Working on the Work: Coaching for Design Action Learning Teams Session 2

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Working on the WorkCoaching for DesignAction
Learning Teams Session 2
BISD Investigates

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Previously, at C4D ALT

• We discussed
• the beliefs of a Working on the Work framework.
• the images of a school and a learning
  organization
• engagement and levels of engagement
• design qualities of context and choice
• the objective for Session 1, and wrote a
  sentence stating that objective.

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Your Objective Sentence

• Share your objective sentence with another group
• Compare each objective sentence
• Generate one objective sentence for the entire
  group

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What Do You Think?

• Individually, write down your best estimate of
  the average distance in miles from the Earth to
  the Moon.
• When everyone has written an estimate of this
  distance, calculate the average of the group.

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Isolation vs. Collaboration

• The average distance from the Earth to the Moon
  is 238,857 miles.
• Which was closer to the actual value, your
  individual estimate or the average of our group?
  What does this imply about designing in isolation
  vs. collaborating?

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Effective Collaboration through Protocols

• Protocols
• Help us remain focused
• Allow us to collaborate in a safe environment
• Ensures that everyone is heard
• Help us improve performance
• C4D is a protocol with the purpose of designing
  engaging lessons for students.

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Thinking as a Designer
?

• When you think of the term design, what comes
  to mind?
• What is the difference between designing and
  planning?

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• Design
• Developing relationships among critical elements
  that satisfy the needs, motives, and values of
  the customer.
• Plan
• Linking anticipated actions and the resources
  needed to support those actions in ways that seem
  most likely to produce a desired outcome or
  result.
• - Phil
  Schlechty

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• Designing begins with the customer
• WHO?
• Planning begins with content or activity
• WHAT? WHEN?

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• Designing involves using elements in some
  original combination
• Planning involves using existing parts and
  outlining sequences and emphasis

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• Designing begins with the unknown and creates
  something. (Planning begins following design
  work.)
• Planning begins with the known and charts out its
  use or implementation.

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The Coaching for Design Protocol

• Form a Writing Team
• Coaching Session 1
• Step 1Identify your audience
• Step 2 Consider which design qualities you
  may use
• Coaching Session 2
• Write your content and substance sentence

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The Coaching for Design Protocol

• Coaching Session 3
• Incorporating the Design Qualities of Context
• Coaching Session 4
• Finalizing the Design Qualities of Choice, and
  measuring engagement and achievement

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Forming a Writing Team

• A writing team should contain 2 or more members.
• All writing team members agree to give their
  attention and commitment to the design of a
  high-impact, engaging unit of work for students.
• The writing team should designate a volunteer
  teacher to teach the unit or decide to design
  work that will be implemented by all members of
  the writing team.

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Coaching Session 1 - Prewriting Step 1
Describing the students for whom the work
is intended

• Think of the students for whom this work is
  intended. Identify their grade level(s) and
  unique abilities and challenges.
• Reflect on the types of school tasks that may
  speak to the motives they bring to school.
• What are their learning styles and specific
  interests?

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Coaching for Design - Prewriting Step 2
Identifying the Design Qualities to be
emphasized

• Which Design Qualities may need to be emphasized
  and why?
• Be sure to talk about the connection between the
  description of the students and the Design
  Qualities to be emphasized.

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General Guidelines for Coaching Circles

• One conversation at a time.
• Consider listening time to be learning time as
  opposed to wait time.
• Take notes if you hear ideas you would like to
  remember.
• Offer feedback to help the other teams know what
  they have right and what they need to think
  deeply about.
• Do not critique or tell teams what to do.
• No side bar conversations.

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Coaching Session 2 Content Substance Step 3
Writing the Content Sentence

• What is the audience expected to know and be able
  to do as a result of this learning experience
  that they didnt know before?
• Why is this content worthy of design?
• Create a concise sentence that gives a clear
  picture of what achievement will look like for
  this content.
• Use at least one high-level verb in this sentence.

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Team Check of the Content Sentence

• Does the statement provide a clear picture of
  what the students will be expected to know and
  do?
• Is there at least one high level verb?
• If demonstrate their understanding is part of
  the sentence, how is it that students will
  demonstrate their understanding? What verb could
  be used to replace this phrase?
• Would a parent understand the sentence?
• Is the sentence concise and clear enough to
  remember?

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Coaching Session 3 Organization of
Knowledge

• What resources, strategies , and materials are
  being used to make the concepts and skills
  understandable?
• Is a range of media and presentation format used
  to appeal to the audience with varied learning
  styles, ways of thinking, and interests?

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Coaching Session 3 Protection from Adverse
Consequences

• Are participants provided with feedback on their
  product or performance on a regular basis, not
  just upon final completion?
• What efforts are in place to ensure success in
  the early stages of the learning process?
• When a participant isnt progressing, what
  safeguards are initiated to work directly with
  the participant?

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Coaching Session 3 Clear and Compelling
Product Standards

• Are the standards by which performances,
  products, projects, and exhibitions are assessed
  and evaluated made very clear to participants?
• Do the participants see relevance and meaning in
  the standards used to assess their work?
• Are individuals or learning communities regularly
  encouraged to assess their own work in terms of
  the standards set?

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Coaching Session 4 Design Qualities of
Choice

• Product Focus is the work linked to a product,
  performance, or exhibition of value to the
  participant?
• Affirmation of Performance how will
  participants know that the work they are doing is
  valued by others?
• Choice How are participants provided the
  opportunity to make decisions regarding some part
  of the learning experience?

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Coaching Session 4 Design Qualities of
Choice

• Affiliation how does the work provide
  opportunities for participants to work with
  others in a way that requires cooperative effort?
• Novelty and Variety how are participants
  provided a variety of skills, styles, and/or
  approaches to produce their work?
• Authenticity How do participants see the link
  between the work they are producing and what they
  consider to be personally important?

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Coaching Session 4 Measurement

• How and when will I seek feedback concerning how
  students responded to this work?
• What do I need to know and do in order to get
  accurate feedback from my students?
• What do my students need in order to give
  accurate feedback about this work?
• What will I do with the engagement data I gather
  concerning this unit and future units?

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Sample Measures of Engagement

• Every two days group checks will be done by
  having students write engaged or not engaged
  on a post-it and sticking the post-it on the door
  casing when leaving the room.
• A question concerning how the student is
  responding to the work will be included in the
  self-evaluation rubric and shared with the
  teacher during the student-teacher conference.

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Sample Measures of Engagement

• At the conclusion of this unit, each student will
  compose a letter to the teacher. In the letter,
  students will be invited to answer the following
  questions  
• Which profile element best describes how you
  responded to this unit?
• What about this work caused you to respond this
  way?
• What did you find most engaging?
• What was not engaging?
• What suggestions do you have for improving the
  work for next year?

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Sample Measures of Achievement

• Group-produced newspaper articles will be
  evaluated by self, peers, and teacher.
• Student-produced summaries from a given newspaper
  article will be evaluated according to the
  rubric.
• A test will be given over the state standards
  emphasized in this unit.
• Student will perform satisfactorily on a
  performance assessment, such as a science lab
  practical.

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Putting It All Together

• Title of Unit Design
• Name(s) of the Designers
• Description of the Students for Whom this Unit is
  Intended
• Content Sentence (Intended Learning)
• Materials
• How Each Design Quality Will Be Used
• Timeline for Implementation
• Measures of Engagement and Achievement
• Results (added after the unit is taught)
• Reflections (added after unit has been taught and
  taken through a WOW protocol)