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Facilitator Guide CONCEPT BRIEF PART 1 / WHOLE SCHOOL PRACTICE

Facilitator Guide CONCEPT BRIEF PART 1 / WHOLE SCHOOL PRACTICE. CONTENTS PAGE. 0.01. 0.00 CONTENTS 1.00 INTRODUCTION 2.00 INPUT & PREPARATION 3.00 SESSION OUTLINE 4.00 TOOLS & SUPPORT MATERIAL 5.00 SLIDES 6.00 OUTPUT 7.00 NEXT STEPS. 1. 5. 2. 3. 4. 5. 6. 7. INTRODUCTION.

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Facilitator Guide CONCEPT BRIEF PART 1 / WHOLE SCHOOL PRACTICE

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  1. Facilitator Guide CONCEPT BRIEF PART 1 / WHOLE SCHOOL PRACTICE

  2. CONTENTS PAGE 0.01 0.00CONTENTS 1.00INTRODUCTION 2.00 INPUT & PREPARATION 3.00SESSION OUTLINE 4.00TOOLS & SUPPORT MATERIAL 5.00SLIDES 6.00OUTPUT 7.00NEXT STEPS 1 5 2 3 4 5 6 7

  3. INTRODUCTION 0 The whole school practice defines critical information for the design phase, and connects the vision with strategic decisions that will ultimately shape practice. It is the crucial session that connects the big picture thinking in the stage so far with pragmatic realities that will ultimately inform a number of decisions at a more spatial level. It also sets up the final educational sessions within the next phase concerned with activities and pedagogy. 1.00 5 2 3 4 5 6 7

  4. INTRODUCTION / CONCEPT BRIEF PART 1 Concept Brief Part 1 is the first design stage, focussing on developing the educational vision and strategies to base the physical design upon. The Baseline phase output will be used within this phase, and several elements such as Personalised Learning will be revisited to look at future practice. The final part of this stage, the Whole School Practice, will form a complete analysis of how the school systems and structures can be organised, that the Concept Brief Part 2 will depend upon. 0 1.01 5 1 2 PROJECT INITIATION SPACE FOR PERSONALISED LEARNING 2 3 CONCEPTBRIEFPART 2 SPACE FOR PERSONALISED LEARNING BASELINE CONCEPTBRIEF PART 1 4 3 DETAILEDDESIGN IMPLEMENTATION SPACE FOR PERSONALISED LEARNING 5 4 SPACE FOR PERSONALISED LEARNING CHANGE MANAGEMENT & EVALUATION 6 7

  5. INPUT & PREPARATION 0 Two pages will need printing, one of those with cut outs. Also needed will be a compilation of all the most informative output from this stage so far that may shape the content of this session. This could include Values output as well. 1 5 2.00 3 4 5 6 7

  6. INPUT & PREPARATION / FLIP CHARTS / VISION BUILDING QUESTION 1 The venn diagram on the following page will need to be printed, ideally as big as possible – A2, or A1 would be optimum. The cards on the second page can be printed onto A3 and cut out. The exercise, as can be seen right, will involve placing the cards on the Venn. A2 SHEET 0 1 5 2.01 3 4 5 6 7

  7. CURRICULUM MODEL How is the curriculum content structured, for which groups, for what amount of time? (subjects, projects, subject themes, themes, problems, etc) CIRCULATION • Who moves to another space at the end of a session? • (learners, staff, both, neither, etc) PROGRESSION How will progression be managed?(stage, age, phase, etc) THE SCHOOL DAY How long is a school day, and how is it structured? (one phase, two phase etc) CONTROL OF TIME Who controls when activities take place? (whole school/central management, by minischool, by class, by team, by learner, etc) LEARNER GROUPING What groups do learners belong to, what are those groups for, what size are those groups, and how long are they in them for? (classes, teams, houses, minischools etc) SESSIONS If the timetable is broken into sessions, how long is a session? (45 mins, half day, day, week etc) STAFF IDENTITY What groups do staff belong to, what are those groups for, what size are those groups? (departments, minischools, classes, etc) SPACE OWNERSHIP Who owns spaces? (classes, learner teams, teachers, departments, minischools, etc) STAFF GROUPING For each learner group, how might staff be grouped to interact with them? (solo, paired, small teams, etc)

  8. SESSION OUTLINE 0 The session is ideally 4 to 6 hours long, split into either two or three components. One suggestion is to have two sessions of 2-3 hours, covering stages 1-4 in session one and 5 in session two. 1 5 2 3.00 4 5 6 7

  9. SESSION OUTLINE / SUGGESTED FLOW PERSONALISED LEARNING 03 0 INPUT: VALUES OUTPUT FROM BASELINE, PRIOR VISION WORK 1 5 01. INTRODUCTIONA brief introduction. 04. SIX HATS DISCUSSION ONEThinking openly about possibilities 03. CURRICULUM, TIME, GROUPSAn introductory exercise to these categoies. • 02. REVIEW OF OUTPUT TO DATEA brief review of key output to date within the Concept Brief stage. 2 3.01 05. SIX HATS DISCUSSION TWONarrowing it down into specifics. 4 5 6 7 OUTPUT: VISION, BIG IDEAS, DAYS IN THE LIFE

  10. SESSION OUTLINE / 01 INTRODUCTION 05 MINS FULL GROUP CRITICAL RECOMMENDED 0 AIMS To explain the session BREAKDOWN The purpose of this session is to work out the answer to the question, “in order to implement this vision, what kind of systems and structures do we need at a whole school level?” This is a chance to think about all the inter-related factors at a whole school level – but not necessarily the classroom or teaching and learning level. It is concerned with answering pragmatically questions about how we group teachers and learners together, for how long, and how those groupings change. CUTTABLE 1 5 OTHER RESOURCES None 2 3.02 4 5 6 7

  11. SESSION OUTLINE / 02 REVIEW OF OUTPUT TO DATE 15 MINS FULL GROUP SLIDES CRITICAL RECOMMENDED 0 AIMS Tobring back to mind all the ideas explored in previous stages thus far. BREAKDOWN There will have been a number of ideas expressed in all the sessions so far. The facilitators should pull together this output from previous Concept Brief stages, and even Baseline Values if deemed useful and replay it back. The purpose is purely to bring these ideas back to the forefront of the mind. CUTTABLE 1 5 OTHER RESOURCES Speakers 2 3.03 4 5 6 7

  12. SESSION OUTLINE / 03 CURRICULUM, TIME, GROUPS 15 MINS FULL GROUP CRITICAL RECOMMENDED 0 AIMS To focus the mind on some of the concepts that need answering. BREAKDOWN Using the print outs in 2.01, ask the group to spend 15 minutes placing the cards (with titles like Progression, Learner Grouping) on the Venn Diagram. For example, Progression may be deemed to overlap all three areas, since it is about accessing curriculum content at a certain time in a certain grouping. This is about thinking about these areas, not answering what the school wants to do. It acts as an exploration and sets up the next exercise. CUTTABLE 1 5 OTHER RESOURCES A2/A1 printout 2.01 Cards from 2.01 2 3.04 4 5 6 7

  13. SESSION OUTLINE / 04 SIX HATS DISCUSSION ONE 120 MINS FULL GROUP SLIDES CRITICAL RECOMMENDED 0 • AIMS • To start thinking creatively in answer to the question, “What do we need in terms of curriculum, groupings and use of time to best realise this vision?” • BREAKDOWN • The prior exercise leads into a more creative thinking about possibilities in answer to some of the areas (Progression, etc). • It is suggested that this section is about thinking openly and exploring all possibilities, and then the next session about being more pragmatic and nailing down actual decisions. • To that end, it is suggested you use the Edward De Bono’s Six Thinking Hats framework, explained in 5.00 with associated slides. By getting the group to put on different “hats”, you force them to look at a problem from different angles, whilst you wear the blue hat (controlling the session). • A good guide to this is also available on Wikipedia: http://en.wikipedia.org/wiki/Six_Thinking_Hats • A suggested flow would be: Blue, Yellow, Black, White, Blue, Green, Blue • However the facilitator should feel comfortable enough with the technique before using it to change as needed. • It is also suggested the facilitator guide thinking by asking the question “What do we need in terms of curriculum, groupings and use of time to best realise this vision, by the time our new environment is up and running?” • This allows us to also look at other time periods, such as pre-build, within the next part. CUTTABLE 1 5 OTHER RESOURCES S4PL Presentation on Edward De Bono’s Six Thinking Hats. 2 3.05 4 5 6 7

  14. SESSION OUTLINE / 05 SIX HATS DISCUSSION TWO FULL GROUP 120MINS CRITICAL RECOMMENDED 0 AIMS To make decisions on the ideas expressed in the previous section. BREAKDOWN This session aims to bottom out decisions around the ideas expressed in the prior session. Ideally, the group will have explored ideas around all the themes. These may be quite complicated mixtures of options, such as a phased progression with students grouped by key stage, and teams within that key stage… with key stage 3 accessing project based learning for 60% of their curriculum time, and subject based themes for an adidtional 25%... These is no simple way of defining how to capture this information since the possibilities are too open, but it is important to capture the specifics and build some type of map. Post-its and flip charts should be at the ready. CUTTABLE 1 5 OTHER RESOURCES Post its Flip charts 2 3.06 4 5 6 7

  15. TOOLS & SUPPORT MATERIAL 0 No tools or support materials are required for this session. 1 5 2 3 4.00 5 6 7

  16. SLIDES 0 A set of slides are provided. 1 5 2 3 4 5.00 6 7

  17. SLIDES / VISION FRAMEWORK 5.01.01Explain that this is a way of thinking about a problem holistically and effectively, called parallel thinking. It uses a technique by Edward De Bono called Six Thinking Hats. Everyone wears the same hat at the same time, and has to think in a different way depending on what hat is on. The following slides explain the function of the different hats. 0 1 5 2 3 5.01.02White is neutral and objective. The white hat is concerned with objective facts and figures. 4 5.01 6 7 Circulation / Corridor Space at rear of school

  18. SLIDES / VISION FRAMEWORK 5.02.01 Red suggests anger (seeing red), rage, and emotions. This hat gives an emotional view. 0 1 5 2 3 5.02.02 Black is sombre and serious. The black hat is cautious and careful. It points out the weaknesses in an idea. 4 5.02 6 7 Circulation / Corridor Space at rear of school

  19. SLIDES / VISION FRAMEWORK 5.03.01 Yellow is sunny and positive. The yellow hat is optimistic and covers hope and positive thinking. 0 1 5 2 3 5.03.02 Green is grass, vegetation and abundant, fertile growth. The green hat indicates creativity and new ideas. 4 5.03 6 7

  20. SLIDES / VISION FRAMEWORK 5.01.01Blue is cool, and it is also the colour of the sky, which is above everything else. The blue hat is concerned with control, the organisation of the thinking process, and the use of the other hats. 0 1 5 2 3 4 5.01 6 7 Circulation / Corridor Space at rear of school

  21. OUTPUT 0 The facilitator should capture any stages of output in the session, and produce for the Concept Brief report: A narrative providing an executive summary of the session from an expert point of view. This should be written in full third person English such that it can be given to others connected with the work (but not present) and that they could gain a good sense about key discussions held within the session. Any stage by stage output / flip chart pages, using templates provided. These should also have a short narrative explaining any key points and any wording used on, for example, the flip chart pages must be self explanatory. Suggested templates for this output follow. 1 5 2 3 4 5 6.00 7

  22. OUTPUT / INTRODUCTION Insert an executive summary narrative of the Personalised Learning session here, including any major themes and observations. 0 1 5 2 INSERT PHOTO OF THE SESSION IN PROGRESS HERE 3 4 5 6.01 7

  23. NEXT STEPS 0 Concept Brief Part 2 1 5 2 3 4 5 6 7.00

  24. LAST PAGE

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