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ARI-PAL Networking B Resistance: Research to Action

ARI-PAL Networking B Resistance: Research to Action. April 29, 2010. Welcome & Parameters. Parameters: Everyone is a participant. Silence technology (cell phones, computers, etc..) Minimize side bar conversations. Abstain from electronic conversations. Respect time.

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ARI-PAL Networking B Resistance: Research to Action

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  1. ARI-PAL Networking BResistance: Research to Action April 29, 2010

  2. Welcome & Parameters Parameters: • Everyone is a participant. • Silence technology (cell phones, computers, etc..) • Minimize side bar conversations. • Abstain from electronic conversations. • Respect time. • Be receptive to learning and others’ opinions. • Have fun learning together.  ARI-PAL Networking 2009-10

  3. Icebreaker CREATIVE ORGANIZED LOGICAL INDEPENDENT CAUTIOUS ENTHUSIASTIC PRACTICAL IMAGINATIVE DRAMATIC AGREEABLE DEPENDABLE LOYAL SUPPORTIVE PRUDENT COMPETITIVE PATIENT CONCEPTUAL EFFICIENT PERSISTENT DECISIVE • Pick 4 words that best describe you • Write them on an index card ARI-PAL Networking 2009-10

  4. Icebreaker CREATIVEORGANIZED LOGICALINDEPENDENT CAUTIOUSENTHUSIASTIC PRACTICAL IMAGINATIVE DRAMATICAGREEABLE DEPENDABLELOYAL SUPPORTIVE PRUDENT COMPETITIVEPATIENT CONCEPTUALEFFICIENT PERSISTENT DECISIVE • Code your words according to their color. • Pick the color you have represented the most in your 4 words. ARI-PAL Networking 2009-10

  5. Perceived Positive Characteristics Ambitious Stimulating Enthusiastic Dramatic Friendly Imaginative Creative Optimistic Perceived Negative Characteristics Obnoxious Daydreamers Manipulative Excitable Undisciplined Egotistical Bored Easily Exaggerate THE YELLOW OTTER Theme: “The Socialite” Specializes in: Creativity and Excitement • Likes enthusiasm and humor • Needs time to socialize/must show • interest in them • Allow for creativity, use games • Needs compliments • Likes stories • Must provide focus • Not inclined to do homework ARI-PAL Networking 2009-10

  6. Perceived Positive Characteristics Industrious/Task Oriented Persistent Serious Orderly Cautious Organized Thorough Perceived Negative Characteristics Critical Indecisive Stuffy Picky Moralistic Over Analyzer Perfectionistic THE BLUE BUSY BEAVER Theme: “The Thinker” Specializes in: Accuracy and Achievement • Needs thorough and accurate data • Likes facts, not opinions • Well prepared lessons • Very smart, but tend not to lead • Loves research • Reads all the instructions • Expectations need to be clearly stated • Tends not to break rules • Enjoys problem-solving • Work at slow pace, check and recheck • their work ARI-PAL Networking 2009-10

  7. Perceived Positive Characteristics Supportive Dependable Respectful Willing Agreeable Loyal Patient Peacemakers Perceived Negative Characteristics Conforming Unsure Dependent Awkward/Indecisive Sensitive/Easily hurt Easily taken advantage of Don’t want to rock the boat Holds feelings inside THE GREEN GOLDEN RETRIEVER Theme: “The relationship specialist” Specializes in: Support and Cooperation • Love personal stories • Must appeal to their emotions • Need warm fuzzies • Need to establish a relationship with them • Love class discussion ARI-PAL Networking 2009-10

  8. Perceived Positive Characteristics Independent Practical Decisive Efficient Strong-willed Competitive Confident THE RED LION Perceived Negative Characteristics Dominating Harsh/Insensitive Pushy Tough Stubborn Impatient Theme: “The Doer” Specializes in: Positions of Command and Authority • Does not tend to like group work, • enjoys independent work • Loves organization, give them • leadership roles • Likes to take notes, materials to read later • Important that things begin and end on time • Provide situations-let them come • up with situations • Enjoys challenges, avoids relations ARI-PAL Networking 2009-10

  9. Participation Survey • Respond honestly to each of the questions on the handout—where 1=low and 7=high. • There is no “right” or expected answer. You should take into account your emotional, physical, and intellectual energy for today’s session. ARI-PAL Networking 2009-10

  10. Outcomes • Participants will identify how to apply the characteristics of adult learners when faced with resistance. • Participants will identify their own personal learning styles. • Participants will consider the differences between a research approach and an action approach in order to create next steps for addressing the faces of resistance. ARI-PAL Networking 2009-10

  11. Adult Learners Lesson • Outcome: Participants will identify how to apply the characteristics of adult learners when faced with resistance. • Before: Modified Cubing • During: Graphic Organizer; Table Talk • After: Table Graffiti ARI-PAL Networking 2009-10

  12. Before: Modified Cubing • Choose the six most prevalent types of resistance you have encountered. • Write one type on each “face” of the cube. • Fold and tape cube together. • Select a time keeper. • At your tables take turns rolling your cube. • Discuss the resistance you rolled. (One minute per teacher) • What did it look like? • How did you handle it? • Did the problem stay solved? ARI-PAL Networking 2009-10

  13. Give me more detail Flood you with detail Pressing For solutions Flight Into health Time Methodology Impracticality Faces of Resistance Compliance I’m not surprised Attack Moralizing Intellectual- izing Silence Confusion Types of Resistance (pp. 141-147, Flawless Consulting) ARI-PAL Networking 2009-10

  14. During: Graphic Organizer & Table TalkBecause Adult Learners…from P. Rutherford’s The 21st Century Mentor’s Handbook: Creating a Culture for Learning • …need to be validated for what they already know and do, we need to recognize and build on their experiences. • From your group’s discussion, jot down some comment(s) in the second column of the graphic organizer. This will be your contribution to the graffiti discussion that takes place later. ARI-PAL Networking 2009-10

  15. Because Adult Learners… 2. …experience a dip in their sense of self-efficacy when new initiatives with new skills and language are introduced, we need to provide encouragement and recognition of effort. ARI-PAL Networking 2009-10

  16. Because Adult Learners… 3. …are social beings and as teachers spend much of their time in a confined space with adolescents, they need opportunities to make personal adult connections and have congenial interactions with colleagues. ARI-PAL Networking 2009-10

  17. Because Adult Learners… 4. …value choice, freedom, and power; we should offer choice in how they learn as long as what they are learning is based on the mission and vision of the adopted ARI-PAL framework and is in the best interest of student learning. ARI-PAL Networking 2009-10

  18. Because Adult Learners… 5. …internalize and use strategies that they experience far better than they internalize strategies that they only hear or read about. We need to structure our coaching interactions to provide teachers opportunities to experience proven learning strategies. ARI-PAL Networking 2009-10

  19. Because Adult Learners… 6. …engage when they are asked what they would like to know about the topic, we need a repertoire of ways to gather, analyze, and use data about their concerns, goals, and needs. ARI-PAL Networking 2009-10

  20. Because Adult Learners… 7. …need to see and hear examples from classrooms similar to the ones in which they work, we need to be sure they have ample opportunities to study students and teachers who are working in settings similar to their own. ARI-PAL Networking 2009-10

  21. Because Adult Learners… 8. …want to know why and how the coach is qualified to lead their learning and whether or not the coach has “walked the talk”, we need to be storytellers… but not braggarts. ARI-PAL Networking 2009-10

  22. Because Adult Learners… 9. …respond to humor, we need to be able to enjoy the moment and, as appropriate, build in humorous stories. ARI-PAL Networking 2009-10

  23. Because Adult Learners… 10. …expect feedback on work they do. we need to provide them appropriate feedback and to teach them strategies and protocols for asking and giving each other (and us) feedback. ARI-PAL Networking 2009-10

  24. After: Table Graffiti • Write your group’s self-reflection examples from graphic organizer on butcher paper. • Identify characteristics that could apply to two of the resistances you named on your cube. • Visit those tables, and “steal” ideas from the graffiti. Record those ideas in column three of your graphic organizer. ARI-PAL Networking 2009-10

  25. Adult Learners Lesson Outcome: Participants will identify how to apply the characteristics of adult learners when faced with resistance. • Before: Modified Cubing • Purpose: Activate prior knowledge • During: Graphic Organizer; Table Talk • Purpose: Organize ideas; discuss and reflect on content of the lesson • After: Table Graffiti • Purpose: Collect ideas to use in coaching ARI-PAL Networking 2009-10

  26. Research to Action Lesson • Outcomes:Participants will identify their own personal learning styles. • Participants will consider the differences between a research approach and an action approach in order to create next steps for addressing the faces of resistance. • Before: Survey What’s Your Style? • During: To “D” Point (Code the Text) Grand Conversations • After: So This…Now What? ARI-PAL Networking 2009-10

  27. Before: What’s Your Style? • Read the “What’s Your Style” descriptors and circle your tendencies. ARI-PAL Networking 2009-10

  28. What’s Your Style? • Extroverted or Introverted: “Do you prefer to respond to new information immediately and do your thinking out loud OR do you prefer information in advance so that you can have time to think about the issues before you have to respond?” ARI-PAL Networking 2009-10

  29. What’s Your Style? • Extroverted or Introverted: “Do you prefer to respond to new information immediately and do your thinking out loud OR do you prefer information in advance so that you can have time to think about the issues before you have to respond?” ARI-PAL Networking 2009-10

  30. “Dancing With the Stars” Video Clip ARI-PAL Networking 2009-10

  31. During: To “D” Point • Read From Research to Action Text (from Block’s Flawless Consulting). • Place a “D” beside discussion points which make personal connections to learning styles. ARI-PAL Networking 2009-10

  32. From Research to Action Text When we accept the term diagnosis, we reinforce the belief that a prescriptive, engineering strategy can improve a living system. This rational stance undervalues emotional and affective requirements of real improvements. The stance we want to take is that we can be a guide through a process of discovery, engagement and dialogue, in which our clients will find an answer to their questions and launch an D implementation that will be enduring and productive. It may seem like playing with words, but it makes a difference in what we do and what we leave behind. ARI-PAL Networking 2009-10

  33. From Research to Action Text The concern of the consultant is how to help the client to be open to the discovery process. This is much more important than for us to be right in our analysis. This means giving more attention to dealing with resistance. D It also demands work on building the client’s internal commitment to the process at each step of the way. D ARI-PAL Networking 2009-10

  34. During: Grand Conversations After reading and coding the text, use your four cards to facilitate discussion at your table. • W - Wonder Card Use when you have a question about what is being read or a “wonder” about the information. • N – Notice Card Use when you notice something interesting about the text. • C – Connection Card Use when you have a connection to coaching from the text. • S- Spark Card Use when someone else says something that makes you think of an experience related to the text. ARI-PAL Networking 2009-10

  35. Learning Tendencies ARI-PAL Networking 2009-10

  36. After: So This…Now What? • Based on new knowledge of learning tendencies and action approach, develop next steps to assist with dealing with the faces of resistance for which you know exist in your school. • Be prepared to share one action step in your group. ARI-PAL Networking 2009-10

  37. Research to Action Lesson • Outcomes: Participants will identify their own personal learning styles. Participants will compare the differences between a research approach and an action approach in order to create next steps for addressing the faces of resistance. • Before: “What’s Your Style” Survey Purpose: Build background knowledge. • During: To “D” Point (Code the Text); Grand Conversations Purposes: Engage with Text; respond to text through discussion • After: So This…Now What? Purpose: Generate ideas to use in coaching ARI-PAL Networking 2009-10

  38. ARI-PAL Networking 2009-10

  39. Walk a Mile in My Shoes Tales from the Classroom Share representations of the resistant teacher

  40. PAL Coaches Rock!

  41. PAL Coaches ROCK, and we cannot lie; And we’re gonna tell you why. They always smile, go the extra mile And keep on aimin’ high. You got spunk! Uh! Our coaches got spunk!

  42. They model and they plan Doin’ everything they can. They raise test scores, and reduce kids’ snores Givin’ everyone a hand. You got spunk! Uh! Our coaches got spunk!

  43. PAL schools are all the rage With a purpose to engage They’re born to lead and to succeed Helping kids at every age. You got spunk! Uh! Our coaches got spunk!

  44. They facilitate PD’s, Making sure to meet all needs They make ‘em fun with a 3-2-1 Connecting what they read. You got spunk! Uh! Our coaches got spunk!

  45. Thank You • For all your HARD WORK • For your COMMITMENT • For your DEDICATION • For BELIEVING in adolescent literacy • For using your EXPERTISE to improve our schools • For HUMBLING yourself and being the better person • From the children of Alabama!

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