Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required) - PowerPoint PPT Presentation

Loading...

PPT – Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required) PowerPoint presentation | free to download - id: 5b419d-ZWZkY



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required)

Description:

Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required) To access the teleconference please call: – PowerPoint PPT presentation

Number of Views:66
Avg rating:3.0/5.0
Slides: 54
Provided by: edugainsC
Learn more at: http://www.edugains.ca
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required)


1
Capacity Building for Facilitators of Learning
Teams using a Collaborative Inquiry Process(PL
Cycle DVD Required)
To access the teleconference please call Local
416-212-8013  Toll-free1-866-633-1033 Conference
ID 3863204                                      
  • Adobe Connect for Facilitators of Learning Teams
  • January, 2012

Student Success/Learning to 18
1
2
Poll
  • I have facilitated learning teams using a
    Professional Learning Cycle
  • not yet
  • as a shared responsibility with others
  • a few times
  • many times
  • My experience with the PL Cycle DVD and
    Facilitators Guide is best described as
  • I am developing awareness
  • I have used one or two clips/activities with
    teams
  • I have used several clips/activities with teams
  • I regularly use clips /activities and integrate
    with other materials

3
Session Materials
  • Slide Summary
  • Professional Learning Cycle DVD, 2011
    Facilitators Guide
  • Handout 1 Learning Team Agreements on Ways of
    Working Together
  • Handout 2 Challenges of Practice
  • Handout 3 Questioning Quotes/Activity
  • Handout 4 Questioning Scenarios
  • Handout 5 Leading Deep Conversations
  • Handout 6 Question Bank

4
Agenda
  • Minds On
  • Poll
  • Welcome and Introductions
  • Purpose and Context
  • PL Cycle DVD and Facilitators Guide
  • Action
  • Facilitation (video)
  • Collaborative Inquiry Continuum
  • Challenges of Practice
  • Questioning for Critical Analysis /Scenarios
  • Consolidation
  • Leading Deep Conversations
  • Voices from  the  Field
  • Reflection and Next Steps

4
5
Session Learning Goals
  • We are learning to
  • Develop/refine facilitation knowledge and skills
  • Use a collaborative inquiry process to focus
    professional learning on the learning needs of
    students
  • Understand the conditions that support learning
    teams in their use of collaborative inquiry

5
6
E-Protocols
  • Use signals (bottom left hand corner)
  • Use Raise hand to volunteer to speak
  • Identify yourself before speaking
  • Use the CHAT Pod to communicate with the whole
    group or privately with a colleague by selecting
    from the drop down menu
  • Mute your phone or polycom when not speaking to
    the large group (6)

6
7
Introductions
  • Name of Board, SSL and Key Communicator
  • Type and size of team

8
What is Collaborative Inquiry?
a way of ensuring that collaboration goes
beyond casual story swapping and becomes true,
intentional joint work that results in new
understandings that will move practice forward
Katz, Earl Jaafar, (2009). Building and
Connecting Learning Communities, p.74.
8
9
COLLABORATIVE INQUIRY Driven by Student Needs
Professional Learning Cycle
  • Teaching-Learning Critical Pathway
  • Action Research
  • CILM

10
Professional Learning Cycle
  • PLAN
  • examine student data and work to identify areas
    of need and ways to address them
  • determine/access professional learning in order
    to address areas of student need and to
    differentiate to reach all
  • ACT
  • Implement and adjust instruction engage in
    professional learning, share practice
  • OBSERVE
  • share instructional practice to monitor impact on
    student learning and engagement
  • REFLECT
  • examine student data and work to determine
    impact, lessons learned, next steps for student
    and educator learning
  • STUDENT LEARNING
  • EDUCATOR LEARNING

11
School Effectiveness Framework
http//www.edu.gov.on.ca/eng/literacynumeracy/Fram
ework_english.pdf
12
School Effectiveness Framework
  • School and Classroom Leadership
  • 2.4 Job-embedded and inquiry-based professional
    learning builds capacity, informs instructional
    practice and contributes to a culture of learning

13
Learning Teams
  • Professional learning team meetings have one
    primary purpose improved teaching and learning
    in an area of identified student need.

The aim is to provide a way for teachers to
become increasingly accomplished instructors for
the ultimate benefit of students not (simply)
to develop professional learning teams.
Source The Evolution of a Professional Learning
Team, Tools for Schools (NSDC), Nov./ Dec. 2008
14
Implications of School-based Inquiry Teams
  • Using a collaborative inquiry model
  • (Shifts teacher) attribution of improved student
    performance to teaching rather than external
    causes
  • (Gives focus to) an academic problem long enough
    to develop an instructional solution

SOURCE Moving the Learning of Teaching Closer to
Practice Teacher Education Implications of
School-based Inquiry Teams 1, Ronald Gallimore,
LessonLab Research Institute UCLA, May 2009
15
Facilitator Role
  • The facilitator . . .
  • leads the processes used in a meeting,
  • choreographs the energy within the group,
  • maintains a focus on one topic and one process at
    a time.
  • Adapted from
  • Garmston and Wellman, The Adaptive School, p.27

16
The Four Hats of Shared Leadership
  • FACILITATOR
  • PRESENTER
  • COACH
  • CONSULTANT

17
Caution
  • Many of us who are teachers or trainers have
    developed a real habit of intervention. We have
    been trained to correct, amplify or amend what
    has been said.
  • J. Nelson (2001).The Art of Focused Conversation
    for Schools. p.45

18
Professional Learning Cycle Resources
19
Professional Learning Cycle ResourcesDVD and
Facilitators Guide
DI Readiness
  • Considering the experiences of your group,
    select one of the options below or form
    sub-groups and select as appropriate.
  • Options
  • Familiarization with the DVD and Guide (Jigsaw)
  • Discussion
  • Which segments/activities have been or could be
    used with which groups in your board?
  • What refinements might be considered to adapt to
    your board context?

20
A Jigsaw/Discussion
  • SECTIONS
  • Introduction, Conclusion, Credits
  • PROFESSIONAL LEARNING CYCLE SEGMENTS
  • Plan
  • Act
  • Observe
  • Reflect
  • SUPPORTING IMPLEMENTATION SEGMENTS
  • Building Capacity
  • Leadership
  • Facilitation
  • Jigsaw
  • Examine one of the 8 sections
  • Note how it is organized
  • Share an aspect of interest with your team
  • Discussion
  • Select one or more of the 8 sections as a basis
    for your contribution to the discussion

21
Facilitation (1)
  • Determine roles (1) facilitator and (2) timer
  • Facilitator
  • Focuses group on topic and process
  • Timer
  • Manages times so that all can contribute

22
Type A Take Five
  • Take five minutes for your team to
  • Clarify the activity
  • Consider in terms of local context
  • Note points for future discussion

23
Professional Learning Cycle Resources
  • Other Resources Available
  • Learning Modules (including slide presentations,
    handouts and facilitator guides) for
    administrators and facilitators
  • www.edugains.ca

24
Agenda
  • Minds On
  • Poll
  • Welcome and Introductions
  • Purpose and Context
  • PL Cycle DVD and Facilitators Guide
  • Action
  • Facilitation (video)
  • Collaborative Inquiry Continuum
  • Challenges of Practice
  • Questioning for Critical Analysis /Scenarios
  • Consolidation
  • Leading Deep Conversations
  • Voices from  the  Field
  • Reflection and Next Steps

24
25
Supporting Implementation - Context
26
Supporting Implementation Facilitation
DI Learner Preference
During Viewing
  • Viewing Option B
  • Think/Pair/Share
  • Gap Analysis
  • Note conditions and skills for effective
    facilitation
  • Considering your experiences, add to or
    prioritize the list
  • Viewing Option A
  • Think/Pair/Share
  • Thinking Routine
  • What did you see?
  • What do you think?
  • What do you wonder?
  • Note ideas and questions to share with your team

27
Facilitation (2)
  • Determine roles (1) facilitator (2) timer and
    (3) recorder
  • Facilitator
  • Focuses group on topic and process
  • Timer
  • Manages times so that all can contribute
  • Recorder
  • Notes group responses

28
Type A Take Five
  • Take five minutes for your team to
  • Clarify the activity
  • Consider in terms of local context
  • Note points for future discussion

29
Effective Facilitation
  • Facilitating collaborative inquiry
  • Decide who decides
  • Define the sandbox/sphere of influence
  • Prepare the learning /meeting space
  • Develop agreements for ways of working together
    (Handout 1)

Adapted from The Adaptive School, Garmston and
Wellman (2009, 2nd edition)
30
Agreements Ways of Working Together
Handout 1
31
Collaborative Inquiry Continuum
  • Supporting Conditions
  • Poll
  • Which condition is most in place for a learning
    team with which you work?
  • Which condition needs to be strengthened?

31
32
Use of Data/Evidence
  • Unfortunately , the pervasive belief that data
    can give precise, objective and unassailable
    information about educational activity is
    deceptively simple and appealing.

33
  • Using data is a human activity that requires not
    only capturing and organizing ideas, but also
    turning the information into meaningful actions.
  • Senge et al, 1999
  • Inquiry-based conversations are pivotal to
    creating the shared meanings that form the basis
    of these actions.
  • .

34
Challenge of Practice
  • For the most part, PLC members were not engaging
    in critical reflection necessary to assess
    existing theories and develop innovative
    solutions. This is a necessary step before real
    changes in classroom practice can be made.
  • (McCormick as cited in Katz, 2010. What are We
    Learning About Supporting Professional Learning
    Communities? p. 19)

35
Challenges of Practice
(Handout 2)
36
Challenges of Practice
DI Interest
  • Individuals/Pairs
  • Read/scan
  • the Challenges of Practice
  • the quotes from one of the 4 areas of research
  • What connections can you make between your
    reading and your experiences as a facilitator or
    learning team member?
  • Share a connection with the board team
  • Board team
  • note connections and questions

37
Facilitation (3)
  • Determine roles (1) facilitator (2) timer and
    (3) Recorder
  • Facilitator
  • Focuses group on topic and process
  • Timer
  • Manages times so that all can contribute
  • Recorder
  • Notes connections and questions raised by board
    team members

38
Type A Take Five
  • Take five minutes for your team to
  • Clarify the activity
  • Consider in terms of local context
  • Note points for future discussion

39
Facilitation Skill Questioning
  • What matters most is that the role (of the
    facilitator) is intentional and that it is
    focused on interrupting the default or status
    quo.
  • Facilitation must interrupt that avoidance
    tendency by showing us that discomfort isnt an
    unfortunate by-product of new learning its an
    essential prerequisite.
  • Katz, 2010. What are We Learning About Supporting
    Professional Learning Communities? p.28

40
Facilitation Skill Questioning
  • Case Study Observation
  • The nature of the questions the facilitator asked
    changed as well. Instead of asking process
    questions, the facilitator asked questions that
    prompted the members to analyse what they had
    just said or to challenge their work in other
    words, (the facilitator) role transitioned to one
    of interruption.
  • Katz, 2010. What are We Learning About Supporting
    Professional Learning Communities? p.27

41
Facilitation Skill Questioning
  • There is great potential for these questions to
    shift a conversation from simply sharing stories
    of practice to questioning the reasons for
    impacts of instructional actions and using
    classroom-based data to respond to those
    questions.
  • (Nelson et al, Leading Deep Conversations in
    Collaborative Inquiry Groups, 2010, p.177)

42
Facilitation Process (4)
  • Process Narrowing the Focus
  • Brainstorm as a board team
  • Clarify questions as needed
  • Advocate for questions to be shared with full
    adobe
  • Survey/canvas for agreement/preferences

Adapted from The Adaptive School, Garmston and
Wellman (2009, 2nd edition)
43
Questioning Scenarios
Handout 4
DI Interest Readiness
  • Board Team
  • Select and read a scenario of interest.
  • Considering this scenario or a similar one
    relating to experiences/ board context
  • Brainstorm questions that a facilitator could ask
    to help the learning team adjust instructional
    practice to meet the learning needs of students
  • Clarify as needed indicating anticipated result
    of questions
  • Decide on 1 or 2 questions to share with the
    adobe group
  • Note question(s) and desired result in CHAT POD

44
Four Scenarios (Handout 4)
45
A Balance of Questions
  • Questions should facilitate critical analysis of
  • instructional practice
  • student work
  • the collaborative inquiry process and ways the
    team is working together

46
Facilitation (4)
  • Determine roles
  • (1) facilitator (2) timer and (3) recorder
  • Facilitator
  • Focuses group on topic and process
  • Timer
  • Manages times so that all can contribute
  • Recorder
  • Notes questions generated by board team
  • Records question(s) and desired result in CHAT POD

47
Chat Pod
  • Question(s) and Desired Response(s)

48
Type A Take Five
  • Take five minutes for your team to
  • Clarify the activity
  • Consider in terms of local context
  • Note points for future discussion

49
Agenda
  • Minds On
  • Poll
  • Welcome and Introductions
  • Purpose and Context
  • PL Cycle DVD and Facilitators Guide
  • Action
  • Facilitation (video)
  • Collaborative Inquiry Continuum
  • Challenges of Practice
  • Questioning for Critical Analysis /Scenarios
  • Consolidation
  • Leading Deep Conversations
  • Voices from  the  Field
  • Reflection and Next Steps

49
50
Leading Deep Conversations
Handout 5
  • Article
  • Question Bank

51
Voices From the Field
  • Name
  • Board
  • Learning Team Facilitator (Professional Learning
    Cycle)

52
Next Steps
  • What are your next steps as a board for
    facilitating learning teams using the
    Professional Learning Cycle/Collaborative
    Inquiry?

Please note at least one next step in the CHAT
POD prior to signing off.
53
Thank you.
  • anne.clifton_at_ontario.ca
  • karen.greenham_at_ontario.ca
  • karina.kozlowska_at_ontario.ca

53
About PowerShow.com