Facilitating intentional conversations to support the implementation of the QKLGTrain-the-trainer workshop: Session 2
Overview of Session 2 • Introduction to facilitation of intentional conversations • Intentional conversations allow for sharing of stories, examples and robust discussion in order to focus on particular aspects of the QKLG. • Intentional conversations: • How do the QKLG and EYLF support qualitylearning and teaching? • Informed curriculum decision making. • Assessment within a quality program.
Facilitation skills • A facilitator: • holds knowledge and is passionate about the product • understands adult learners • is enthusiastic about facilitating others’ learning • has the ability to communicate effectively • is able to reflect on their own practice and encourage others to do so • is confident that they can make a difference.
Understanding adult learners • Adult learners: • are self-motivated and self-directed • need to take control of their learning and extend themselves.
Know your participants, product, process • Participant considerations include: • prior professional background and experience • work context • setting context, e.g. priorities, families, children and community settings. • Products include: • Queensland kindergarten learning guideline • Continua of learning and development • QKLG online professional development materials. • Processes include: • intentional conversations that • promote ongoing professional learning • are structured so participants explore, examine, engage and extend understanding about curriculum and practice.
Conversations for learning and change • Premise: • Through the development of professional learning communities, professionals learn, change and improve practice. • Improved practice leads to better quality educational programs, which in turn lead to better outcomes for children.
Conversations for learning and change • Acknowledge: • that each centre, group and individual is different • the facilitator's role — creating a space for productive conversations relevant to participants • that conversations are intentional, and focus attention on what it means to implement the QKLG as a professional teacher.
Making connections through curriculum conversations • Conversations provide a vehicle for valuing teachers’ lived experience by: • sharing stories of professional experiences • connecting stories to principles and practices outlined in the QKLG. • Facilitators support this process by: • inviting participants to share and explore stories • using information and stories to illustrate points • keeping conversations focused.
Leading intentional conversations • Best practices: • Keep a check on the time people take to talk. • Encourage reticent people to contribute. • Gently move the conversation away from dominant people. • Use visual resources such as handouts, information sheets and slideshows. • Encourage in-depth exploration, e.g. use open questions, look for connections and question implications.
Leading intentional conversations • Today we will model three activities to facilitate intentional conversations designed to support knowledge about: • quality teaching and learning • curriculum decision making • assessment within a quality program. • Online: • additional resources to support trainers/facilitators will be made available. • Facilitators decide: • how, when, where, why, with whom … • Intentional conversations resource: • Practise conversation: Making connections through stories.