Transcript Statewide Fellows - Educational Service District 105

+
Statewide Fellows
English Language Arts ~ Mathematics
Adrianna DiGregorio - Dawn Sparks
+
FellowsWho are we…
East Valley
Toppenish
Ellensburg
Union Gap
Prosser
Wahluke
Selah
Wapato
Sunnyside
West Valley
Thorp
Yakima
Zillah
+
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 Partners
Fall: 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
+
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!
Here's what I got out of
our reflecting on adult
learning and teacher
leadership today…
So What?
What is important about
this learning?
Groups at Work – Copyright MiraVia LLC – All rights reserved
Now What?
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?
+
BreakAfter break…
ELA-Basement
Math-Ahtanum Room in Grade Level Bands