Transcript Materials Review

Capacity Building for Facilitators of
Learning Teams using a
Collaborative Inquiry Process
(PL Cycle DVD Required)
To access the teleconference please call:
Local: 416-212-8013 Toll-free:1-866-633-1033 Conference ID:
3863204
Adobe Connect for Facilitators of Learning
Teams
January, 2012
Student Success/Learning to 18
SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012
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Poll
I have facilitated learning
teams using a Professional
Learning Cycle:
1. not yet
2. as a shared
responsibility with
others
3. a few times
4. many times
My experience with the PL
Cycle DVD and Facilitator’s
Guide is best described as
1. I am developing awareness
2. I have used one or two
clips/activities with teams
3. I have used several
clips/activities with teams
4. I regularly use clips
/activities and integrate
with other materials
SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012
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Session Materials
 Slide Summary
 Professional Learning Cycle DVD, 2011 Facilitator’s Guide
 Handout 1: Learning Team Agreements on Ways of
Working Together
 Handout 2: Challenges of Practice
 Handout 3: Questioning Quotes/Activity
 Handout 4: Questioning Scenarios
 Handout 5: Leading Deep Conversations …
 Handout 6: Question Bank
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Agenda
Minds On
 Poll
 Welcome and Introductions
 Purpose and Context
 PL Cycle DVD and Facilitator’s Guide
Action
• Facilitation (video)
• Collaborative Inquiry Continuum
• Challenges of Practice
• Questioning for Critical Analysis /Scenarios
Consolidation
• Leading Deep Conversations …
• Voices from the Field
• Reflection and Next Steps
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Session Learning Goals
We are learning to:
• Develop/refine facilitation knowledge and skills
• Use a collaborative inquiry process to focus
professional learning on the learning needs of
students
• Understand the conditions that support
learning teams in their use of collaborative
inquiry
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E-Protocols
•
•
•
•
Use signals (bottom left hand corner)
Use “Raise hand” to volunteer to speak
Identify yourself before speaking
Use the CHAT Pod to communicate with
the whole group or privately with a
colleague by selecting from the drop
down menu
• Mute your phone or polycom when not
speaking to the large group (*6)
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Introductions
• Name of Board, SSL and Key Communicator
• Type and size of team
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What is Collaborative Inquiry?
… a way of ensuring that collaboration
goes beyond casual story swapping and
becomes true, intentional joint work that
results in new understandings that will
move practice forward
Katz, Earl & Jaafar, (2009). Building and
Connecting Learning Communities, p.74.
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COLLABORATIVE INQUIRY
Driven by Student Needs
Professional
Learning
Cycle
•Teaching-Learning
Critical Pathway
•Action Research
•CILM
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Professional Learning Cycle
STUDENT LEARNING
EDUCATOR LEARNING
PLAN
• examine student data and work to identify
areas of need and ways to address them
• determine/access professional learning in
order to address areas of student need and to
differentiate to reach all
ACT
• Implement and adjust instruction; engage in
professional learning, share practice
OBSERVE
• share instructional practice to monitor impact
on student learning and engagement
REFLECT
• examine student data and work to determine
impact, lessons learned, next steps for student
and educator learning
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School Effectiveness Framework
http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf
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School Effectiveness Framework
School and Classroom Leadership
• 2.4 Job-embedded and inquiry-based
professional learning builds capacity, informs
instructional practice and contributes to a
culture of learning
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Learning Teams
Professional learning team
meetings have one primary
purpose: improved teaching and
learning in an area of identified
student need.
The aim is… to provide a way for
teachers to become increasingly
accomplished instructors for the
Source:
ultimate benefit of students … not
The Evolution of a
(simply) to develop professional
Professional Learning
Team, Tools for Schools
learning teams.
(NSDC), Nov./ Dec. 2008
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Implications of School-based Inquiry Teams
Using a collaborative inquiry model:
• (Shifts teacher) attribution of improved
student performance to … teaching rather
than external causes
• (Gives focus to) an academic problem long
enough to develop an instructional solution
SOURCE:
Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of
School-based Inquiry Teams 1, Ronald Gallimore, LessonLab Research Institute & UCLA,
May 2009
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Facilitator Role
The facilitator . . .
•leads the processes used in a meeting,
•choreographs the energy within the group,
•maintains a focus on one topic and one process
at a time.
Adapted from:
Garmston and Wellman, The Adaptive School, p.27
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The Four Hats of Shared Leadership
FACILITATOR
PRESENTER
SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012
COACH
CONSULTANT
Garmston and Wellman, The Adaptive School,
p.27
Caution
Many of us who are teachers
or trainers have developed a
real habit of intervention. We
have been trained to correct,
amplify or amend what has
been said.
J. Nelson (2001).The Art of Focused
Conversation for Schools. p.45
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Professional Learning Cycle Resources
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Professional Learning Cycle Resources
DVD and Facilitator’s Guide
DI: Readiness
Considering the experiences of your group, select one
of the options below or form sub-groups and select as
appropriate.
Options
A. Familiarization with the DVD and Guide (Jigsaw)
B. Discussion:
– Which segments/activities have been or could be
used with which groups in your board?
– What refinements might be considered to adapt
to your board context?
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A: Jigsaw/Discussion
SECTIONS
Jigsaw
1. Introduction,
• Examine one of the 8
Conclusion, Credits
sections
PROFESSIONAL LEARNING CYCLE SEGMENTS
• Note how it is organized
2. Plan
3. Act
• Share an aspect of
4. Observe
interest with your team
5. Reflect
Discussion
SUPPORTING IMPLEMENTATION SEGMENTS
6. Building Capacity
• Select one or more of
7. Leadership
the 8 sections as a basis
8. Facilitation
for your contribution to
the
SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,
2012 discussion
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Facilitation (1)
• Determine roles: (1) facilitator and (2) timer
• Facilitator:
– Focuses group on topic and process
• Timer:
– Manages times so that all can contribute
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Type A – Take Five
Take five minutes for your team to:
- Clarify the activity
- Consider in terms of local context
- Note points for future discussion
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Professional Learning Cycle Resources
Other Resources Available
Learning Modules (including slide
presentations, handouts and
facilitator guides) for administrators
and facilitators
www.edugains.ca
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Agenda
Minds On
 Poll
 Welcome and Introductions
 Purpose and Context
 PL Cycle DVD and Facilitator’s Guide
Action
•
•
•
•
Facilitation (video)
Collaborative Inquiry Continuum
Challenges of Practice
Questioning for Critical Analysis /Scenarios
Consolidation
• Leading Deep Conversations …
• Voices from the Field
• Reflection and Next Steps
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Supporting Implementation - Context
PRINCIPAL
FACILITATOR
LEARNING
TEAM
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Supporting Implementation:
Facilitation
DI: Learner Preference
During Viewing:
Viewing Option A
Think/Pair/Share
Viewing Option B
Think/Pair/Share
‘Thinking Routine’
‘Gap Analysis’
• Note conditions and
skills for effective
facilitation
• Considering your
experiences, add to or
prioritize the list
What did you see?
What do you think?
What do you wonder?
•
Note ideas and
questions to share
with your team
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Facilitation (2)
• Determine roles: (1) facilitator (2) timer and
(3) recorder
Facilitator:
– Focuses group on topic and process
Timer:
– Manages times so that all can contribute
Recorder:
– Notes group responses
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Type A – Take Five
Take five minutes for your team to:
- Clarify the activity
- Consider in terms of local context
- Note points for future discussion
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Effective Facilitation
Facilitating collaborative inquiry:
• Decide who decides
• Define the sandbox/sphere of
influence
• Prepare the learning /meeting
space
• Develop agreements for ways of
working together (Handout #1)
Adapted from:
The Adaptive School, Garmston and Wellman (2009, 2nd edition)
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Agreements – Ways of Working Together
Handout #1
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Collaborative Inquiry Continuum
Supporting Conditions
Poll:
1. Which condition is most
in place for a learning
team with which you
work?
2. Which condition needs
to be strengthened?
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Use of Data/Evidence
Unfortunately , the pervasive belief that data
can give precise, objective and unassailable
information about educational activity is
deceptively simple and appealing.
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Using data is a human activity that requires not
only capturing and organizing ideas, but also
turning the information into meaningful actions.
Senge et al, 1999
Inquiry-based conversations are pivotal to
creating the shared meanings that form the
basis of these actions.
.
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Challenge of Practice
“For the most part, PLC members were not
engaging in critical reflection necessary to
assess existing theories and develop innovative
solutions. This is a necessary step before real
changes in classroom practice can be made.”
(McCormick as cited in Katz, 2010. What are We Learning About Supporting Professional
Learning Communities? p. 19)
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Challenges of Practice
(Handout #2)
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Challenges of Practice
DI: Interest
Individuals/Pairs:
• Read/scan:
– the Challenges of Practice
– the quotes from one of the 4 areas of research
• What connections can you make between your reading and
your experiences as a facilitator or learning team member?
• Share a connection with the board team
Board team:
• note connections and questions
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Facilitation (3)
• Determine roles: (1) facilitator (2) timer and
(3) Recorder
Facilitator:
– Focuses group on topic and process
Timer:
– Manages times so that all can contribute
Recorder:
– Notes connections and questions raised by board
team members
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Type A – Take Five
Take five minutes for your team to:
- Clarify the activity
- Consider in terms of local context
- Note points for future discussion
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Facilitation Skill: Questioning
What matters most is that the role (of the
facilitator) is intentional and that it is focused on
interrupting the default or status quo.
Facilitation must interrupt that avoidance
tendency by showing us that discomfort isn’t an
unfortunate by-product of new learning; its an
essential prerequisite.
Katz, 2010. What are We Learning About Supporting Professional Learning
Communities? p.28
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Facilitation Skill: Questioning
Case Study Observation:
The nature of the questions the facilitator
asked changed as well. Instead of asking
process questions, the facilitator … asked
questions that prompted the members to
analyse what they had just said or to
challenge their work; in other words, (the
facilitator) role transitioned to one of
‘interruption’.
Katz, 2010. What are We Learning About Supporting Professional Learning
Communities? p.27
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Facilitation Skill: Questioning
There is great potential for these
questions to shift a conversation from
simply sharing stories of practice to
questioning the reasons for impacts of
instructional actions and using
classroom-based data to respond to
those questions.
(Nelson et al, Leading Deep Conversations in
Collaborative Inquiry Groups, 2010, p.177)
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Facilitation Process (4)
Process – Narrowing the Focus
1.Brainstorm as a board team
2.Clarify questions as needed
3.Advocate for questions to be shared with full
adobe
4.Survey/canvas for agreement/preferences
Adapted from:
The Adaptive School, Garmston and Wellman (2009, 2nd edition)
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Questioning Scenarios
Handout #4
DI – Interest; Readiness
Board Team
1. Select and read a scenario of interest.
2. Considering this scenario or a similar one relating to
experiences/ board context:
– Brainstorm questions that a facilitator could ask to help the
learning team adjust instructional practice to meet the
learning needs of students
– Clarify as needed – indicating anticipated result of questions
– Decide on 1 or 2 questions to share with the adobe group
– Note question(s) and desired result in CHAT POD
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Four Scenarios (Handout 4)
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A Balance of Questions
Questions should facilitate critical analysis of :
• instructional practice
• student work
• the collaborative inquiry process and ways the
team is working together
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Facilitation (4)
• Determine roles:
(1) facilitator (2) timer and (3) recorder
Facilitator:
– Focuses group on topic and process
Timer:
– Manages times so that all can contribute
Recorder:
– Notes questions generated by board team
– Records question(s) and desired result in CHAT
POD
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Chat Pod
Question(s) …… and Desired Response(s)
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Type A – Take Five
Take five minutes for your team to:
- Clarify the activity
- Consider in terms of local context
- Note points for future discussion
SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012
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Agenda
Minds On
 Poll
 Welcome and Introductions
 Purpose and Context
 PL Cycle DVD and Facilitator’s Guide
Action
• Facilitation (video)
• Collaborative Inquiry Continuum
• Challenges of Practice
• Questioning for Critical Analysis /Scenarios
Consolidation
•
•
•
Leading Deep Conversations …
Voices from the Field
Reflection and Next Steps
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Leading Deep Conversations…
Handout #5
• Article
• Question Bank
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Voices From the Field
• Name
• Board
• Learning Team
Facilitator (Professional
Learning Cycle)
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Next Steps
What are your next steps as a board
for facilitating learning teams using
the Professional Learning
Cycle/Collaborative Inquiry?
Please note at least one ‘next step’ in
the CHAT POD prior to signing off.
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Thank you.
[email protected]
[email protected]
[email protected]
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