Aim - Web viewFacebook and Yammer groups set up, Writing Room set up, hashtag established. ......

The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work

CHANGE

Confidence finding your teacher identity

Health and Happiness being fully present as YOU

Aspiration developing reflexivity in the company of critical friends

New Thinking exposure to diverse perspectives across the Community of Praxis

Getting Involved ‘action and reflexion on the world in order to change it’ (Paolo Freire)

Empowerment expressing your voice and influence

DIFFERENTIATION AND DIVERSITY STRATEGY

Equality holistic initial assessment of additional learning support around the protected characteristics; explicit organisational policies.

Diversity Thinking Environment techniques explicitly invite each student to be fully present in all their identities, by enabling each person to think and speak for themselves. Absent identities are invited via stories, images and activities.

Differentiation intensive early work to build relationships with each student, continued via personal, ipsative goal-setting and individualised engagement in the Community of Praxis.

COMMUNITY OF PRAXIS

Digital Literacy online applications only; specific work on Day 1 to assess levels of confidence; iPads and BYOD invited. Online teaching and support across all applications.

Pathways TeachNorthern blog acts as hub for Twitter, Pearltrees, Facebook, Yammer, Google+ blogging group, face-to-face CPD (creative writing group).

Support boundaries established on Day 1 and explicit on applications. Community experienced in welcoming newcomers. Lurkers welcome. Intensive online teaching support and tagging to build relationships.

ASSESSMENT STRATEGY

Initial email welcome invites pre-course dialogue and establishes additional learning support and other needs. Survey Monkey evaluates demographics. Digital literacy assessment.

Formative ipsative approach via Day 1 goal-setting and peer coaching activities; deepened by Community of Praxis engagement and feed-forward. Critical Incident Questionnaire work identifies goals and evaluates teaching approach.

Summative ongoing engagement in Community of Praxis and evaluation data analysis (HUDCETT) to establish impact and support progression.


TeachDifferent Reflexion Programme Day 1AimTo turn tutors on to teaching reflexively.

Learning OutcomesAt the end of the session, the student will be able to:

STRETCH 1 STRETCH 2 How will you assess that the student has achieved this outcome?

Outcome 1

Identify key values which drive them as teachers.

Connect values with practice principles.

Continue to notice and reflex on where values play out in practice.

Observation of activity (contribution to Community of Praxis discourse).

Outcome 2

Participate in Thinking Environment peer coaching applications.

Identify a Thinking Partner. Meet at least once with Thinking Partner before Day 2.

Observation of participation in Thinking Pairs.

Outcome 3

Identify an action to take forward in their practice.

Put action into practice and return for Day 2 prepared to reflex.

Identify more than one action! Postcards (send out a month after Day 1).

Outcome 4

Identify enthusiasms/ resistances to engaging in the Community of Praxis

Engage in one Community of Praxis activity (lurking welcome )

Contribute to a Community of Praxis discourse.

Community of Praxis analytics (various, including manual).


Aspiration

For adult and community learning educators (however self-defined) to develop confidence in their teacher identity and judgement.

Win/Win/Win

Teachers who teach explicitly and reflexively from their values, engaging students more effectively in social purpose education.

Planned Opportunities for Embedding Diversity

Resonating with those identities present? Thinking Environment techniques encourage individuals to be present as themselves and speak with their own voice, allowing diversity of opinion.

Reflecting the experience of absent identities? Stories, particularly those which bring in the perspective of learners, are used to share thinking. Explication of TeachDifferent approach to diversity.

Planned Opportunities for Developing Skills in English/ESOL

Speaking (in own voice) and listening with generative attention are developed via Thinking Environment techniques. Critical Incident Questionnaires encourage analytical rather than descriptive evaluation.

Planned Opportunities for Developing Skills in Maths

Relationship between accurate timing of pairs and equality is explicated.

Planned Opportunities for Developing Digital Literacy

Input around Community of Praxis activities is followed up by online teaching (Reflexion Uncourse) between the two study days.

Additional Learning Support


Logged on spreadsheet and referred to Additional Learning Support team for intervention. Any which arise on the day will be referred to Intervention Workers.

Tutor ILP

Strengths Areas for Development Action Required

Confidence with processes and team-teaching approach.

Learning how to teach reflexion in a short time! So much to learn from the evaluation of this project.

Close working relationship with researcher Sandra Rennie.

REFLECTION-IN-ACTION

USE THIS SPACE TO SCRIBBLE DOWN ANY IN-SESSION THOUGHTS YOU DON’T WANT TO LOSE

What skills ‘GIFTS’ did the session offer?

USE THIS SPACE TO LOG ANY OPPORTUNITIES TO DEVELOP SKILLS AROUND DIVERSITY, ENGLISH/ESOL, MATHS OR DIGITAL LITERACY WHICH OCCURRED DURING THE SESSION


Time Tutor Input Student Input Contribution to Assessment

Strategy

Social Purpose Literacies* Resources

Prep Posters in both rooms: be present as YOU, law of movement, confidentiality traffic lights, Social Purpose model, I would really like it if…Spectrum of Involvement, The Rhizome

Community of Praxis: #TDreflex14 groups set up on Yammer and Facebook, blogging space established. Reflexion ‘uncourse’ planned with podcast and unguided tour on TeachNorthern blog. Invite participants to groups.

Digital Literacy continuum up on walls (stages 1. Email 2. Survey Monkey 3. Facebook/Yammer 4. Twitter 5. Blogging)

Sign-in sheet (name, email, employer).

Layout: largest room 40+ chairs theatre style, smallest room 20+ chairs, horseshoe. No tables, refreshments where best appropriate.

Content

What content has the group been exploring in the Community of Praxis since the last session?

Not appropriate to this day one, beyond welcome email sent out to start to build relationships with individuals.

Pre-course

Refreshments ordered and served . Participants to be invited to sign in on entry and collect in largest room.



Strategy


9.30am

Welcome and introductions (housekeeping, social purpose philosophy, FELTAG, Divesity approach, reflexion).Structure of course and uncourse (mushroom).

Listen and ask questions.

Observation of initial engagement.

Generative Listening Intro ‘script’ and new powerpoint

One Room

9.50am

Self-select into two equal spaces (limited chairs facilitates this). All hands to move chairs back in largest room.

10am Opening Round

What is the best thing for you about being a teacher and why? (Name)

Observation of engagement, listening and speaking

Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage

Two Rooms

10.30am

Digital Literacy assessment

Over coffee, contribute named post-its to the

Initial assessment of digital literacy – out of this will come personal digital

Reflexion, Maths Literacy, Digital Literacy

Continuum posted on wall


continnum. literacy strategy.


Strategy


10.50am

Cornerstones Open Space

Contribute to Open Space groups (2 sheets per cornerstone)

Observation of engagement; photograph flipcharts

Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage, Professionalism, Analysis of Evidence.

Mixed Rooms

Phone for photos

Flipcharts 4 x room (mix rooms up)

11.30am

Values activity. Initial input: what’s a value and what’s a practice principle?

Round: What is one practice principle that is dear to you? What value is it grounded in? (name)

Observation of engagement, listening and speaking. Willingness to engage with values.

Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage, Professionalism, Analysis of Evidence.

Two Rooms

Flipchart paper, pens

12.20pm

approx.

Manifesto Continuum (law of movement, traffic lights) Online too

On post-its, express what’s important

Observation of engagement

Reflexion, Independent Thinking, Courage, Professionalism

Post-its

I would really like it, if…

12.30p Lunch in Dining Room.


m

Walk around grounds (Chris)


Strategy


1.15pm

30-second story (finding a voice).

Contribute to activity.

Observation of engagement, listening, speaking, reflexion

Generative Listening, Independent Thinking

Two Rooms

Check Chris’s starting phrase.

1.45pm

Digital Literacy workshops: Twitter, blogging, Yammer.

Select workshop and participate (more confident students can move between workshops).

Observation of engagement

Online activity

Academic English Literacy, Courage, Digital Literacy.

iPads

Chris – Yammer

Lou – Twitter

Kay - Blogging

2.30pm

Break – set digital literacy goal (on continuums)

Write up Diversity Question

2.50pm

The Diversity Round: What more can you

Observation of Generative Listening, Speaking Out, Reflexion,

Two Rooms


Question do to ensure that your students can be present as themselves?

engagement Independent Thinking


Strategy


2.45pm

Challenge: what’s an issue which is live for you in your work right now?

Pairs, 3 mins each way.

Write down challenge. In pairs, ask the question: if you could resolve this issue, what would change for you?

Observation of engagement, listening, speaking, reflexion.

Identification of issue.

Coaching, Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage, Subject Knowledge, Professionalism, Analysis of Evidence, Creativity

Two Rooms

3.15pm

Critical Incident Questionnaire

Write own responses to five questions on post-its and collect on sheets. Circulate to read others’.

Evaluation of the day and self-assessment (reflexion) of learning from the day.

Reflexion, Independent Thinking, Analysis of Evidence, Giving Feedback.

Mixed Rooms

CIQ questions on TeachNorthern blog.

Post-its.


Anything fresh? Written up sheets.

4pm Closing Round What’s live in you?

Observation of individual responses.

Generative Listening, Speaking Out, Independent Thinking.

One Room

4.15pm

Close.

Tutors debrief and complete CIQ.


Online Teaching (www.gillysalmon.com)

Development (supporting, responding)

Encourage participants to blog areas of interest. Help students connect with one another (use tagging). Comment formatively on blogs etc – 3:1 balance of appreciation: challenge.

Knowledge Construction (facilitating process)

Pose incisive questions and facilitate responses with further questions. Link to learning materials where appropriate. Tweet interesting soundbites, tagging people in. Encouragement and formative/ipsative feedback.

Information Exchange (facilitating tasks and supporting use of learning materials)

Post interesting articles, varying video, audio, writing, images. Report progress of blogging uncourse. Invite contributors to post what interests them. Tag people in.

Online Socialisation (familiarising and providing bridges between cultural, social and learning environments)

Explain how to and provide FAQ sheets if necessary (respond to need). Bridge different applications and between class activity and online activity. Refer to Day 2. Elicit updates about reflexive interventions. Repeat language/concepts used in Day 1. Tag people in.

Access and Motivation (welcoming and encouraging)

Facebook and Yammer groups set up, Writing Room set up, hashtag established. Blog used as central navigation space, containing podcast and unguided tour. Uncourse framework. Day 1 class activity used to establish starting and stretch points for each student; personal learning strategy agreed. Welcome each individual to the space. Use tagging to encourage participation. Use questions to elicit thinking. Daily encouragement and welcome. Send postcard one month after Day 1.

http://www.gillysalmon.com/


TeachDifferent Reflexion Programme Day 2AimTo deepen tutors’ reflexivity and encourage the continuation of reflexive practice.

Learning OutcomesAt the end of the session, the student will be able to:

STRETCH 1 STRETCH 2 How will you assess that the student has achieved this outcome?

Outcome 1

Reflex on freshest thinking and learning since Day 1.

Connect values with practice principles.

Continue to notice and reflex on where values play out in practice.

Observation of activity (contribution to Community of Praxis discourse).

Outcome 2

Participate in Thinking Environment peer coaching applications.

Identify a Thinking Partner going forward.

Introduce Thinking Environment techniques to team or other meetings and into teaching.

Observation of contribution to Community of Praxis and coaching discourses. Research evidence.

Outcome 3

Evaluate planned intervention from Day 1.

Identify further or deeper interventions.

Identify a coach to work with to evaluate interventions.


Outcome 4

Identify untrue limiting assumptions and create an incisive question.

Participate in a Thinking Partnership demonstration (option offered).

Continue to use the stepped questioning process.



Aspiration

For adult and community learning educators (however self-defined) to develop confidence in their teacher identity and judgement.

Win/Win/Win

Teachers who teach explicitly and reflexively from their values, engaging students more effectively in social purpose education.

Planned Opportunities for Embedding Diversity

Resonating with those identities present? Thinking Environment techniques encourage individuals to be present as themselves and speak with their own voice, allowing diversity of opinion.

Reflecting the experience of absent identities? Stories, particularly those which bring in the perspective of learners, are used to share thinking. Explication of TeachDifferent approach to diversity.

Planned Opportunities for Developing Skills in English/ESOL

Speaking (in own voice) and listening with generative attention are developed via Thinking Environment techniques. Critical Incident Questionnaires encourage analytical rather than descriptive evaluation.

Planned Opportunities for Developing Skills in Maths

Relationship between accurate timing of pairs and equality is explicated.

Planned Opportunities for Developing Digital Literacy

Input around Community of Praxis activities is followed up by online teaching (Reflexion Uncourse) between the two study days.

Additional Learning Support


Logged on spreadsheet and referred to Additional Learning Support team for intervention. Any which arise on the day will be referred to Intervention Workers.

Tutor ILP

Strengths Areas for Development Action Required

Confidence with processes and team-teaching approach.

Learning how to teach reflexion in a short time! So much to learn from the evaluation of this project.

Close working relationship with researcher Sandra Rennie.

REFLECTION-IN-ACTION

USE THIS SPACE TO SCRIBBLE DOWN ANY IN-SESSION THOUGHTS YOU DON’T WANT TO LOSE

What skills ‘GIFTS’ did the session offer?

USE THIS SPACE TO LOG ANY OPPORTUNITIES TO DEVELOP SKILLS AROUND DIVERSITY, ENGLISH/ESOL, MATHS OR DIGITAL LITERACY WHICH OCCURRED DURING THE SESSION



Strategy


Prep Posters: as Day 1.

Incorporate Book in 8 minutes!!!!

Content

What content has the group been exploring in the Community of Praxis since the last session?

To complete pre-session with input from: Reflexion Uncourse (TDReflex Yammer Group, TDReflex Facebook Group, #TDReflex Twitter Chat, TDReflex Pearltree)

Week 1: Why Blog?

Weeks 2-4 to emerge from discussions.

9am Refreshments available in room. Please sign in.

9.30am

Opening Round

What’s your freshest thinking?

Observation of engagement since last time.

Generative Listening, Speaking Out, Reflexion.

Sign in sheets.

9.45am

Overview of day/how has the Uncourse gone?

Contribute to discussion.

Observation of engagement and examples of learning.

Speaking Out, Reflexion, Independent Thinking, Digital Literacy, Analysis of Evidence.



Strategy


10.15am

Critical Friendship Groups

4 minutes each way

What do you want to think about, and what are your thoughts?

Observation of engagement and deepening of learning.

Coaching, Generative Listening, Speaking Out, Reflexion, Independent Thinking.

10.30am

Break

10.50am

Intro to Incisive Questions

Listen and question, then work through questioning process.

Thinking Pairs (5 mins) to explore Incisive Question.

Observation of engagement and production of Incisive Question.

Academic English Literacy, Independent Thinking, Courage.

Presentation

12.15pm

Round What is your freshest thinking?

Observation of responses.

Generative Listening, Speaking Out, Reflexion, Independent Thinking.

12.30pm

Lunch



Strategy


1.15pm

Set up Walking Critical Friendship Groups (indoors if wet).

OR Thinking Partnership demonstration.

Identify Critical Friendship group questions.

Observation of deepening ideas.

Coaching, Generative Listening, Speaking Out, Reflexion, Independent Thinking, Professionalism, Analysis of Evidence.

Paper, pens

Flowchart

2.30pm

Break – Coffee and Tea in room from 2.30pm

Move tables? (be mindful of closing round) Write up CIQ questions: 1. At what moment today did you feel most engaged? 2. At what moment were you most distanced from what was happening? 3. What action that anyone took today did you find most affirming or helpful? 4. What action that anyone took did you find most puzzling or confusing? 5. What about the day surprised you the most? (this could be about something that happened, or your own reactions, or anything else).

3pm Critical Incident Questionnaire

Write own responses to five questions on post-its and collect on sheets. Circulate to

Evaluation of the day and self-assessment (reflexion) of learning from the day.

Reflexion, Independent Thinking, Analysis of Evidence, Giving Feedback.

CIQ questions on TeachNorthern blog.

Post-its.


read others’. Anything fresh?

Written up sheets.


Strategy


3.45pm

Closing Round What’s live in you?

Observation of individual responses.

Generative Listening, Speaking Out, Independent Thinking.

4pm Close.

TeachNorthern Community of PraxisTeachNorthern blog (please comment ) www.teachnorthern.wordpress.com

Twitter @teachnorthern Yammer Certs 13 Facebook Community of Praxis: TeachDifferent

(and Lou Northern) LinkedIn Community of Praxis: TeachDifferent

Social Purpose Literacies

Teaching to Your Values Facilitation, Coaching, Generative Listening, Speaking Out

Reflexive Practice Reflexion, Academic English Literacy, Independent Thinking, Courage

http://www.teachnorthern.wordpress.com/


Win/Win/Win Subject Knowledge, Professionalism, Maths Literacy, Digital Literacy

Embedding Diversity Sharp Planning, Analysis of Evidence, Giving Feedback, Creativity.

Facilitation, Coaching, Generative Listening, Speaking Out, Reflexion, Academic English Literacy, Independent Thinking, Courage, Subject Knowledge, Professionalism, Maths Literacy, Digital Literacy, Sharp Planning, Analysis of Evidence, Giving Feedback, Creativity.

It is the tutor’s responsibility to report any Safeguarding issues to the Designated Person (currently Denise Pozorski) and to have completed the relevant Safeguarding training, which incorporates Every Child Matters. Please use this space to anonymously record a brief note and date of any referral.

Aim - Web viewFacebook and Yammer groups set up, Writing Room set up, hashtag established. ......

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