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PUT TITLE HEREStudent Success
2011 Summer Program
NAME OF YOUR MODULE HERE
DAY 2Student Success
2011 Summer Program
Facilitating Learning Teams using a Professional Learning Cycle 1
2
AgendaAgenda Day 2
Minds OnMinds On• Overview• Three Heads• Facilitation – Guided Viewing
Action• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Challenges, Assumptions and Next
Steps
2
Day 1
Minds On Group Profile (Wall Chart) Agenda, Purpose, Learning Goals
and Context Walk About Opportunities and Challenges
Action Facilitation Skills and Knowledge
Base Facilitating the Professional Learning
Cycle PLAN ACT
Consolidation• Making Connections
Learning Preferences
Preference Prefers learning/demonstrating learning :
Visual through diagrams, maps, charts…
Aural/Auditory by hearing or speaking
Reading/Writing through the written word
Kinesthetic through experience, simulation, authentic videos…
3
Three Heads
Like-preference groups:1. Join with 2 others who have the same VARK
preference(s) 2. Identify the top 3 or 4 key ideas in
yesterday’s session3. Figure out a way to share these with the
large group using your common learning preference.
4
Stations: Supporting ImplementationStations: Supporting Implementation
Select a topic of interest for viewing:•Building Capacity•Leadership•FacilitationView – with a focus on the Thinking Routine questionsShare - with others at that viewing station
Thinking Routine:‘See-Think-Explore’
• What did you see?• What do you think?• What related ideas
would you like to explore?
5
Option A: for sessions that include administrators who are supporting learning teams in their schools
Stations: Guided Viewing - FacilitationStations: Guided Viewing - Facilitation
Select - a quote from Handout 11.
View – with a focus on your chosen quote
Share - with 2 or three others who selected the same quote
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Option B: for sessions with board and school level facilitators
Handout 11
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AgendaAgenda Day 2
Minds On• Overview• Three Heads• Facilitation – Guided Viewing
ActionAction• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Challenges, Assumptions and Next
Steps
7
Day 1
Minds On Group Profile (Wall Chart) Agenda, Purpose, Learning Goals
and Context Walk About Opportunities and Challenges
Action Facilitation Skills and Knowledge
Base Facilitating the Professional Learning
Cycle PLAN ACT
Consolidation• Making Connections
Between ACT and OBSERVE
What happens between the scheduled learning cycle meetings for ACT and OBSERVE? For example:•What is the facilitator doing?•What is the Administrator doing•What is the teacher doing?
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OBSERVE
9
Sharing Sharing instructional instructional practice to practice to monitor student monitor student learning and learning and enhance educator enhance educator learninglearning
9
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OBSERVE VideoOBSERVE Video
Prior to viewing, read the OBSERVE description in your notes organizer.
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Guided Viewing - OBSERVEGuided Viewing - OBSERVE
11
Jot your observations on the Guided Viewing handout based on the prompts provided.
Handout 12
Student WorkStudent Work“One of the most powerful ways to ensure that any (learning team) stays focused – whether within or across schools – is by making sure that it is anchored by actual student work.” p. 76
“Having actual student work is at the center of the collaborative inquiry exercise. It creates the opportunity for evidence-driven, focused professional learning conversations.” p. 76
Katz, Earl, Jaafar, 2009 (Corwin)
12
ACT – Four Corners1. Select a question of interest.2. Join the corner group for that
question. 3. Divide into groups of 4 or 5 at the
corner – each group has a piece of chart paper.
4. Follow the facilitation instructions on the next slide.
13
OBSERVE – Four Corners/CarouselOBSERVE – Four Corners/Carousel
Handout 12
Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills
The facilitator:• Helps the team select a (1) Standard and (2) a Move or Norm
that they think will be important to the success of this activity• Ensures that the group understands the Standard/Move-Norm• Facilitates the group’s work through the Corner activity.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 14
Identify a facilitator for your Corner group.
14
ACT – Four CornersCorner Groups of 5 or less 1. Brainstorm responses - on chart
paper.2. As a group, move to each of the
other questions, examine and add or comment as needed.
3. Return to original Corner, examine comments of others, summarize and share key points.
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OBSERVE – Four Corners/CarouselOBSERVE – Four Corners/Carousel
Handout 12
Collaborative Inquiry ContinuumCollaborative Inquiry ContinuumFor a team on which you were a member or that you have facilitated, which ‘shared practice’ description best matches your team’s work?
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HANDOUT 3HANDOUT 3 16
Facilitation DebriefFacilitation Debrief
1. To what extent (rarely – sometimes – most of the time) was the group able to demonstrate the select:• Standard• Move or Norm
2. What challenges arose? As a group, decide on and share a way to address the challenge.
17
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Instructional Strategies Check
1. What strategies were used to:• Focus viewing• Generate ideas• Stimulate thinking2. How was instruction
differentiated?3. Note strategies used on the
Strategy Bank handout.
18
Handout 5
Making ConnectionsMaking Connections
Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map
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REFLECT
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Examining evidence Examining evidence to reflect on to reflect on student and student and educator learningeducator learning
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Between OBSERVE and REFLECT
What happens between the scheduled learning cycle meetings for OBSERVE and REFLECT? For example:•What is the facilitator doing?•What is the administrator doing•What is the teacher doing?
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Guided Viewing: REFLECT
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Jot your observations on the Guided Viewing handout based on the prompts provided.
•Analysis•Interpretation•Next Steps
Handout 13
After Viewing: After Viewing: REFLECT
Table Groups• Discuss responses to
the analysis, Interpretation and Next Steps prompts.
• Share with the larger group.
24
Reflect: Discussion QuestionsTriads or Quads (Like-Role)Triads or Quads (Like-Role)Select a question of interest to discuss and be prepared to share a
few points from your discussion with the larger group.1. How would you help members of your learning team
determine what they have learned and, based on student learning needs, their next steps for professional learning?
2. What would need to be in place to support a team to reflect in this way?
3. What would need to have occurred in the previous learning cycle phases for this type of reflection to occur.
25
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Collaborative Inquiry ContinuumCollaborative Inquiry ContinuumFor a team on which you were a member or that you have facilitated, which ‘Individual and Group Reflection’ description best matches your team’s work?
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HANDOUT 3HANDOUT 3
27
FacilitationFacilitation
Your group had no formal facilitator:1. What facilitative standards, skills, and ways of
working together did your group collectively demonstrate?
2. In what ways, if any, might a facilitator have contributed to the functioning of the group?
28
28
Instructional Strategies Check
1. What strategies were used to:• Focus viewing• Stimulate thinking• Foster engagement2. How was instruction
differentiated?3. Note strategies used on the
Strategy Bank handout
29
Handout 5
Making ConnectionsMaking Connections
Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map
30
31
AgendaAgenda Day 2
Minds On• Overview• Three Heads• Facilitation – Guided Viewing
Action• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Challenges, Assumptions and Next
Steps
31
Day 1
Minds On Group Profile (Wall Chart) Agenda, Purpose, Learning Goals
and Context Walk About Opportunities and Challenges
Action Facilitation Skills and Knowledge
Base Facilitating the Professional Learning
Cycle PLAN ACT
Consolidation• Making Connections
32
Consolidation - Challenges Consolidation - Challenges
• Examine your session notes and update the Challenge board.
• As a full group, sort and classify the challenges.
• Create groups based on a category of interest.
32
Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills
The facilitator assists the group with:• Standards 1 and 2 and • using skills such as pausing, paraphrasing and inquiring.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 33
Identify a facilitator for your interest group.
33
Assumptions and Next StepsAssumptions and Next Steps
1. Identify, and post on chart paper, any assumptions related to the category.
2. Clarify /analyse the assumptions. (e.g., supporting evidence? always the case? challenges within the challenge?)
3. Determine whether the challenge can be addressed through facilitation.
4. What next steps can be taken to address the challenge?
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ChallengesChallenges
Share a few points from your discussion with the larger group… inviting input as needed.
35
Facilitation DebriefFacilitation Debrief
1. Why are skills such as pausing, paraphrasing and inquiring important to discussions?
2. To what extent did the group adhere to Standards 1 and 2?
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Top Ten ListTop Ten List
1. Examine notes, Mind Map and Strategy Bank.
2. As a Table Group, develop a Top Ten list of ideas and strategies that will be the most useful in facilitation work.
3. Share the top three with the large group.
37