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Student Success 2011 Summer Program NAME OF YOUR MODULE HERE. PUT TITLE HERE. DAY 2 Student Success 2011 Summer Program Facilitating Learning Teams using a Professional Learning Cycle. Agenda. Day 2 Minds On Overview Three Heads Facilitation – Guided Viewing Action

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Put title here

Student Success

2011 Summer Program

NAME OF YOUR MODULE HERE

PUT TITLE HERE

DAY 2

Student Success

2011 Summer Program

Facilitating Learning Teams using a Professional Learning Cycle


Agenda

Agenda

Day 2

Minds On

  • Overview

  • Three Heads

  • Facilitation – Guided Viewing

    Action

  • Facilitating the Professional Learning Cycle

    • OBSERVE

    • REFLECT

      Consolidation

  • Challenges, Assumptions and Next Steps

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 Connections

2


Learning preferences

Learning Preferences


Three heads

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 session

  • Figure out a way to share these with the large group using your common learning preference.


Stations supporting implementation

Stations: Supporting Implementation

Option A: for sessions that include administrators who are supporting learning teams in their schools

Select a topic of interest for viewing:

  • Building Capacity

  • Leadership

  • Facilitation

    View – with a focus on the Thinking Routine questions

    Share - 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?


Stations guided viewing facilitation

Stations: Guided Viewing - Facilitation

Option B: for sessions with board and school level facilitators

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

Handout 11


Agenda1

Agenda

Day 2

Minds On

  • Overview

  • Three Heads

  • Facilitation – Guided Viewing

    Action

  • Facilitating the Professional Learning Cycle

    • OBSERVE

    • REFLECT

      Consolidation

  • Challenges, Assumptions and Next Steps

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 Connections

7


Between act and observe

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 doing

What is the teacher doing?


Observe

OBSERVE

Sharing instructional practice to monitor student learning and enhance educator learning

9

9


Observe video

OBSERVE Video

Prior to viewing, read the OBSERVE description in your notes organizer.


Guided viewing observe

Guided Viewing - OBSERVE

Jot your observations on the Guided Viewing handout based on the prompts provided.

Handout 12


Student work

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)


Act four corners

ACT – Four Corners

OBSERVE – Four Corners/Carousel

  • 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.

Handout 12


Using facilitation knowledge and skills

Using Facilitation Knowledge and Skills

Identify a facilitator for your Corner group.

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 activity

  • Ensures that the group understands the Standard/Move-Norm

  • Facilitates the group’s work through the Corner activity.

Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program

14


Act four corners1

ACT – Four Corners

OBSERVE – Four Corners/Carousel

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.

Handout 12


Collaborative inquiry continuum

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?

HANDOUT 3

16


Facilitation debrief

Facilitation Debrief

To what extent (rarely – sometimes – most of the time) was the group able to demonstrate the select:

Standard

Move or Norm

What challenges arose? As a group, decide on and share a way to address the challenge.

17


Instructional strategies check

Instructional Strategies Check

  • What strategies were used to:

  • Focus viewing

  • Generate ideas

  • Stimulate thinking

  • How was instruction differentiated?

  • Note strategies used on the Strategy Bank handout.

Handout 5


Making connections

Making Connections

Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map


Reflect

REFLECT

Examining evidence to reflect on student and educator learning

20


Between observe and reflect

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 doing

What is the teacher doing?


Guided viewing reflect

Guided Viewing: REFLECT

Prior to viewing, read the REFLECT description in your notes organizer.


Guided viewing reflect1

Guided Viewing: REFLECT

Jot your observations on the Guided Viewing handout based on the prompts provided.

Handout 13

  • Analysis

  • Interpretation

  • Next Steps


After viewing reflect

After Viewing: REFLECT

Table Groups

  • Discuss responses to the analysis, Interpretation and Next Steps prompts.

  • Share with the larger group.


Reflect discussion questions

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.

25


Reflect1

Reflect

Share a few points from your discussion with the larger group.


Collaborative inquiry continuum1

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?

HANDOUT 3

27


Facilitation

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?

28


Instructional strategies check1

Instructional Strategies Check

  • What strategies were used to:

  • Focus viewing

  • Stimulate thinking

  • Foster engagement

  • How was instruction differentiated?

  • Note strategies used on the Strategy Bank handout

Handout 5


Making connections1

Making Connections

Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map


Agenda2

Agenda

Day 2

Minds On

  • Overview

  • Three Heads

  • Facilitation – Guided Viewing

    Action

  • Facilitating the Professional Learning Cycle

    • OBSERVE

    • REFLECT

      Consolidation

  • Challenges, Assumptions and Next Steps

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 Connections

31


Consolidation challenges

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.

32


Using facilitation knowledge and skills1

Using Facilitation Knowledge and Skills

Identify a facilitator for your interest group.

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

33


Assumptions and next steps

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?


Challenges

Challenges

Share a few points from your discussion with the larger group… inviting input as needed.


Facilitation debrief1

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?

36


Top ten list

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.


Put title here

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

38


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