The World Café: Discussion Scaffold

1. OCC GATE UCI 2009 “Gifted Education: Riding the Wave of Change.” Sandi Ishii www.ggusd.us GATE Supervisor sishii@ggusd.us 714.663.6488 The World Café: Discussion Scaffold

2. SETTING THE STAGE: THINKING TOOLS (Prompts): SUPPORT RIGOR IN QUESTIONING & THINKING • Depth & Complexity • Content Imperatives

5. NOTE-TAKING WITH THE TOOLSThe Future of Farming: Eight Solutions For a Hungry World While the banking and automotive industries implode, fruit and vegetable growers are fending off a financial crisis of their own. Tough immigration laws, among other factors, are shrinking the labor supply for picking delicate crops, in some cases leaving millions of dollars of produce unpicked. As part of an unofficial bailout, the USDA recently awarded $28 million to Sanjiv Singh of Carnegie Mellon University and other researchers around the country in part to build automated farming systems that will improve fruit quality, shore up worker shortages and, it’s hoped, keep American fruit farmers solvent. http://www.popsci.com/environment/article/2009-07/8-farming-solution-help-stop-world-hunger?page=5

6. Thinking Tool Treasure Hunt • Read the article http://www.popsci.com/environment/article/2009-07/8-farming-solution-help-stop-world-hunger?page=5 • Find pieces of evidence representing these prompts for thinking. • Underline the evidence and notate with the icon in the margin • Prepare to share out

7. The World Café is a discussion method for “awakening and engaging collective intelligence through conversations about questions that matter.” * Juanita Brown studies on the power of conversation *www.theworldcafe.com

8. GRADUAL RELEASE OF RESPONSIBILITY TEACHER RESPONSIBILITY “I do it” (Teacher) Focus Lesson “We do it” (Teacher/Student) Guided Instruction You do it together Collaborative (Student/Student) “You do it alone” (Student) Independent STUDENT RESPONSIBILITY Adapted from Doug Fisher & Nancy Frey, 2008

9. NAME A CAFÉ BASED ON CONTENT: • Knowledge Café • Scientific Café • Literary Critic Café • Economist Café • Strategy Café • Historian Café • Leadership Café • Analyst Café

10. CAFÉ GUIDELINES • Clarify Purpose • Instructional Objective • Create Hospitable Space (ambiance matters) • Think Outside of the Box • Explore Questions that Matter • Encourage Everyone’s Contribution • Connect Diverse Perspectives • Listen for Insight / Share Discoveries

11. CAFÉ STRUCTURE • Seat 4-6 People in Café-style clusters • Select a “table host” for each cluster • Set up for 3-4 progressive rounds of conversations: 10-20 minutes • Design questions or issues to be discussed which support instructional objective • Provide “tablecloth” for café members to write, note-take, draw key ideas

12. SAMPLE TABLECLOTH

13. CAFÉ ROUND 1 • Table Host begins conversation around central question or issue assigned to the Café table • Table Host encourages involvement of all participants • All participants are encouraged to note-take, draw or write key ideas on tablecloths

14. Transition Scaffold • Allow one minute to write key points on post-it or recording sheet • Collect post-its at conclusion as exit note accountability • Use traveling music. When music ends cue Café background music

15. CAFÉ ROUND 2 • Café Host remains • “Ambassadors of Meaning” or travelers move to another Café table carrying with them key ideas, themes and questions • Hosts welcome new guests & briefly share key ideas, themes and questions from Round 1 • Hosts encourage guests to link and connect ideas from previous tables; listening carefully and building on others contributions

16. CAFÉ ROUND 3 • Return to original Café table to synthesize discoveries OR • Allow one more round at a different Café table and provide a Gallery Walk at the conclusion to allow students to internalize the results of all conversations

17. WHOLE GROUP DEBRIEF(With time, try a gallery walk of table cloths prior to debrief) • Share discoveries and insights in a whole group conversation • Try a “whip around” share of each original table • Prepare students for next steps as you move toward Gradual Release step of “I Do It Alone”

18. CAFÉ MEMBERS IN ACTION 5TH GRADE CLASS IN ACTION USING DEPTH AND COMPLEXITY IN WORLD CAFÉ http://www.explorerelementary.org/pages/Academics/projects/WorldCafe.html

19. What’s golf? Hackers Self Assess Beginner Scratch Player

20. Respecting Differences:Pre-assess, Tier & Flex groups NOVICE No Formal Training PRACTITIONER Some training. Understand. Applied some aspects. Tiered Self-Assessment APPRENTICE Some knowledge. Not specifically applied. SKILLED Understands. Has applied. Can train others and model.

21. Respecting Differences:Pre-assess, Tier & Flex groups MATH / SCIENCE HUMANITIES Interest-Based Groups OTHER SPECIALTIES LEADERSHIP

22. Welcome to World Café! • READtext from “The Future of Farming: 8 Solutions for a Hungry World” Popular ScienceAug 2009 • JOIN a Café group • TABLE HOSTS ARE SELF-SELECTED TODAY • TIERED QUESTIONS designed to build greater meaning from text • BEGIN when your group is full

23. Discussion Slow? Try these scaffolds: • Model (fishbowl) a strong discussion • Use student “actors” and/or colleagues. • First model an ineffective discussion. • Second model an effective discussion. • Have students compare and contrast the 2 • Frontload students to jot key ideas on post-it to carry to next group • Do first café using a safe topic familiar to students • Make table hosts the “mother hens” of the class- students who draw others in

24. REFERENCES • Brown, Juanita & Isaacs, David. (2005) The World Café: Shaping Our Futures Through Conversations That Matter.2005. Berrett-Koehler Publisher Inc.
 • Fisher, Douglas & Frey, Nancy.(2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD • Depth and Complexity developed under the auspices of OERI, Javits Curriculum Project T.W.O., Dr. Sandra Kaplan/USC , 1996 • Content Imperatives developed under the auspices of OERI, Javits Curriculum Project T.W.O., Dr. Sandra Kaplan/USC , 1996