Norms of Collaboration Paying Attention to Self and Others Developing Mindfulness and

1. Norms of Collaboration Paying Attention to Self and Others Developing Mindfulness and Engaging the Process of Rapport Adaptive Schools Seminars Building Capacities for School Improvement Presenter Welcome! Thinking Collaborative – Adaptive Schools Seminars www.thinkingcollaborative.com

2. 1. Pausing 2. Paraphrasing 3. Posing Questions 4. Putting Ideas on the Table Norms of Collaboration 5. Providing Data 6. Paying Attention to Self and Others 7. Presuming Positive Intentions Thinking Collaborative – Adaptive Schools Seminars

3. Paying Attention to Self and Others • Consider the quotations posted in the four corners. • Move to the quotation that most captures your interest. • Quartets explore: • What are some of the reasons you chose this quotation? • What connections might you make between this quotation and the norm of Paying Attention to Self and Others? Corners Thinking Collaborative – Adaptive Schools Seminars

4. Paying Attention to Self and Others Focused Reading • Greet a partner at your table. • Partners silently and read the introductory paragraphs on pages 1-2, stopping at “Paying Attention to Self: Focusing Self-Awareness.” • Note three features: • ✔“Mm hm.” Affirms prior knowledge. • !“Ah ha!” Surprises you. • ?“Huh?” Wish you knew more about this. • Partners share items marked!or?. Thinking Collaborative – Adaptive Schools Seminars

5. Paying Attention to Self and Others Four Capabilities Mindfulness Sensory Acuity Reflective Action Congruence Thinking Collaborative – Adaptive Schools Seminars

6. Paying Attention to Self and Others Four Capabilities Mindfulness Sensory Acuity Reflective Action Congruence Thinking Collaborative – Adaptive Schools Seminars

7. Paying Attention to Self AB Each Teach Decide partner A and partner B. Partner A reads “Paying Attention to Self: Focusing Self-Awareness.” Partner B reads “Neuroscience of Mindfulness.” When both are done, cross teach your content to each another. Thinking Collaborative – Adaptive Schools Seminars

8. Focusing Self-Awareness Learning Mindfulness “Mindfulness is a habit. It’s something the more one does, the more likely one is to be in that mode with less and less effort...it’s a skill that can be learned.” John Teasdale Thinking Collaborative – Adaptive Schools Seminars

9. Focusing Self-Awareness Learning Mindfulness 1. Find a comfortable place. 2. Feel free to walk, sit, or lie down. 3. Now take a deep breath and relax. Thinking Collaborative – Adaptive Schools Seminars

10. Focusing Self-Awareness Partner Share What supported you in being present in a non-judgmental, affirming way? Thinking Collaborative – Adaptive Schools Seminars

11. Table Group Debrief 1. Select a facilitator and recorder. 2. Record your responses on chart paper. 3. Be prepared to share with the large group. Thinking Collaborative – Adaptive Schools Seminars

12. Relaxed Alertness allows access to the prefrontal cortex under conditions of high challenge and low threat or risk Downshift causes loss of resourcefulness and flexibility as the basal ganglia and amygdala take charge

13. Pyramid of Influence Action Attention Intention Thinking Collaborative – Adaptive Schools Seminars

14. Prompt and Respond Dendwrite When you think about the phrase “paying attention to others,” what comes to mind for you? Journal your thoughts. Set your journal aside for future use. Thinking Collaborative – Adaptive Schools Seminars

15. Paying Attention to Self and Others Four Capabilities 1. Mindfulness Sensory Acuity Reflective Action Congruence Thinking Collaborative – Adaptive Schools Seminars

16. Paying Attention to Self and Others Four Capabilities Mindfulness 2. Sensory Acuity Reflective Action Congruence Thinking Collaborative – Adaptive Schools Seminars

17. Paying Attention to Others Facial Cues Each person, select a card from the center of the table. Do not show your card to others. The first person uses facial muscles to mimic the face displayed on the card. Pay special attention to the eyes, eyebrows, and mouth. Other group members identify the emotion displayed. Continue in rotation until all cards have been used. Thinking Collaborative – Adaptive Schools Seminars

18. Paying Attention to Others Eye Contact Form trios and decide A, B, and C. (watch w/second hand) A look at B’s eyes. B: when it starts to feel uncomfortable, tell C. C: how long did it take? Rotate roles for at least one more round. What do you notice? Thinking Collaborative – Adaptive Schools Seminars

19. Paying Attention to Others Proximity In what ways might this compare to your own experiences with personal space? Thinking Collaborative – Adaptive Schools Seminars

20. Table Groups of Six

21. Focusing Awareness of Others: Verbal and Nonverbal Cues Jigsaw • Home Teams of 6; number off 1-6. • Each person reads the intro to “Focusing Awareness of Others” (p. 7) and their Cues. • 1. Pitch & Posture • 2.Pace & Gesture • 3. Volume & Proximity • 4.Inflection & Facial Expression • 5. Representational Systems & Eye Contact • 6. Cognitive Style & Intuition (pg. 6) Thinking Collaborative – Adaptive Schools Seminars

22. Jigsaw Expert Groups Number-alike groups cluster together. Explore and clarify content. Dialogue and discuss what might be important for Home Team members to know about your content. Thinking Collaborative – Adaptive Schools Seminars

23. Jigsaw Home Teams • Return to your Home Team. • Experts share information and answer questions. • Home Teams debrief: • In what ways has your • knowledge about verbal • and nonverbal cues been • enhanced? Thinking Collaborative – Adaptive Schools Seminars

24. Paying Attention to Others Auditory Kinesthetic Visual Representational Systems see view watch show look picture snapshot mirror hear listen sound tone resonate dialogue rhythm ring feel grasp touch contact catch tight handle firm Thinking Collaborative – Adaptive Schools Seminars

25. Paying Attention to Self and Others Part Whole Whole Part Cognitive Style Concrete to Global Global to Concrete Thinking Collaborative – Adaptive Schools Seminars

26. Representational Systems and Cognitive Styles Partners Compare • Earlier you journaled in response to the following prompt: • When you think about the phrase “paying attention to others,” what comes to mind for you? • Partners compare responses, underlining any language that might be indicators of preferred representational systems and cognitive styles. Thinking Collaborative – Adaptive Schools Seminars

27. Synthesizing Paired Verbal Fluency Determine Partners A and B. Given a prompt, Partner A talks on the topic and Partner B listens. When signaled, Partner A stops and Partner B begins talking about the same topic, not repeating anything that has been said. Continue to switch roles as directed. Thinking Collaborative – Adaptive Schools Seminars

28. Synthesizing Paired Verbal Fluency • Everything you have learned about Sensory Acuity that is either new information, or validates what you already knew Thinking Collaborative – Adaptive Schools Seminars

29. Paying Attention to Self and Others Four Capabilities Mindfulness 2. Sensory Acuity Reflective Action Congruence Thinking Collaborative – Adaptive Schools Seminars

30. Paying Attention to Self and Others Four Capabilities Mindfulness Sensory Acuity 3. Reflective Action Congruence Thinking Collaborative – Adaptive Schools Seminars

31. Assessment and Action Choices Key Concepts/ Key Ideas Partners individually read the first paragraph of “Illustrating Some Assessment and Action Choices” on p. 10, marking key concepts and key ideas. When both are done, take turns sharing and exploring the concepts and ideas marked by each partner. Repeat for the second paragraph. Thinking Collaborative – Adaptive Schools Seminars

32. Illustrating Reflective Action Partner Dialogues • Read silently Sydney’s illustrating scenario. • “Catch the Cues” in the scenario. • Dialogue with your partner: • a) At what point did Sydney seem to exhibit the capability of “sensory acuity?” • b) At what points did Sydney seem to exhibit the capability of “reflective action?” • Continue this pattern with the other scenarios as time allows. Thinking Collaborative – Adaptive Schools Seminars

33. Paying Attention to Self and Others Four Capabilities Mindfulness Sensory Acuity 3.Reflective Action Congruence Thinking Collaborative – Adaptive Schools Seminars

34. Paying Attention to Self and Others Four Capabilities Mindfulness Sensory Acuity Reflective Action 4. Congruence Thinking Collaborative – Adaptive Schools Seminars

35. Congruence Read & Apply Partners silently and read the section “Congruence: Internal and External” When you are ready, apply the information about congruence to dialogue with your partner about how the capability of congruence might connect to the Pyramid of Influence. Action Attention Intention Thinking Collaborative – Adaptive Schools Seminars

36. Paying Attention to Self and Others Putting It All Together Individually, enter a state of “mindfulness” as you prepare for a Table Group dialogue. Select one or two verbal and nonverbal cues to pay attention to during the dialogue. Mentally rehearse what actions you might take when you observe each of the behaviors. What will you watch for to tell you if your actions achieve the intended consequences? Thinking Collaborative – Adaptive Schools Seminars

37. What connections are you making? Action Attention Intention Thinking Collaborative – Adaptive Schools Seminars

38. Continued dialogue: In what ways did your intentional focus on specific traits support the group? Reflection for Learning • Commit to writing: • How might you use this Norm to support the groups with which you work? Thinking Collaborative – Adaptive Schools Seminars

39. 3 Balloons Self Assessment To enhance your mindset and skill set for paying attention to both self and others… Organize and Integrate …what might you stop doing? …what you might be alert to? …what you might start doing?