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Learning Services LST. February 28, 2013. Essential Questions for Today :. What have we done since we last met? What have learned? What are the essential skills needed for LST members? What will we do to continue to progress in our work?. WELCOME BACK.

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learning services lst

Learning Services LST

February 28, 2013

essential questions for today
Essential Questions for Today:
  • What have we done since we last met?
  • What have learned?
  • What are the essential skillsneeded forLST members?
  • What will we do to continue to progress in our work?
individual school reflection 10 min
Individual School Reflection (10 min.)
  • What has your staff been learning?
  • How is what you are learning being implemented? (e.g. through plcs, classroom observation, modeling…)
  • As an LST member, how have you supported your staff learning and implementation?
  • How is Instructional leadership supporting your staff learning and implementation?
  • What are you and your LST members committing to in the next 30 days?
table group discussion 30 40 min
Table Group Discussion (30-40 min)
  • Quietest person at your table begins with first question…
  • Go around the table
  • Repeat with second question
before we head for break
Before we head for break…

Most outgoing (non-quiet) person at your table begins …

  • What for you was the most important point about our work this morning?
instructional collaboration continuum
Instructional Collaboration Continuum
  • HEADER- “are we building a continuum of trust OR is this about the principles of how we learn and grow as adults”?
  • LINEAR VS CYCLICAL - Research – Joyce and Showers – each set of activities listed in the continuum builds on the one before. Not an endpoint as all activities continue to support learning.
  • ULTIMATE GOAL - in an ideal world we want peers feeling comfortable learning from their colleagues (reciprocal – you watch me and I watch you – new skill/ new concept/ new process)
  • KEY MESSAGE- We have trouble with the term - COACH
finding your partner
FINDING YOUR PARTNER
  • Make eye-contact someone in the room (not at your table) who is within 3 inches of your height
  • Find a spot to sit
continuum of collaboration part 1 of 3
Continuum of Collaboration Part 1 of 3
  • With your new partner
      • When you consider this continuum, select one of the processes you have tried and describe in detail how your process worked.
analyzing the process
Analyzing the Process
  • Does the description for the process make sense?
  • Within this process, have we missed anything within the LST role?
  • Within this process, are there any skills that have been missed?
  • Are there any exemplars that you think we should add?

5. Is there anything that is unclear?

6. Overall/general comments about the continuum.

continuum of collaboration
Continuum of Collaboration

Please Post your notes on the section of the continuum you discussed.

Please return to your table group.

continuum of collaboration part 2 of 3
Continuum of Collaboration Part 2 of 3

WHOSE ROLE IS IT ANYWAYS?

Considering your school’s goal:

Who is the most responsible person(s)

How are these processes divided or shared?

How might you have this discussion with the rest of your team?

continuum of collaboration part 3 of 31
Continuum of Collaboration Part 3 of 3
  • As an individual
  • Identify the skills that are most important to you
  • 3 dots - All your dots in one “basket” OR spread your dots across processes
finding a new team
Finding a new team:
  • Find your new partners – there will be 3 of you
  • Bring a pencil and piece of paper/post it note
  • Find a place to sit
what are you looking at
What are you looking at?
  • Identify who will be A, B, C
  • A –relax
  • B & C
    • draw a picture of A’s head…detail isn’t important
    • you will track where A’s eye go
person a
Person A
  • Think about how many light switches are in your house?
what are you looking at1
What are you looking at?
  • B –relax
  • A & C
    • draw a picture of A’s head…detail isn’t important
    • track where B’s eye go
person b
Person B
  • How many right hand turns did you take to get here today?
what are you looking at2
What are you looking at?
  • C–relax
  • A & B
    • draw a picture of A’s head…detail isn’t important
    • track where C’s eye go
person c
Person C
  • Solve the following problem – no pencil and paper
  • 35 + 42 – 11 + 4 ÷ 2 =
compare your sheets
Compare your sheets
  • What did you notice?
did you know
Did you know?

40-60% visual learners

3-5 seconds

10-20% auditory learners

1-3 seconds

20- 40% Kinesthetic learners

6-14 seconds

Retrieved February 20, 2013 from http://www.nlpu.com/Articles/artic14.htm

implications of pausing
Implications of Pausing…
  • Pausing for 3-5 seconds in classrooms results in:
    • Positive changes in affective climate
    • Positive changes in the quality of classroom interactions
    • An increased level of cognitive functioning
    • An increased level in academic achievement; and
    • A decreased number of behavior problems
listening set asides
Listening Set Asides
  • Autobiographical – telling our own story

2.Inquisitive –sidetracking the conversation with questions about our own curiosity

3. Solution – “I know what you should do…”

with your trio
With your Trio
  • A - B - C
  • A-B – sit facing each other
  • C- note taking
with your trio1
With your trio:
  • A: Think about your current set of goals (related to literacy, numeracy, engagement…) and describe a challenge you have had moving forward.
  • B: Ask questions, clarify
  • C: record B’s wait time and questions/responses
with your trio debrief
With your trio: debrief
  • What was the wait time?
  • When was the wait time? (after a question; after the person responded)
  • What types of questions/responses were given? What happened to the conversation as a result of the questions/responses?
    • Any autobiographical?
    • Inquisitive?
    • Solution focused?
with your trio2
With your trio:
  • C: Think about the learning continuum and something you want to try with a PLC team or your staff. Explain this.
  • A: Ask questions, clarify
  • B: record A’s wait time and questions/responses
with your trio debrief1
With your trio: debrief
  • What was the wait time?
  • When was the wait time? (after a question; after the person responded)
  • What types of questions/responses were given? What happened to the conversation as a result of the questions/responses?
    • Any autobiographical?
    • Inquisitive?
    • Solution focused?
with your trio3
With your trio:
  • B: Describe the last classroom management challenge you had and what happened.
  • C: Ask questions, clarify
  • A: record B’s wait time and questions/responses
with your trio debrief2
With your trio: debrief
  • What was the wait time?
  • When was the wait time? (after a question; after the person responded)
  • What types of questions/responses were given? What happened to the conversation as a result of the questions/responses?
    • Any autobiographical?
    • Inquisitive?
    • Solution focused?
5 3 1 debrief of the morning
5-3-1 Debrief of the morning
  • 5 words that stand out for you from this morning’s work (on your own)
  • 3 words – choose 3 words to share with your table group
  • 1 word – choose one word that captures the essence of this morning for your group. (share with large group)
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