Student Success 2011 Summer Program NAME OF YOUR MODULE HERE DAY 2 Student Success 2011 Summer Program Facilitating Learning Teams using a Professional Learning Cycle 1 2 Agenda Day 2 ID: 440386
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Student Success2011 Summer ProgramNAME OF YOUR MODULE HERE
DAY 2
Student Success2011 Summer ProgramFacilitating Learning Teams using a Professional Learning Cycle
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Agenda
Day 2
Minds OnOverview
Three Heads
Facilitation – Guided Viewing
Action
Facilitating the Professional Learning CycleOBSERVEREFLECT ConsolidationChallenges, Assumptions and Next Steps
2
Day 1
Minds On
Group Profile (Wall Chart)
Agenda, Purpose, Learning Goals and Context
Walk About
Opportunities and Challenges
Action
Facilitation Skills and Knowledge Base
Facilitating the Professional Learning Cycle
PLAN
ACT
Consolidation
Making ConnectionsSlide3
Learning Preferences
PreferencePrefers learning/demonstrating learning :
Visual through
diagrams, maps, charts…Aural/Auditoryby hearing or speakingReading/Writingthrough the written word
Kinesthetic
through experience, simulation, authentic videos…
3Slide4
Three Heads
Like-preference groups:Join with 2 others who have the same VARK preference(s) Identify the top 3 or 4 key ideas in yesterday’s sessionFigure out a way to share these with the large group using your common learning preference.
4Slide5
Stations: Supporting Implementation
Select a topic of interest for viewing:Building CapacityLeadershipFacilitationView
– with a focus on the Thinking Routine questionsShare - with others at that viewing station
Thinking Routine: ‘See-Think-Explore’What did you see?What do you think?What related ideas would you like to explore?
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Option A:
for sessions that include administrators who are supporting learning teams in their schoolsSlide6
Stations: Guided Viewing - Facilitation
Select - a quote from Handout 11.View – with a focus on your chosen quote
Share - with 2 or three others who selected the same quote
6Option B: for sessions with board and school level facilitators
Handout 11Slide7
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Agenda
Day 2
Minds OnOverviewThree Heads
Facilitation – Guided Viewing
Action
Facilitating the Professional Learning Cycle
OBSERVEREFLECT ConsolidationChallenges, Assumptions and Next Steps
7
Day 1
Minds On
Group Profile (Wall Chart)
Agenda, Purpose, Learning Goals and Context
Walk About
Opportunities and Challenges
Action
Facilitation Skills and Knowledge Base
Facilitating the Professional Learning Cycle
PLAN
ACT
Consolidation
Making ConnectionsSlide8
Between ACT and OBSERVE
What happens between the scheduled learning cycle meetings for ACT and OBSERVE? For example:What is the facilitator doing?What is the Administrator doingWhat is the teacher doing?
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OBSERVE
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Sharing instructional practice to monitor student learning and enhance educator learning
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9Slide10
OBSERVE Video
Prior to viewing, read the OBSERVE description in your notes organizer.
10Slide11
Guided Viewing - OBSERVE
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Jot your observations on the Guided Viewing handout based on the prompts provided.
Handout 12Slide12
Student Work
“One of the most powerful ways to ensure that any (learning team) stays focused – whether within or across schools – is by making sure that it is anchored by actual student work.” p. 76“Having actual student work is at the center of the collaborative inquiry exercise. It creates the opportunity for evidence-driven, focused professional learning conversations.”
p. 76
Katz, Earl, Jaafar, 2009 (Corwin)12Slide13
ACT – Four Corners
Select a question of interest.Join the corner group for that question. Divide into groups of 4 or 5 at the corner – each group has a piece of chart paper.Follow the facilitation instructions on the next slide.
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OBSERVE – Four Corners/Carousel
Handout 12Slide14
Using Facilitation Knowledge and Skills
The facilitator:Helps the team select a (1) Standard and (2) a Move or Norm that they think will be important to the success of this activityEnsures that the group understands the Standard/Move-NormFacilitates the group’s work through the Corner activity.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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Identify a facilitator for your Corner group.
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ACT – Four Corners
Corner Groups of 5 or less Brainstorm responses - on chart paper.As a group, move to each of the other questions, examine and add or comment as needed.Return to original Corner, examine comments of others, summarize and share key points.
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OBSERVE – Four Corners/Carousel
Handout 12Slide16
Collaborative Inquiry Continuum
For a team on which you were a member or that you have facilitated, which ‘shared practice’ description best matches your team’s work?
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HANDOUT 3
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Facilitation Debrief
To what extent (rarely – sometimes – most of the time) was the group able to demonstrate the select:StandardMove or Norm
What challenges arose? As a group, decide on and share a way to address the challenge.
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17Slide18
Instructional Strategies Check
What strategies were used to:Focus viewingGenerate ideasStimulate thinkingHow was instruction differentiated?Note strategies used on the Strategy Bank handout.
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Handout 5Slide19
Making Connections
Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map19Slide20
REFLECT
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Examining evidence to reflect on student and educator learning
20Slide21
Between OBSERVE and REFLECT
What happens between the scheduled learning cycle meetings for OBSERVE and REFLECT? For example:What is the facilitator doing?What is the administrator doingWhat is the teacher doing?
21Slide22
Guided Viewing: REFLECT
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Prior to viewing, read the REFLECT description in your notes organizer.Slide23
Guided Viewing: REFLECT
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Jot your observations on the Guided Viewing handout based on the prompts provided.
Analysis
Interpretation
Next Steps
Handout 13Slide24
After Viewing:
REFLECT Table GroupsDiscuss responses to the analysis, Interpretation and Next Steps prompts.Share with the larger group.24Slide25
Reflect: Discussion Questions
Triads or Quads (Like-Role)Select a question of interest to discuss and be prepared to share a few points from your discussion with the larger group.How would you help members of your learning team determine what they have learned and, based on student learning needs, their next steps for professional learning?
What would need to be in place to support a team to reflect in this way?What would need to have occurred in the previous learning cycle phases for this type of reflection to occur.
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25Slide26
Reflect
Share a few points from your discussion with the larger group.26Slide27
Collaborative Inquiry Continuum
For a team on which you were a member or that you have facilitated, which ‘Individual and Group Reflection’ description best matches your team’s work?
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HANDOUT 3
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Facilitation
Your group had no formal facilitator:What facilitative standards, skills, and ways of working together did your group collectively demonstrate?In what ways, if any, might a facilitator have contributed to the functioning of the group?
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28Slide29
Instructional Strategies Check
What strategies were used to:Focus viewingStimulate thinkingFoster engagementHow was instruction differentiated?Note strategies used on the Strategy Bank handout
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Handout 5Slide30
Making Connections
Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map30Slide31
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Agenda
Day 2
Minds OnOverviewThree Heads
Facilitation – Guided Viewing
Action
Facilitating the Professional Learning Cycle
OBSERVEREFLECT ConsolidationChallenges, Assumptions and Next Steps
31
Day 1
Minds On
Group Profile (Wall Chart)
Agenda, Purpose, Learning Goals and Context
Walk About
Opportunities and Challenges
Action
Facilitation Skills and Knowledge Base
Facilitating the Professional Learning Cycle
PLAN
ACT
Consolidation
Making ConnectionsSlide32
32
Consolidation - Challenges
Examine your session notes and update the Challenge board.As a full group, sort and classify the challenges.Create groups based on a category of interest.
32Slide33
Using Facilitation Knowledge and Skills
The facilitator assists the group with:Standards 1 and 2 and using skills such as pausing, paraphrasing and inquiring.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
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Identify a facilitator for your interest group.
33Slide34
Assumptions and Next Steps
Identify, and post on chart paper, any assumptions related to the category. Clarify /analyse the assumptions. (e.g., supporting evidence? always the case? challenges within the challenge?)Determine whether the challenge can be addressed through facilitation.
What next steps can be taken to address the challenge?
34Slide35
Challenges
Share a few points from your discussion with the larger group… inviting input as needed.35Slide36
Facilitation Debrief
Why are skills such as pausing, paraphrasing and inquiring important to discussions?To what extent did the group adhere to Standards 1 and 2?
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36Slide37
Top Ten List
Examine notes, Mind Map and Strategy Bank.As a Table Group, develop a Top Ten list of ideas and strategies that will be the most useful in facilitation work.
Share the top three with the large group.
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anne.clifton@ontario.cakaren.greenham@ontario.calinda.staudt@ontario.ca
shawna.eby@ontario.cajane.ashley@ontario.ca
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