WELCOME STFs

1. WELCOME STFs

2. Facilitation skills and strategies

4. Paraphrase Practice • Line up in chronological order of birthdate (month and day only!!) • With partner, share what connections you’re making from DNSI. Partner will paraphrase

5. Principles of Paraphrasing • Attend fully. • Listen with the intention to understand. • Capture the essence of the message. • Reflect the essence of voice tone and gestures. • Make the paraphrase shorter than the original statement. • Paraphrase before asking a question. • Use the pronoun “you, instead of “I.”

6. Goal for today’s Institute • Deliver content that is relevant and strategies that mirror the facilitator skills that STFs need and use in their daily work • Provide an opportunity for processing of information, networkingand problem solving

7. Announcements • Laptops • Flights before 4:00 • Reimbursement for non-JHU employees • Lunch!

8. Breakout Session #1

9. Breakout Session #2

10. Facilitation skills and strategies

11. Objectives • Identify how mediative questioning supports facilitation • Identify strategies and moves to support facilitation

12. Brainstorm • In pairs or trios, brainstorm 3-4 questions that are frequently asked during meetings in which you facilitate or participate. Write these on a piece of paper to use later.

13. Mediative Questions • Elements of Invitational Questions • Approachable voice • Plural forms and exploratory language • Open Ended Adapted from Cognitive Coaching Foundation Seminar

14. Plural and Exploratory Language • Why are so many students failing English? • What are some reasons so many students are failing English? • What are some of your hunches as to why so many students are failing English?

15. Invitational Elements Plural Forms • reasons • strategies • ideas Exploratory Language • might • possibilities • some

16. Revision • Look back at the questions you wrote at the beginning of the session • Revise these to include plural and exploratory language

17. Open Ended Questions Close Ended Open Ended What are some things you’ve tried? What is your meeting schedule like with…? What are some options…? • Have you tried…? • Do you meet with…? • Can you…?

18. Revision 2.0 • Look back at the questions you just revised for plural and exploratory language • Revise any close ended questions to make them open ended • Ask your elbow partner the revised question using an approachable voice

19. Use mediative questions when you hear statements with: • Generalizations • Everyone wants to know • All the parents support this • Rule words • Our meetings are always productive • Johann never lets me finish what I’m saying • Vague verbs, nouns or pronouns • The district won’t let us • They are going to have to get their act together

20. Pairs Practice • Find a partner who lives on the opposite side of the country from you (or at least really far away) • Brainstorm 2-3 statements you might hear in an EWI or other meeting • Write a mediative question you could use as a response

21. Pairs Square • Find another pair to make a quartet • Share your statements and questions

22. Round Robin • If you already use paraphrasing and mediative questions, where have you had successes? • If you are going to start using paraphrasing and mediative questions, where might you be comfortable starting?

23. Facilitator Strategies • Strategies • Patterns, processes or structures to get work done • Usually have multiple steps • Usually require explanation and a check for understanding • Can take a significant amount of time From The Adaptive School by Costa and Garmston

24. Examples of Facilitator Strategies • Brainstorming • Save the Last Word • Protocols • Gallery Walk • Talking Chips

25. When are strategies helpful? • Brainstorm • Analyze/ process information • Make decisions • Summarize • Build community • Mix the group • Balance participation • Share information • Build skills • Solve problems • Reflect or review

26. Facilitator Moves • Moves • Quick, discrete remarks or behaviors • May only take a few seconds to perform • Often used to intervene, redirect, or teach a group about self-management • Based on ‘in the moment’ facilitator decisions

27. Examples of Facilitator Moves • Hand Signal • Airplane Stacking • Finger Minutes • Elbow Partners • Acknowledgements/recognition • Giving data feedback • Proximity

28. When are moves helpful? • Time management • Consensus building • Disengaged participants • Sidetrackers • Conflict • Sidebars • Processing time • Energizer • Inclusion • Conversation dominators

29. Resource Page • Working as a table group, complete resource page with strategies/moves from DNSI • Add to list throughout the day

30. Breakout Session #1

31. Thinking about Instruction as part of EWI

32. Role in Instruction • What does the quote say about instruction and what connection does it have to your school? • How would you describe your current role in impacting instruction in your school?

33. Objectives • Participants will examine instructional interventions that they use and that could be used at their sites. • Participants will determine how they can improve the utilization or assignment of instructional interventions.

34. Role of the STF in Instruction • Assess professional development needs and plan, design and coordinate on-going professional development responsive to identified needs. • Identify additional professional development (PD) needs through the meetings with the staff, the students, their families, and the collaborative. • Coordinate with instructional coaches to identify areas of support and needs of staff.

35. What Intervention should I use? Sample Interventions Research says… Process and Guiding Principles

36. Interventions

37. Instructional Interventions

38. Interventions

39. Strategies proven to be effective

40. Basic demonstration of Distributed Practices Benefits – Keppel (1964)

41. Learning translations of Spanish words (Bahrick 1979)

42. Distributed Practice: Why does it work? • Massed practice leads to deficient processing v. effortful processing for distributed practice • Students don’t have to work hard to retrieve what they just learned • False sense of what they know and will remember because of “easy” processing (faulty metacognition) • Reminding – the more times you retrieve, hear, and see something the better you will remember it • Distributed learning takes advantage of a better consolidated neural memory trace – hippocampal consolidation takes time

43. Distributed Practice: How can it be used? • Return to most important material repeatedly across days/weeks/months • Repeating important points helps students with distributed learning, and cues these concepts are important and need to be remembered • Put key information from previous weeks or units on your weekly or daily quiz; repeat most important material across quizzes • Use cumulative exams but cue students as to what content they need to learn/relearn.

44. Strategies proven to be effective

45. Find 2-3 other STFs in the same “range” and discuss the questions provided.

46. Exit Ticket • Spend a few minutes on your reflection sheet. • What would you like your interaction and impact on instruction to be in the next year?

47. It’s time for lunch!

48. Breakout Session #2