Transcript Slide 1

PUT TITLE
HERE
Student
StudentSuccess
Success
2011
Summer Program
2011
Summer
Program
Facilitating Learning Teams using a
NAME
OF YOUR
MODULE
Professional
Learning
Cycle
HERE
1
Knowing the Learner
Group Profile In order to create a group profile,
please visit each chart paper and use a Sticky
dots/markers to indicate:
• Your role
• Your experience facilitating a team
through the Professional Learning
Cycle process
• The type of team(s) you have
facilitated
Provincial Context: Core Priorities
High Levels of Student
Achievement
Reducing the Gaps in Student
Achievement
Increased Public Confidence in Our
Publicly Funded Schools
3
School Effectiveness Framework
4
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
5
Supporting the Instructional Core
Leading Learning – Leadership
6
6
Professional Learning Cycle
The goal of the Professional
Learning Cycle initiative is to
increase student engagement
and achievement by providing
a process for professional
learning that is driven and
focused by student learning
needs.
7
Pyramid of
Preventions
and
Interventions
Re-entry to
School
Program Change
In-School Interventions
(e.g. Credit Recovery)
In-Class Interventions
(e.g. Credit Rescue)
In-School & In-Class Preventions
(e.g. Transitions, Differentiated Instruction)
8
Example
Board
(BIP)
Literacy: Writing
School
(SIP)
Literacy: Writing
Gr. 9 & 10 Applied/Open
Classroom
(planning for teaching and learning)
Professional Learning Cycle
(collaborative inquiry)
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr.
10 Computer Studies: Common
Assessment area - Expression and
Organization of Ideas
(Achievement Chart)
9
Student Success Grades 7-12 Key Elements
PROGRAMS
 Specialist High Skills Major
 Dual Credits
 Expanded Cooperative Education
 Ontario Skills Passport
 Board Specific Programs
LEADERSHIP DEVELOPMENT
• Student Success Leaders
• Student Success Teachers
• Student Success School and Cross
Panel Teams
EFFECTIVE INSTRUCTION
 Differentiated Instruction
 Math GAINS
 Literacy GAINS
 Professional Learning Cycle
 Student Voice
 School Effectiveness Framework
INTERVENTIONS
 Credit Rescue / Recovery
 Transitions Supports/Taking Stock
 Children and Youth in Care
 Re-engagement 12 12+Strategy
 Supervised Alternative Learning
10
 School Support Initiative
Agenda
Day 1
Day 2
Minds On
Minds On
• Three Heads
• Facilitation – Guided Viewing




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
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Problem-Solving
 Reflection and Next Steps
Consolidation
•
Making Connections
11
11
Session Purpose
Build the capacity of educators to:
•facilitate learning teams using a professional
learning cycle
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Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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Learning Goals for the Session
In this session we are learning to:
• use facilitation knowledge and skills and instructional
strategies with educator learning teams
• engage learning team members in each phase of the
Professional Learning Cycle
• sharpen the inquiry focus of learning teams on
identifying and addressing student learning
needs
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Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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Session Materials

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Table Profile: 1/Table Group
PowerPoint slide summary
Handout 1: Walk-About
Handout 2: Professional
Learning Cycle
Handout 3: Collaborative
Inquiry Continuum
Handout 4: Facilitation Skills
and Knowledge Base
Handout 5: Strategy Bank
Handout 6: Learning Cycle
Notes Organizer
 Handout 7: Facilitation Mind
Map
 Handout 8: Plan - Data Sets
 Handout 9: Placemat
 Handout 10: Act-Scenarios
 Handout 11: Guided ViewingFacilitation (Option B only)
 Handout 12: Guided ViewingObserve
 Handout 13: Guided ViewingReflect
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Table Profile
Create a profile of your table group
that includes:
(NOW)
• Your role
• A summer highlight
• A strong professional Interest
(LATER)
• Facilitation preference
• Learning preference
15
Walkabout
• Examine the questions
• Find someone in the large group
or at your table who knows the
answer to a question. Note the
answer and the person’s name,
role and place of work.
• Find someone who can answer
another question. Record as
above.
• Continue until all questions are
answered.
Handout 1
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Facilitator Preferences
Think about your experience as a
facilitator and select the option that
best describes you as a facilitator:
A.
B.
C.
D.
E.
Mr. Happy
The Librarian
Einstein
Teddy Bear
The Worrier
Table groups note their facilitator
preferences on their Table Profile.
SS/L-18ITEB 2010 The Professional Learning Cycle
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A Professional Learning Cycle
18 18
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A rose by any other name…
Collaborative Inquiry
e.g.
•TLCP
•Action Research
•Lesson Study
The Professional Learning
Cycle is driven by student
learning needs.
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The knowledge we need to solve
problems [in schools] often
doesn’t reside close at hand; it
has to be found through active
inquiry and analysis.
Richard Elmore (2000). Building a new
structure for school leadership, p.13
20
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 content and one
process at a time.
Adapted from:
Garmston and Wellman, The Adaptive School, 2nd Edition, p.24
22
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Just as the classroom teacher
influences student learning more
than any other variable does, the skill
of the facilitator is central to the
success of the learning team.
Source? Katz, Earl and Jaafar?
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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
Source:
accomplished instructors for the
The Evolution of a
ultimate benefit of students … not
Professional Learning
Team, Tools for Schools
(simply) to develop professional 24
(NSDC), Nov./ Dec. 2008
learning teams.
Collaborative Inquiry Continuum
When meeting
as a learning
team …
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Professional Learning Cycle Video
Introduction
Voices:
• Teachers
• School principals
• Student success leaders
Viewing Focus:
• opportunities
• areas of challenge
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‘Post it’ Profile
On the ‘I like best’ board, post a note that tells
the group what you like best about facilitating a
learning team
On the ‘Challenge’ board, post a note that
identifies an aspect of facilitating that you find
to be a challenge
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Agenda
Day 1
Day 2
Minds On
 Group Profile (Wall Chart)
 Agenda, Purpose, Learning Goals
and Context
 Walk About
 Opportunities and Challenges
Minds On
• Three Heads
• Facilitation – Guided Viewing
Action


Facilitation Skills and Knowledge
Base
Facilitating the Professional Learning
Cycle
 PLAN
 ACT
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Problem-Solving
 Reflection and Next Steps
Consolidation
•
Making Connections
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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…
29
Preference Corners
• Go to the ‘preference’ that is most like you.
• Form like-preference groups of 4 or 5
• Share with each other why you chose that
particular corner.
• As a group, be prepared to share one or more
reasons with the larger group.
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Why a facilitator?
What does a facilitator do to maximize the value of
meeting and learning time?
1. Individually, note several ideas on sticky notes (1
idea/sticky)
2. As a like-preference group, sort the ideas into key
themes or categories or responsibilities.
3. Prepare to share two or three categories with the large
group.
31
Facilitation Inquiry
1. Select a topic of interest from Handout 4 Facilitation skills and Knowledge Base :
A. Approaches
B. Standards
C. Skills
D. Ways of working
2. Regroup by topic in Interest Groups of 4 or 5. (e.g.,
As, Bs, etc.)
3. Read and discuss key points - sharing connections
to personal experiences.
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Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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Facilitation Inquiry
Interest Groups
• Summarize and share key points
related to your topic – providing
examples or demonstrations to clarify.
• Consider the VARK preferences of your
group members when determining
‘presentation’ roles.
• Present your topic to the whole group
33
Table Profile - Update
Table Groups
• Add learning preferences to Table Profiles and
discuss implications for your work together.
34
Instructional Strategy Check
1. What instructional strategies were
used to:
Handout 5
• Establish and positive and inclusive
learning environment
• Connect to prior learning/experience
2. How was instruction
differentiated?
3. Note strategies on Strategy Bank
handout.
35
Agenda
Day 1
Day 2
Minds On
 Group Profile (Wall Chart)
 Agenda, Purpose, Learning Goals
and Context
 Walk About
 Opportunities and Challenges
Minds On
• Three Heads
• Facilitation – Guided Viewing
Action


Facilitation Skills and Knowledge
Base
Facilitating the Professional Learning
Cycle
 PLAN
 ACT
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Problem-Solving
 Reflection and Next Steps
Consolidation
•
Making Connections
36
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A Professional Learning Cycle
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HANDOUT 2
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Using Facilitation Knowledge and Skills
Identify a facilitator from the table group
for the PLAN, Part A activities.
The facilitator:
1. Reviews ways of working together and helps the table group
select and understand one agreement or capability to follow
and monitor during the session
2. Reviews “Standard” #3 with the table group and helps the
group maintain the standard throughout the activity
3. Facilitates the group’s work through the PLAN activities.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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PLAN
Student learning
need focuses
educator
learning
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Clear Learning Focus
“Having … (a) clear and defensible learning
focus for students and staff is necessary for
the kind of professional learning that is the
precursor to changes in practice, and
ultimately, to changes in student
achievement.”
Steven Katz, GTA PNC Capacity Building Project: p.6
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Professional Learning Cycle
Notes Organizer
Use as needed to
note thoughts and
ideas related to
the Professional
Learning Cycle
process.
Handout 6
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PLAN Video – Part A
Before viewing: Read the PLAN
description on your Learning Cycle
Notes Organizer
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Collaborative Inquiry Continuum
Before viewing:
examine the
PLAN section of
the Collaborative
Inquiry
continuum.
43
HANDOUT 3
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Guided Viewing: PLAN (Part A)
View and:
• Note the sources of data
used in the video and how
they were helpful in
identifying the learning
needs of students
Discuss as a group.
44
Narrowing the Focus - Needs
1. Which statements are examples of focused learning needs?
STATEMENT
The student needs :
a.
to understand linear equations
b.
differentiated instruction
c.
to come to class more often
d.
more interesting and relevant options
e.
to develop skills for independent work
Y
N
2. What do the ‘yes’ examples have in common?
45
Student Needs - Example
Evidence:
- Assignment completion;
- E, G, S, Ns for ‘collaboration’
learning skill;
- Attendance
The student needs to:
•build background
knowledge or skills for a
concept
•Make connections with
the topic – interest,
relevance
•Develop group skills
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Narrowing the Focus
Table Groups
Individually, think of a team that you have /will be working with
and:
1. Identify sources of
data/evidence that this
team could examine to
determine a student
learning need.
2. Indicate the student need(s)
to which the evidence/data
might point.
47
Narrowing the Focus
Table Groups
1. Refine student needs as
required
2. Share with your table
group.
3. As a table group, select
one or two examples to
share with the large
group.
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Facilitation Debrief
1. To what extent (rarely – sometimes – most of the
time) was the group able to demonstrate the
following throughout the activity:
• The agreement or capability selected by the
table group
• Standard #3: balanced participation
2. What facilitation suggestions do you have to help
learning teams understand and demonstrate the
agreements/capabilities?
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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Data Set Learning Centres
Select a Learning Centre based on the
data set of interest:
Data Set 1: Career Studies – Career
Exploration
Data Set 2: Cross-curricular - Reading
Readiness
Data Set 3: Math - Solving Linear
Equations
Data Set 4: Visual Arts- Artist’s
Statement
HANDOUT 8
50
Focusing on Data and Evidence
Adapted from The EvidenceBased School, K. Hume, 2009.
1. Data/evidence source (e.g.,
assignment marks in markbook,
student work)
2. Analysis: asking questions,
finding patterns and trends,
comparing
3. Interpretation: making sense of
evidence, seeking evidence that
supports initial interpretation
4. Decisions and Actions
51
Data Sets
Based on the data analysis :
•
Identify an area of student need
•
Determine a focus for educator
learning
•
What evidence would indicate that
the need has been addressed?
Prepare to share a response with the
whole group.
HANDOUT 8
52
Data Sets Debrief
Share:
– Student learning need
– Educator learning required
– Evidence to monitor progress
53
Point to Ponder
If your team is a large or
multi-disciplinary team,
what are some ways to
focus on real and urgent
student needs that are
common to multiple
subjects and relevant to
the teachers?
54
Educator Learning
“Establishing a focus means identifying an
urgent student need and recognizing that this
… is an indicator of teacher learning need.”
GTA PNC Capacity Building Project:
What Are We Learning About Facilitating Impactful Professionall Learning Communities? Steven
Katz April 2010, p.5
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Using Facilitation Knowledge and Skills
Identify a facilitator from the table group
for the PLAN, Part B activities.
The facilitator:
1. Reviews ways of working together and helps the table group
select one agreement or capability to follow and monitor
during the session
2. Reviews “Standards” 1 and 2 with the table group and helps
the group maintain each throughout the activity
3. Facilitates the group’s work through the PLAN activities.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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PLAN Video – Part B
57
Guided Viewing: PLAN (Part B)
View the PLAN
segments:
• Determine
Educator Learning
• Plan With the End
in Mind
In your section of the place-mat,
note points (e.g., comments,
questions) that relate to your
upcoming work with learning teams.
Handout 9
58
Guided Viewing: PLAN (Part B)
Handout 9
• Share your thoughts with your
table group
• As a group, summarize your
discussion – noting 3 points in
the centre of the place-mat.
• Share the summary with the
large group.
59
PLAN Video – Part B
Share your summary of
points (e.g., comments,
questions) that may relate
to your upcoming work
with learning teams
60
Complementary Roles
Think: How do facilitators/
informal leaders and formal
leaders support each other in
their roles?
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Informal and Formal Leaders
Informal
Formal
•
Instructional leadership
•
•
•
Set direction
Roles are a function of relationships,
influence and activities
Lead, participate and share – activitybased and expertise driven
Organize, manage, design and build
collaborative processes and
communities
•
•
•
•
•
•
Operational and instructional
leadership
Articulate vision
Role of authority
Support teachers in learning –
advocacy, time and resources,
delegate, distribute power
Create conditions for collaboration
62
Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p.61
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Reflection – by interest
How can leaders
(formal, informal)
work together to
support the work
of learning
teams?
Select the scenario that is of interest
to you and work with in like role
pairs or triads:
A. Principal facilitating an
administrator learning team or
multi-role team including
administrators
B. Teacher-participant facilitating a
grade team
C. Designated facilitator – objective,
non participant
63
Reflection
Prepare to share two
points of discussion with
the large group.
64
Leadership and Student Learning
After teaching, the second most influential factor on student
learning is leadership (shared; formal and informal).
Most-effective leadership dimension:
 promoting and participating in teacher
learning and development
Vivian Robinson, 2007, School Leadership and Student Outcomes:
Identifying What Works and Why in Earl and Katz, Creating a Culture
of Inquiry in Blankstein, 2010: Data Enhanced Leadership
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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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Instructional Strategy Check
1. What instructional strategies
were used to:
–
–
–
Handout 5
Focus viewing
Scaffold learning
Foster engagement
2. How was instruction
differentiated?
3. Note strategies used on the
Strategy Bank handout.
67
Making Connections
Individually, take time
to add notes and ideas
to your Learning Cycle
Organizer and to your
Facilitation Mind Map
68
Facilitation Debrief
1. To what extent (rarely – sometimes – most of the time)
was the group able to demonstrate the following
throughout the activity:
• The agreement or capability selected by the table
group
• Standard 1 and 2: one topic, one process
2. What facilitation suggestions do you have to help groups
stay on topic and follow the process?
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Between PLAN and ACT
Discuss, as a table group:
What happens between the scheduled learning
cycle meetings for PLAN and ACT?
• What is the facilitator doing?
• What is the administrator doing
• What are the teachers doing?
70
ACT
Implementing
instruction, adjusting
as needed, to meet
student needs
Engaging in
professional learning
to build understanding
of the instructional
approach
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Using Facilitation Knowledge and Skills
Identify a facilitator from the table group
for the first half of the ACT activities.
The facilitator:
1. Reviews facilitative skills and helps the table group select and
understand one or two ‘moves’ or ‘norms’ to practice during
the ACT activities.
2. Reviews “Standards” 1 and 2 with the table group and helps
the group maintain the standards throughout the activity
3. Facilitates the group’s work through the ACT activities.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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Guided Viewing: ACT (Part A)
BEFORE VIEIWNG - Read the ACT description in your Learning
Cycle notes organizer.
DURING VIEWING- FOCUS QUESTIONS
• What strategies inform instruction for the
educators in the video?
• What additional strategies might be used to
accomplish the same purpose?
AFTER VIEWING
1. Discuss as a table group.
2. Prepare to share one item: what we saw; what
we suggest
73
Video – ACT (Part A)
Share at least one item:
• what we saw
• what we suggest
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Visible Teaching - Hattie
Teachers are:
Making learning the explicit goal
Sharing challenging learning intentions and success
criteria
Planning interventions that deliberately encourage
mastery of these intentions
Seeking and giving feedback
Adapting teaching as a result of feedback from
learners
The Importance of Shared Practice
What influences professional practice?
Teachers not only exert
significant influence on the
performance of students but they
influence the performance of
other teachers and school
leaders.
Douglas Reeves, Leadership and Learning, 2008
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Guided Viewing: ACT (Part B)
1. In what ways do educators in the video
learn what they needed to know to
implement instruction based on
student learning needs?
2. In your context, what ways might the
members of your team access
professional learning?
3. How might you differentiate for the
different learning needs of educators?
77
Guided Viewing: ACT (Part B)
As a Table Group,
• summarize your response to
question 2 or 3, and
• share with the large group.
78
Collaborative Inquiry Continuum
To what extent
did the learning
teams in the
video engage in
professional
learning?
79
HANDOUT 3
79
Facilitation Debrief
1. How effectively did the team collectively:
a. apply facilitative skills (‘moves’ or ‘ norms’)


somewhat effectively or
very effectively
b. adhere to Standards 1 and 2: one topic, one process
2. What suggestions do you have to help teams learn and use
facilitative skills consistently as part of their collaborative
work?
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ACT: Scenario Stations
1. Select a scenario in which you
are interested or have had
previous experience. Go to the
station for this scenario. Form
groups of 4.
2. Select a facilitator.
3. Note your response/thoughts
to the question on chart paper.
4. Be prepared to share with the
whole group.
SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy
HANDOUT 10
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Using Facilitation Knowledge and Skills
Identify a facilitator in your station group
for the ACT Scenario activity.
The facilitator:
1. Reviews facilitative skills and helps the table group select and
understand one or two ‘moves’ or ‘norms’ to practice during
the Scenario activity.
2. Reviews Standard #5 with the table group and helps the group
maintain the standard throughout the activity
3. Facilitates the group’s work through the Scenario activity.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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ACT: Scenario Stations
As a Station group,
• Note your response to the
question on chart paper.
• Be prepared to share with
the whole group.
HANDOUT 10
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SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy
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Facilitation Debrief
1. How effectively did the team collectively:
a. apply facilitative skills (‘moves’ or ‘ norms’)


somewhat effectively or
very effectively
b. adhere to Standard #5?
2. How did the roles of participants in the activity relate
to their strengths and preferences?
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Instructional Strategy Check
1. What instructional
strategies were used to:
Handout 5
– Focus viewing
– Differentiate instruction
– Foster engagement
2. Note strategies used on
the Strategy Bank handout.
85
Agenda
Day 1
Day 2
Minds On
 Group Profile (Wall Chart)
 Agenda, Purpose, Learning Goals
and Context
 Walk About
 Opportunities and Challenges
Minds On
• Three Heads
• Facilitation – Guided Viewing
Action
 Facilitation Skills and Knowledge
Base
 Facilitating the Professional Learning
Cycle
 PLAN
 ACT
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Problem-Solving
 Reflection and Next Steps
Consolidation
•
Making Connections
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Making Connections
1.Individually, take time to add
notes and ideas to your
Learning Cycle Organizer and
to your Facilitation Mind Map
2.Table Groups: brainstorm
aspects of today’s session
that you will integrate into
your personal practice
3. Share a few ideas with the large group
87
Exit Card
A take-away:
• Something from today that
you will use
A need:
• Something that you want
from the session or a
clarification that you require
88
Agenda
Day 1
Day 2
Minds On
 Group Profile (Wall Chart)
 Agenda, Purpose, Learning Goals
and Context
 Walk About
 Opportunities and Challenges
Minds On
Action
 Facilitation Skills and Knowledge
Base
 Facilitating the Professional Learning
Cycle
 PLAN
 ACT
•
•
Three Heads
Facilitation – Guided Viewing
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Problem-Solving
 Reflection and Next Steps
Consolidation
• Making Connections
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