GLEs for MTLDs

Leveraging Small Group Learning Experiences to Address Cohort

Trends

Pulse Check

What is your experience with leveraging GLEs with your cohort?

Outcomes

You will leave this session with…– A process to help you plan group learning

experiences– A draft of a potential group learning session– Skill in determining when to leverage group

learning sessions

What’s going on?

Is there something that several of your CMs are struggling with? What are you repeating in debriefs? How have you addressed this trend?

A Group Learning Experience (GLE) might be

the answer!

I’m saying the same thing in every debrief.

Let me testify…GLEs changed my life.

Let Loy testify…Making GLEs Work for Your Context

Why GLEs?

• Eliminate repetition • Give CMs the

opportunity to practice skills and receive feedback

• Allow for collaborative problem solving and reflection

What about designing and facilitating GLEs for your CMs seems challenging? Exciting? Natural?

Don’t Worry…

The Process:

1. Consider Situational Factors

2. Set Goals

3. Determine Assessment

4. Plan Learning Activities

CMs Ready to Drive to Student

Outcomes

To GLE or not…: Situational Factors

Root Gaps

CM Data, Observations, and Concerns

CM Knowledge, Skills, and Mindsets

Regional Supports

Fink defines this step as the process of reviewing information already known about the participants and their learning. He suggests considering:

Context Characteristics of the learnersCharacteristics of the teacherNature of the issue

Are there additional situational factors you’d want to consider when thinking about trends in your cohort?

Situational Factors: An Example

Root Gaps

CM Data, Observations, and Concerns

CM Knowledge, Skills, and Mindsets

Regional Supports

Get It In:1. Think about the trend you

identified earlier.2. What situational factors

contribute to this trend?3. What is the root cause?4. Share your thoughts with a

partner.

Trend: I notice CMs are struggling with investment.

During observations, I notice that students know the classroom goal, but still aren’t invested in completing daily assignments.

I know that my CMs believe in their goals and see investment as important in driving students toward outcomes.

I know that CMs have attended sessions on investing students in the goal.

These situational factors help me uncover that the root cause of the rend might be why key points.

Where do I start? Goals of Course

Consider:1. How will CMs apply this

learning in their classrooms?2. What do you want to be true

for CMs at the end of the session?

3. What do you want to be true for students as a result of CM changes at the end of this course?

Avoid taking a content-centered approach. Ex. I want CMs to learn about this topic. Overemphasis on “understand and remember” kinds of learning

Focus on the long-term impact of the session.Ex. I want CMs to do X months after this session as a result of their learning. “significant” kinds of learning.

Get It In:

1. Think about what you want to be true once the root cause is addressed. Consult the “Significant Learning Taxonomy”.

2. Draft the outcomes of your GLE.3. Share your work with a partner.

Example:At the end of my session on why key points, I want CMs to value and be able to write why key points for each lesson. Their students, should then be able to connect all classwork to their big goals.

More than a Feeling…Educative Assessment

What does this mean for us?

We must carefully consider and plan the follow-ups, deliverables, and conversations we will have with CMs in and beyond the session.

Example:For my why key points session I might:

• Have CMs email me lesson plans with key points in them

• Reflect on how key points impact student investment during our next debrief

• Observe for why key points in my next few visits

• Have CMs reconvene in a week and watch video of one another delivering why key points and offer feedback

Get It In:1. Review the outcomes of your

GLE.2. How will you assess these

outcomes within the session and beyond?

3. Draft your educative assessment .

4. Share your work with a partner.

Making it matter…Learning Activities

How can these components be incorporated into your GLEs? Are there components that seem challenging?

Get It In:1. Review the

outcomes of your GLE.

2. Pick one component and design a corresponding learning activity.

Now…Real Talk

What are you thinking now?

Questions, Concerns, Ideas, Etc.?

Put a ring on it…

What are you committing to moving forward?