Problem-Solving Strategies for Collaborative Consultation and Teamwork

1. Chapter 5 Problem-Solving Strategies for Collaborative Consultation and Teamwork Becky Rozhon and Brittany Holloway

2. Human Knot Activity What processes did we use to un-knot ourselves?

3. The Problem Solving Process • Data gathering • The identification (and definition) of the problem • The generating of possible actions toward solution • Decision making to select best options • Implementing the elements of a decision • Following up to evaluate the outcome

4. 1. Data Gathering • Data- gathering as guided by the “mess” for which a solution is being sought (pg. 144)

5. 2. Identification and Definition of the Problem • Communication is key here. Conflicts usually caused by: • Lack of understanding • Lack of skills • Lack of self confidence • Lack of professional objectivity • Multi-sourced information is good here because kids are different, and it is a more accurate perspective.

6. 3. Generating Possible Actions Toward Solution • Want to encourage the person who “owns the problem” to step up so they can feel more ownership of the results instead of feeling like result was forced on them. • Good collaborative consultants don’t solve the conflicts for people, they make sure they are solved by facilitating the owners thoughts. • “I don’t know all the answers, because I have not seen all the kids.” • Every learning situation is unique because of students, teachers, parents, schools, and home life. • Have a record sheet for notes on ideas generated, this will serve as a guide for the next step. (pg. 148) • However, problems arise during this time because of the following: • Pressure on consultant because they are the “expert” • The consultant does not encourage consultee to generate own ideas • Tips for this step: • Work with others to promote joint problem and identification  Preserves professional relationships • Communication is done properly  Professionals maintain a feeling of control and self-esteem

7. 4. Decision Making to Select Best Option • Ask these questions: • Did we have enough information to create the best options? • What are the possible consequences of the decision? • Have all possible options been reviewed? • Does the decision meet the real need?

8. 5. Implementing the Elements of a Decision • The group selects a solution that ALL are willing to adopt or at least take on a trial run. As a group we learn more about the people we collaborate with and find out what they want and what they dread. • Have we really thought through all the options? Taking time and asking questions is key in this part of the process! • Agreement is not necessary at this point but you need to use good listening skills, be honest, and be assertive, but at an appropriate level. • Go forth into the classroom with these ideas.

9. 6. Following up to Evaluate the Outcome • Educator as a reflective learner • Everyone involved must follow up on the plan to make sure that progress has been made. • If there is no progress or there is an unexpected problem, the committee must come together again to repeat the process.

10. Problem-Solving through Collaboration Example • The Kindergarten teacher and the music teacher are both concerned about a child’s tendency to masturbate during group time while sitting on the rug (1). The two teachers meet to discuss their mutual concern (2). Both parties discuss their observations and engage in problem-solving activities to identify the problem clearly and select possible actions (3). Both parties agree to make some changes in their respective settings to address the problem (4). If the solutions do not work, they are committed to try other possibilities, including consultation with the child’s parents, the school psychologist, and the health nurse (6). • Pg. 150

11. Chimpanzee Problem-Solving through Cooperation • http://www.youtube.com/watch?v=xOrgOW9LnT4 • Do they use the problem-solving process?

12. Problem-Solving Roles • Through consultation: • Ask an expert in a particular area for help • The expert then collects information from multiple sources and puts it together then reports the information back to whoever asked the question • Through collaboration: • Multiple teachers bring forth concerns based on observations • Both teachers agree to make changes in both settings • If it does not work, they are committed to working together until it does. • Through teamwork: • Co-teaching and co-planning • It becomes no longer “mine” or “yours” it becomes “ours”

13. Ten Step Process for Collaborative Problem-Solving • Preparing for collaborative consultation • Initiating collaborative interaction • Collecting and organizing information • Isolating the problem • Identifying the concerns and stating realities relevant to the problem • Generating options • Formulating the plan • Evaluating the progress and process • Following through and following up • Repeating collaborative consultation if needed.

14. 1. Prepare for consultation • Focus on major topic • Prepare/organize materials • Prepare possible actions/strategies • Meet in a comfortable spot (halls and in between meetings are okay, but make sure most the work being done in a specified time/place) • Daily planning time • Weekly PLC

15. 2. Initiate the consultation • Establish rapport (everyone in group is special and important) • Participate in teamwork building activities • Focus on defined concern at that time (every one should have brought concerns or ideas with them) • Express interest in the needs of everyone

16. 3. Collecting and Organizing Information • Make notes of relevant data collected from all • Combine/summarize data • Assess data, focus on areas needing growth • Summarize information

17. 4. Isolating the Problem • State what the problem is • State what the problem is not • Propose desirable circumstances (This is important because then everyone knows exactly what is being aimed for.)

18. 5. Identifying the concerns and stating realities relevant to the problem • Listen to all • Avoid jargon  Professional communication • Encourage venting and concerns (but only if appropriate) • Focus on related needs and issues • Check for agreement (someone should have been taking notes to keep on track)

19. 6. Generating Options • Suggest appropriate classroom modifications • Discuss consequences of each option • Select most reasonable alternatives • Use sentence starts like “I like…” “I wish…” or “how to…” • Ways to generate ideas: • Brainstorming • Concept mapping • Idea checklist

20. 7. Formulating the Plan • Set goals • Establish roles • Generate evaluation methods • Set date for review • These will all help participants stay on task • FOLLOW THROUGH WITH COMMITMENTS

21. 8. Evaluating the progress and process • Review and assess • Make positive comments  This will help maintain professional relationships • Begin to close out process • Plan for future collaboration

22. 9. Following Through and Following Up • Re-assess periodically • Adjust plan if problems come up • If goals met, bring closure  Transition may be needed • This is most neglected step

23. 10. Repeating Collaborative Consultation If Needed • More consultation may be needed if the plan is not working. • If there is success, continue to collaborative as it will encourage others to participate in the process.

24. Role Play • Dive into groups of 3 or 4. You will be assigned one of the problem-solving process. Develop and plan and role play how you would solve the problem collaboratively. • As they were talking one day about their concern with students' low test scores on the reading comprehension section of the state-mandated English Language Arts test. Only 40% of students are passing with a score above apprentice. Debbie, Colleen, and Mary- three fifth-grade teachers from Hilltop Elementary School-decide to take a close look at students' reading comprehension across content areas. Reggie is the ECE resource teacher for the 4th and 5th grade. In their school, content is departmentalized. Mary teaches science; Colleen teaches social studies; Debbie teaches reading.

25. Techniques for Collaborative Problem-Solving • Brainstorm • What are 5 things we do not want to happen when consulting teachers, parents, and/ or administrators? • Jigsaw • Role Play • Talk Walk • Six Hats

26. Six Hats • White hats: Gather information • Yellow hats: Look at positives, values, and beliefs. • Red hats: Share emotions and feelings about issue • Green hats: Think outside of the box with new possibilities. • Blue hat: Procedures and management reminder • Black hat: Devil’s advocate

27. Barriers to Problem-Solving Collaboratively • We must understand own perspectives by having the following qualities: • Knowledge and understanding • Barriers: I’m shy; Controlling administration; Afraid of “stepping on toes” • Right Skills • Barriers: Lack of information on students; • Our own classroom this barrier may arise if a student had a need that we do not have the skill(s)/ resources for • Self-confidence • Barriers: Low self-confidence; Principal shot down ideas; • Objectivity • Barriers: Lack of support; lack of communication

28. Perspectives • Activity: • Everyone will receive piece of plain paper • With your eyes closed you will fold paper in half and in half again. Then form a triangle. • Rip off the lower right corner.

29. Collaboration Toolbox • Have materials and thoughts organized • Make a checklist • Use professional language • Don’t try to “fix” if it is not “broken” • Don’t wait to make the first move • When collaborating with parents always have student work samples available • Have an open mind

30. Exit Slip • Using the hashtag #todayIlearned, tweet something you learned about collaborative problem-solving and how will apply it in the future when working with others.