PUT TITLE
HERE
Student
Success
DAY 2
Student Success
2011
Summer
Program
2011 Summer Program
Facilitating
using
NAME
OFLearning
YOURTeams
MODULE
a Professional Learning Cycle
HERE
1
Agenda
Day 1
Day 2
Minds On
 Group Profile (Wall Chart)
 Agenda, Purpose, Learning Goals
and Context
 Walk About
 Opportunities and Challenges
Minds On
Action
 Facilitation Skills and Knowledge
Base
 Facilitating the Professional Learning
Cycle
 PLAN
 ACT
Consolidation
• Making Connections
•
•
•
Overview
Three Heads
Facilitation – Guided Viewing
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Challenges, Assumptions and Next
Steps
2
2
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…
3
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 session
3. Figure out a way to share these with the
large group using your common learning
preference.
4
Stations: Supporting Implementation
Option A: for sessions that include administrators who are
supporting learning teams in their schools
Select a topic of interest for
viewing:
• Building Capacity
• Leadership
• Facilitation
View – with a focus on the
Thinking Routine questions
Share - 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?
5
Stations: Guided Viewing - Facilitation
Option B: for sessions with board and school level facilitators
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
Handout 11
6
Agenda
Day 1
Day 2
Minds On
 Group Profile (Wall Chart)
 Agenda, Purpose, Learning Goals
and Context
 Walk About
 Opportunities and Challenges
Minds On
• Overview
• Three Heads
• Facilitation – Guided Viewing
Action
 Facilitation Skills and Knowledge
Base
 Facilitating the Professional Learning
Cycle
 PLAN
 ACT
Consolidation
• Making Connections
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Challenges, Assumptions and Next
Steps
7
7
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?
8
OBSERVE
Sharing
instructional
practice to
monitor student
learning and
enhance educator
learning
9
9
OBSERVE Video
Prior to viewing,
read the OBSERVE
description in your
notes organizer.
10
Guided Viewing - OBSERVE
Jot your observations on the Guided Viewing handout
based on the prompts provided.
Handout 12
11
Student 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
Katz, Earl, Jaafar, 2009 (Corwin)
“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
12
ACT – Four Corners
OBSERVE – Four Corners/Carousel
1. 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.
Handout 12
13
Using Facilitation Knowledge and Skills
Identify a facilitator for your Corner group.
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.
14
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
14
ACT – Four Corners
OBSERVE – Four Corners/Carousel
Corner 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.
Handout 12
15
Collaborative Inquiry Continuum
For a team on which
you were a member
or that you have
facilitated, which
‘shared practice’
description best
matches your team’s
work?
16
HANDOUT 3
16
Facilitation 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.
17
17
Instructional Strategies Check
1. What strategies were used to:
• Focus viewing
• Generate ideas
• Stimulate thinking
2. How was instruction
differentiated?
3. Note strategies used on the
Strategy Bank handout.
Handout 5
18
Making Connections
Individually, take time
to add notes and ideas
to your Learning Cycle
Organizer and to your
Facilitation Mind Map
19
REFLECT
Examining evidence
to reflect on
student and
educator learning
20
20
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?
21
Guided Viewing: REFLECT
Prior to viewing, read
the REFLECT
description in your
notes organizer.
22
Guided Viewing: REFLECT
Jot your observations on the Guided Viewing handout
based on the prompts provided.
Handout 13
•Analysis
•Interpretation
•Next Steps
23
After Viewing: REFLECT
Table Groups
• Discuss responses to
the analysis,
Interpretation and Next
Steps prompts.
• Share with the larger
group.
24
Reflect: Discussion Questions
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.
25
25
Reflect
Share a few points
from your discussion
with the larger group.
26
Collaborative Inquiry Continuum
For 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?
HANDOUT 3
27
27
Facilitation
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?
28
28
Instructional Strategies Check
1. What strategies were used to:
• Focus viewing
• Stimulate thinking
• Foster engagement
2. How was instruction
differentiated?
3. Note strategies used on the
Strategy Bank handout
Handout 5
29
Making Connections
Individually, take time
to add notes and ideas
to your Learning Cycle
Organizer and to your
Facilitation Mind Map
30
Agenda
Day 1
Day 2
Minds On
 Group Profile (Wall Chart)
 Agenda, Purpose, Learning Goals
and Context
 Walk About
 Opportunities and Challenges
Minds On
• Overview
• Three Heads
• Facilitation – Guided Viewing
Action
 Facilitation Skills and Knowledge
Base
 Facilitating the Professional Learning
Cycle
 PLAN
 ACT
Consolidation
• Making Connections
Action
• Facilitating the Professional Learning
Cycle
 OBSERVE
 REFLECT
Consolidation
 Challenges, Assumptions and Next
Steps
31
31
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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32
Using Facilitation Knowledge and Skills
Identify a facilitator for your interest
group.
The facilitator assists the group with:
• Standards 1 and 2 and
• using skills such as pausing, paraphrasing and inquiring.
33
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
33
Assumptions 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?
34
Challenges
Share a few points
from your discussion
with the larger
group… inviting input
as needed.
35
Facilitation 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?
36
36
Top 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.
37
anne.clifton@ontario.ca
karen.greenham@ontario.ca
linda.staudt@ontario.ca
shawna.eby@ontario.ca
jane.ashley@ontario.ca
38
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