) broaden?c) help them articulate and execute their

belief system with greater consciousness and craftsmanship?

SCENARIOS

What are the implications for working with others?

Think about others with whom you work who are giving you problems. Reflecting on your learnings, what might be some of the sources of difficulty in your relationships?

What might you do to build a more productive, trusting and thoughtful relationship?

HOMEPLAY AS YOU WORK WITH OTHERS, TRY TO DETERMINE

THEIR PREFERRED REPRESENTATIONAL SYSTEM, COGNITIVE STYLE AND BELIEF SYSTEM. RESPOND CONGRUENTLY

CONDUCT A CONFERENCE WITH YOUR MENTEE IN WHICH YOU USE THE SKILLS OF A MEDIATOR. OBSERVE THEIR RESPONSE.

THINK ABOUT OTHERS WITH WHOM YOU WORK WHO PERCEIVE THE WORLD DIFFERENTLY THAN YOU. REFLECTING ON YOUR LEARNINGS, WHAT MIGHT BE SOME WAYS OF DRAWING IN THEIR EXPERTISE?

IMPLICATIONS AND APPLICATIONS

Based on your learning in this workshop, what will you:

• Stop doing• Continue doing• Start doing?

3 big ideas2 strategies1 action

Documents

“JUST LIKE ME”