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Becoming a Facilitator

“People who stop learning, stop living.” Charles handy, 1995. Becoming a Facilitator. of Professional Learning Communities (PLCs). Goals. Expectations Defining PLCs Professional Education Adults as Learners Setting the Stage for Facilitation Power of Protocols Giving it a Whirl.

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Becoming a Facilitator

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  1. “People who stop learning, stop living.” Charles handy, 1995 Becoming a Facilitator of Professional Learning Communities (PLCs)

  2. Goals • Expectations • Defining PLCs • Professional Education • Adults as Learners • Setting the Stage for Facilitation • Power of Protocols • Giving it a Whirl

  3. Agenda – Session One • What do you want to learn? • Rules to live by • What is a learning community? • Putting the “Professional” in the community • Looking inward • What do the professionals say? • For next time

  4. Chalk Talk • Consider your expectations. • How do you like to learn? • In 2 groups, record responses. • Chart A: What do you want to be able to do at the end of our study group? • Chart B: Describe your personal preferences for learning conditions. • Prioritize goals.

  5. Forming Ground Rules • Read and follow protocol. • List ground rules in document • Use clickers to develop a top five list. • Use clickers to poll agreement.

  6. Attributes of a Learning Community • Write about a personal experience that was: • Positive • Instructive • In a group or community • Share stories in groups • Groups list top 4 or 5 attributes important to all • Share lists with whole group to create one larger list

  7. Talking Stick • Whoever has the stick may talk. • Consider these ideas: • What have you learned? • What surprised you? • What else do you want to learn? • Pass the stick. • When it is over, it’s over.

  8. Becoming a Facilitator Session Two

  9. Agenda – Session Two • Shared culture? • Who are professionals? • What do they say?

  10. Defining a shared culture • A new look • http://www.teachertube.com/view_video.php?viewkey=ddb7a7cfa82574b6722d

  11. Shared culture for learning • Shared mission, vision, and values • Collective inquiry • Collaborative teams • Action orientation and experimentation • Continuous improvement • Results orientation

  12. Put the Professional in the Community • Who are professionals? • What makes them (us) professional? • Making Meaning Protocol • Read the hand-out • Follow protocol in groups

  13. Looking Inward • Complete the PLC survey • Discuss your responses with partner • Watch video and consider how they rate • http://www.teachertube.com/view_video.php?viewkey=eb96a64a3254ca7b50d8 • Create “to do” list • Consider collecting survey responses from colleagues

  14. What do the professionals say? • Professional education • NSDC definitions • Act 48 • PDE final document • Additional reading • How Teachers Learn • When Everyday is a Staff Development Day • Faculty Study Groups • Keys to a Learning Community

  15. Reading reflections • Active participation • 4 tiers based on stages of development • Learn from each other • On-going • “Drop Everything and Learn” Days commitment to plcs • Teachers self-select content for plcs with expectation to practice • Use teacher leaders to facilitate • Leaders should not have constant control, the process takes precedence • Concrete experience • Reflection • Change driven from within and not from top down • Process more important than product • Outcome designed/developed by participants • Use reflection log for group and individuals • Training required • Personal status is flat • Use on-line collaboration tools

  16. Agenda – Session Three • How do adults learn? • Collaboration • Communication • Reflection Tools

  17. Adults as learners • How do you like to learn? • Doing (hands-on, multisensory) • Reading • Project oriented • Visual – watching others, demonstrations • See it, then try it • Need time to process between intro and outcome • Figuring it out on your own • See the larger picture first • Compatibility?

  18. What does the research say about adult learners? • Need to know why they are learning something • Need safe environment (includes basic needs & humor/anecdotes) • Need to be self-directing –seen by others as capable of making decisions • Choices (topics, how to make meaning) • Useful, immediate application • Relates to one’s job • Link prior knowledge to new learning • Use adult experiences in learning • Interaction (discussion, presentation) • Self-reflection and evaluation • Use variety of teaching strategies & incorporate those in context of the new content

  19. Thoughts on getting together

  20. Collaboration & Communication Tools

  21. Collaboration & Communication Tools • Technology resources at RTSD http://www.rtsd.org/59910412164842233/site/default.asp • On-line learning http://deangroom.wordpress.com/about/ • Instructional coach tools http://www.instructionalcoach.org/tools.html

  22. Collaboration & Communication Tools • Blogs • Google docs http://docs.google.com/?safe=on#all • Wiki spaces • Read Jim Knight’s current blog http://jimknightoncoaching.squarespace.com/

  23. Study Group Reflection Logs • Use on-line resource • http://www.scribd.com/doc/6121651/Teacher-Study-Group-Log-by-Ann • View samples • Create our own • Summary of thinking • Accomplishments • Set next meeting date • Split up tasks

  24. Agenda – Session Four • Conversation starters • Guidelines for facilitating PLCs • Inquiry: Probing vs. Clarifying Questions • Lesson study: Japanese style • Force-Field Analysis: Using Protocols

  25. Conversation Starters • Begin the process of creating safe relationships • Select a slip from the bowl • Respond to the starter in a trio • Debrief

  26. Guidelines for facilitating PLCs • Using Smartboard, create top ten list. • Reconnect ideas with adult learners. • Address appropriate use of PLCs. • Debrief

  27. Clarifying Probing Probing v. Clarifying Questions

  28. Lesson study: Japanese style • Read article • Review wheel of professional inquiry • Watch video • ..\UbD training\videos\can you lift 100 lbs.mpg • Debrief • Developed lesson objective • Developed lesson plan together based on past history of what worked and didn’t work • They had plenty of time to develop and debrief • Asked all teachers to provide experience of teaching lesson • Great idea for younger teachers to hear other ideas • Great for veterans to hear fresh new ideas of teaching • After the lesson: • All teachers’ feedback addressed students’ reactions and decisions • Reviewed goals of school to see if lesson in alignment • Had an external commentator to provide unbiased input • Teachers took notes during the lesson to which they referred for debriefing • Can we do this? • What happens to other kids while teachers observe • Need to think about our culture...teams work great but that’s it

  29. Next time • Looking at student work protocols • Bring work samples • Select resource book

  30. Agenda – Session Five • Text-based seminar • Looking at student work protocols • Hand-held response system • Our turn

  31. Force-field Analysis • Identify a desired state • Create list of facilitating (positive) forces • Develop list of restraining forces • Rank the facilitating forces according to the degree of influence they have • Find the easiest to resolve restraining forces • Brainstorm ways to get to desired end result

  32. Text-based seminar • Level I: one participant reads passage • Level II: participant says what (s)he thinks of passage • Level III: participant reflects on implications for work • Group has 2 minutes to respond • New participant repeats levels I-III

  33. Looking at student work protocols • Art shack • ATLAS • CASL • Collaborative Assessment Conference • Describing Student Work • Tuning Protocol

  34. Hand held response system • When to use • How to use • Looking at student work application

  35. Agenda – Session Six • Looking at student work • Document camera • Data rules! • Evaluation tools

  36. CASL – Collaborative Analysis of Student Learning 5 Inquiry Phases • Define the learning target • Analyze classroom assessments • Analyze focus students’ work • Assess & analyze whole-class performance • Reflect and celebrate

  37. Document camera Uses: • science experiments/ demonstrations • marking text for understanding • read-alouds • projecting magazines (newspaper) pages for reading and discussion • handwriting demonstrations with "real paper” • coin counting with real coins • Others?

  38. Data rules What grade would you give? Prompt: Write an essay that provides a general overview of what we’ve learned about DNA in our class so far. You may use any resources you wish, but make sure to explain each of the aspects of DNA we’ve discussed.

  39. What does the data reveal? What grade does this student deserve? 7 Assignments • 90% test • Missing HW • 55% project • 100% quiz • 75% HW • 30% quiz • 90% test

  40. 7th grade math: Total: 88% proficient + Black: 67% proficient + Asian: 94% proficient + IEP: 53% proficient + 11th grade math: Total: 83% proficient + Black: 37% proficient + Asian: 100% proficient + IEP: 40% proficient + And this data about RTSD?

  41. Evaluations • Wagon wheel protocol • Review Act 48 items • Critique www.surveymonkey.com • Using data effectively requires a LONG-TERM commitment

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