Facilitating intentional conversations to
support the implementation of the QKLG
Train-the-trainer workshop: Session 2
Overview of Session 2
• Introduction to facilitation of intentional conversations
• Intentional conversations allow for sharing of stories,
examples and robust discussion in order to focus on
particular aspects of the QKLG.
• Intentional conversations:
– How do the QKLG and
EYLF support quality
learning and teaching?
– Informed curriculum
decision making.
– Assessment within a
quality program.
Promoting quality — principle-based
practice
EYLF
QKLG
• Secure, respectful and reciprocal
relationships
• High expectations and equity
• Partnerships with families
• High expectations and equity
• Respect for diversity
• Ongoing learning and reflective
practice
• Respect for diversity
• Holistic learning
• Respectful relationships
• Continuity in learning
• Shared decision making
• Intentional teaching
• Reflective practice
Promoting quality — informed decision
making
Facilitation skills
A facilitator:
• holds knowledge and is passionate about the product
• understands adult learners
• is enthusiastic about facilitating others’ learning
• has the ability to communicate effectively
• is able to reflect on their own practice and encourage
others to do so
• is confident that they can make a difference.
Understanding adult learners
Adult learners:
• are self-motivated and self-directed
• need to take control of their learning and extend
themselves.
Know your participants, product, process
Participant considerations include:
• prior professional background and experience
• work context
• setting context, e.g. priorities, families, children
and community settings.
Products include:
• Queensland kindergarten learning guideline
• Continua of learning and development
• QKLG online professional development materials.
Processes include:
• intentional conversations that
− promote ongoing professional learning
− are structured so participants explore, examine, engage
and extend understanding about curriculum and practice.
Conversations for learning and change
Premise:
• Through the development of professional learning
communities, professionals learn, change and improve
practice.
• Improved practice leads to better quality educational
programs, which in turn lead to better outcomes for
children.
Conversations for learning and change
Acknowledge:
• that each centre, group and individual is different
• the facilitator's role — creating a space for productive
conversations relevant to participants
• that conversations are intentional, and focus attention
on what it means to implement the QKLG as a
professional teacher.
Making connections through curriculum
conversations
Conversations provide a vehicle for valuing teachers’
lived experience by:
• sharing stories of professional experiences
• connecting stories to principles and practices outlined
in the QKLG.
Facilitators support this process by:
• inviting participants to share and explore stories
• using information and stories to illustrate points
• keeping conversations focused.
Leading intentional conversations
Best practices:
• Keep a check on the time people take to talk.
• Encourage reticent people to contribute.
• Gently move the conversation away from dominant
people.
• Use visual resources such as handouts, information
sheets and slideshows.
• Encourage in-depth exploration, e.g. use open questions,
look for connections and question implications.
Leading intentional conversations
Today we will model three activities to facilitate intentional
conversations designed to support knowledge about:
• quality teaching and learning
• curriculum decision making
• assessment within a quality program.
Online:
• additional resources to support trainers/facilitators will be
made available.
Facilitators decide:
• how, when, where, why, with whom …
Intentional conversations resource:
• Practise conversation: Making connections through stories.