PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE DAY 2 Student Success...

PUT TITLE HEREStudent Success

2011 Summer Program

NAME OF YOUR MODULE HERE

DAY 2Student Success

2011 Summer Program

Facilitating Learning Teams using a Professional Learning Cycle 1

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AgendaAgenda Day 2

Minds OnMinds On• Overview• Three Heads• Facilitation – Guided Viewing

Action• Facilitating the Professional Learning

Cycle OBSERVE REFLECT

Consolidation Challenges, Assumptions and Next

Steps

2

Day 1

Minds On Group Profile (Wall Chart) Agenda, Purpose, Learning Goals

and Context Walk About Opportunities and Challenges

Action Facilitation Skills and Knowledge

Base Facilitating the Professional Learning

Cycle PLAN ACT

Consolidation• Making Connections

Learning Preferences

Preference Prefers learning/demonstrating learning :

Visual through diagrams, maps, charts…

Aural/Auditory by hearing or speaking

Reading/Writing through the written word

Kinesthetic through experience, simulation, authentic videos…

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Three Heads

Like-preference groups:1. Join with 2 others who have the same VARK

preference(s) 2. Identify the top 3 or 4 key ideas in

yesterday’s session3. Figure out a way to share these with the

large group using your common learning preference.

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Stations: Supporting ImplementationStations: Supporting Implementation

Select a topic of interest for viewing:•Building Capacity•Leadership•FacilitationView – with a focus on the Thinking Routine questionsShare - with others at that viewing station

Thinking Routine:‘See-Think-Explore’

• What did you see?• What do you think?• What related ideas

would you like to explore?

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Option A: for sessions that include administrators who are supporting learning teams in their schools

Stations: Guided Viewing - FacilitationStations: Guided Viewing - Facilitation

Select - a quote from Handout 11.

View – with a focus on your chosen quote

Share - with 2 or three others who selected the same quote

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Option B: for sessions with board and school level facilitators

Handout 11

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AgendaAgenda Day 2

Minds On• Overview• Three Heads• Facilitation – Guided Viewing

ActionAction• Facilitating the Professional Learning



Steps

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Day 1





Cycle PLAN ACT


Between ACT and OBSERVE

What happens between the scheduled learning cycle meetings for ACT and OBSERVE? For example:•What is the facilitator doing?•What is the Administrator doing•What is the teacher doing?

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OBSERVE

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Sharing Sharing instructional instructional practice to practice to monitor student monitor student learning and learning and enhance educator enhance educator learninglearning

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OBSERVE VideoOBSERVE Video

Prior to viewing, read the OBSERVE description in your notes organizer.

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Guided Viewing - OBSERVEGuided Viewing - OBSERVE

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Jot your observations on the Guided Viewing handout based on the prompts provided.

Handout 12

Student WorkStudent Work“One of the most powerful ways to ensure that any (learning team) stays focused – whether within or across schools – is by making sure that it is anchored by actual student work.” p. 76

“Having actual student work is at the center of the collaborative inquiry exercise. It creates the opportunity for evidence-driven, focused professional learning conversations.” p. 76

Katz, Earl, Jaafar, 2009 (Corwin)

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ACT – Four Corners1. Select a question of interest.2. Join the corner group for that

question. 3. Divide into groups of 4 or 5 at the

corner – each group has a piece of chart paper.

4. Follow the facilitation instructions on the next slide.

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OBSERVE – Four Corners/CarouselOBSERVE – Four Corners/Carousel

Handout 12

Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills

The facilitator:• Helps the team select a (1) Standard and (2) a Move or Norm

that they think will be important to the success of this activity• Ensures that the group understands the Standard/Move-Norm• Facilitates the group’s work through the Corner activity.

Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 14

Identify a facilitator for your Corner group.

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ACT – Four CornersCorner Groups of 5 or less 1. Brainstorm responses - on chart

paper.2. As a group, move to each of the

other questions, examine and add or comment as needed.

3. Return to original Corner, examine comments of others, summarize and share key points.

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OBSERVE – Four Corners/CarouselOBSERVE – Four Corners/Carousel

Handout 12

Collaborative Inquiry ContinuumCollaborative Inquiry ContinuumFor a team on which you were a member or that you have facilitated, which ‘shared practice’ description best matches your team’s work?

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HANDOUT 3HANDOUT 3 16

Facilitation DebriefFacilitation Debrief

1. To what extent (rarely – sometimes – most of the time) was the group able to demonstrate the select:• Standard• Move or Norm

2. What challenges arose? As a group, decide on and share a way to address the challenge.

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Instructional Strategies Check

1. What strategies were used to:• Focus viewing• Generate ideas• Stimulate thinking2. How was instruction

differentiated?3. Note strategies used on the

Strategy Bank handout.

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Handout 5

Making ConnectionsMaking Connections

Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map

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REFLECT

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Examining evidence Examining evidence to reflect on to reflect on student and student and educator learningeducator learning

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Between OBSERVE and REFLECT

What happens between the scheduled learning cycle meetings for OBSERVE and REFLECT? For example:•What is the facilitator doing?•What is the administrator doing•What is the teacher doing?

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Guided Viewing: REFLECT

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Prior to viewing, read the REFLECT description in your notes organizer.

Guided Viewing: REFLECT

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Jot your observations on the Guided Viewing handout based on the prompts provided.

•Analysis•Interpretation•Next Steps

Handout 13

After Viewing: After Viewing: REFLECT

Table Groups• Discuss responses to

the analysis, Interpretation and Next Steps prompts.

• Share with the larger group.

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Reflect: Discussion QuestionsTriads or Quads (Like-Role)Triads or Quads (Like-Role)Select a question of interest to discuss and be prepared to share a

few points from your discussion with the larger group.1. How would you help members of your learning team

determine what they have learned and, based on student learning needs, their next steps for professional learning?

2. What would need to be in place to support a team to reflect in this way?

3. What would need to have occurred in the previous learning cycle phases for this type of reflection to occur.

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ReflectReflect

Share a few points from your discussion with the larger group.

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Collaborative Inquiry ContinuumCollaborative Inquiry ContinuumFor a team on which you were a member or that you have facilitated, which ‘Individual and Group Reflection’ description best matches your team’s work?

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HANDOUT 3HANDOUT 3

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FacilitationFacilitation

Your group had no formal facilitator:1. What facilitative standards, skills, and ways of

working together did your group collectively demonstrate?

2. In what ways, if any, might a facilitator have contributed to the functioning of the group?

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Instructional Strategies Check

1. What strategies were used to:• Focus viewing• Stimulate thinking• Foster engagement2. How was instruction

differentiated?3. Note strategies used on the

Strategy Bank handout

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Handout 5

Making ConnectionsMaking Connections

Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map

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AgendaAgenda Day 2

Minds On• Overview• Three Heads• Facilitation – Guided Viewing

Action• Facilitating the Professional Learning



Steps

31

Day 1





Cycle PLAN ACT


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Consolidation - Challenges Consolidation - Challenges

• Examine your session notes and update the Challenge board.

• As a full group, sort and classify the challenges.

• Create groups based on a category of interest.

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Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills

The facilitator assists the group with:• Standards 1 and 2 and • using skills such as pausing, paraphrasing and inquiring.

Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 33

Identify a facilitator for your interest group.

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Assumptions and Next StepsAssumptions and Next Steps

1. Identify, and post on chart paper, any assumptions related to the category.

2. Clarify /analyse the assumptions. (e.g., supporting evidence? always the case? challenges within the challenge?)

3. Determine whether the challenge can be addressed through facilitation.

4. What next steps can be taken to address the challenge?

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ChallengesChallenges

Share a few points from your discussion with the larger group… inviting input as needed.

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Facilitation DebriefFacilitation Debrief

1. Why are skills such as pausing, paraphrasing and inquiring important to discussions?

2. To what extent did the group adhere to Standards 1 and 2?

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Top Ten ListTop Ten List

1. Examine notes, Mind Map and Strategy Bank.

2. As a Table Group, develop a Top Ten list of ideas and strategies that will be the most useful in facilitation work.

3. Share the top three with the large group.

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[email protected]@[email protected]@[email protected]

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PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE DAY 2 Student Success...

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