VanderWey, S., Brandt, B., K Hestad (May 2011).

transcript

Building Successful Learning Communities Workshop

presented atHealthy schools Summit, Seattle, WA 2011

Human Bingo

Activity Directions:1. Ask the questions.2. Get only one signature per

person.3. Don’t sign your own.4. Have fun.

Building SuccessfulLearning

Communities

IntroductionsScott VanderWey

WSU Director of Adventure Education

Brian Brandt WSU Extension Faculty – Pierce County

Kirke Mahy HestadMahy Counseling and Consulting

A Land Grant Research University

Cat Herding

How does this relate to you personally or professionally?

QuickTime™ and aSorenson Video decompressorare needed to see this picture.

Re-grouping Strategies

Activity Directions:1. Find a partner2. Get back to back with them

Check-In

Active Listening•Eye Contact•Body Language•Focus•Follow-Up Questions

Activity Directions:1. Find a partner2. Get back to back with them3. Turn and introduce yourself4. Share with your partner:

A highlight from this year ...

Check-In

Expressing Gratitude•Shake hands •Make eye contact•Thank them for sharing•Find a new partner

Activity Directions:1. Find a new partner2. Get back to back with them3. Turn and introduce yourself4. Share with your partner:

One gift you bring to teaching…

Check-In

Expressing Gratitude•Shake hands •Make eye contact•Thank them for sharing

By the end of the workshop you will be able to…

1. Identify what the basic elements of a Learning Community are.

2. Explain why Learning Communities are important.

3. Understand how to use tools & strategies to create a Learning Community.

Learning Targets

Continued We also hope that you…

Leave with a new paradigmand want to learn more!

Shifting Paradigms

Instructor

Discipline

Curriculum Driven

Old Paradigm New ParadigmFacilitator

Opportunities

Respond

Relevant LearningRote Learning

Product Process

Relationship Driven

=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision

=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision Confusion

Creating Second Order Change

2nd Order Change

1st Order Change

Sabotage

Sporadic Change

False Start

Anxiety

What is aLearning

Community?

Snow Ball Fight

Activity Directions:1. On a 1/2 sheet of paper

answer the question: What do you need to create an ideal community?

2. Wad up your paper and throw it toward someone across the room.

Workshop NormsIdeal Community

• Interested and committed colleagues• Support from Admin. And more time for planning• Cooperation• Fun• Human resources and positive belief that everyone can

learn• Leaders and followers, resources, a plan of what it will

look like, skills, flexibility• Start with people who really care about the audience

and community• Time to listen to each other so we can appreciate and

trust each other• Feel safe and supported to be heard• Trust of community members that we need to be part of

community• Passion, commitment and willingness

A Learning Community is… • Any group of people that come together with the

intent to learn!

Defining Learning Community

Community is… • people who belong to a group

• with a common purpose

• with formal or informal rules or

behavior expectations• with common interests or abilities • working towards a common goal

Defining Community

Community is… • Shared Membership

• Shared Purpose

• Shared Norms

• Shared Skills

• Shared Outcomes

Defining Community

Learning Community Model

“The most promising strategy for sustained school improvement is developing the ability to function as a Learning Community.”

Richard DeFour (Learning Communities at Work)

The Legend of Bagger Vance

Discussion Circles Activity Directions:1. The person with the knot

will be the speaker-- Everyone else will be practicing Active Listening.

2. Reflect and share: Why was Bagger Vance such

an effective educator? How can you find your

authentic swing in teaching?

Why Build Successful Learning

Communities?

RelationshipsRelationships are positive and are essential for establishing optimal conditions for learning and include high expectations around challenging work, student social support for learning, and differentiation of instruction based on student needs.

Powerful Teaching and Learning Through the Lens of Rigor, Reflection, Relevance, and Relationships

RigorSkills and/ or Knowledge are manifested as students develop conceptual understanding, not just recall.

RefectionThinking is evident because teachers provide opportunities for students to respond to open-ended questions, explain their thinking process, and reflect to create personal meaning.

RelevanceApplication of skills, knowledge, and thinking in relevant and/or real-world contexts is essential for engaging students in their learning and for helping students make connections that lead to understanding.

What Impacts Learning?

0 10 20 30 40 50 60 70

School Policies

School Demographics

Administrative Decision making

Socioeconomic level

Classroom Assessments

Curriculum Design

Classroom Instruction

Classroom Climate

School Culture

Student's Peer Group

Student's Motivation

Student / Teacher Social Interactions

Student's Home Environment

Student's Prior Knowledge

Student's Emotional Intellegence

Classroom Management

Psychology and Educational Practice, Herber Walberg (2002)

40 Developmental Assets

Protective vs. Risk Factors

Social/ EmotionalLearning

Life SkillsDevelopment

Different Research Strands

“At best, IQ contributes 20 % to the factors of success, which leaves 80% to

Emotional Intelligence (EQ).”

Daniel Goleman (Emotional Intelligence)

(Hawkins et al., 1999; Malecki &

Elliot, 2002)

Increased Commitment to School

Less Behavior Issues

Improved Post-grad Employment Rates

Improved attendanceReduced Expulsions

Reduced Suspensions

More Time Devoted to Schoolwork

Improved Graduation Rate

Increased Mastery of Subject MaterialIncreased Positive School Climate

Why Look at Social/Emotional Learning?

The Search Institute

40 Developmental Assets

More Assets Equals Higher Success

Fewer Assets Equals Lower Success

Average Number of Assets21.5

19.817.8 17.4 16.9 16.9 17.2 18

6 8 10 12

Grade Level

The more developmental Assets that can be built in young people, the more “Protective Factors” they have that lead to their overall success in

school and in life.Michael Arthur, PHD University of WA in collaboration with OSPI

WASL Correlation

Gotcha-YaActivity Directions: 1. Place your right hand, palm up.2. Place your left index finger

above your neighbor’s right hand.

3. When you hear the magic work, 1. Try to grab your neighbor’s finger 2. Without allowing yours to be

grabbed.

“At best, IQ contributes 20 % to the factors of success, which leaves 80% to

Emotional Intelligence (EQ).”

Daniel Goleman (Emotional Intelligence)

Repeat to Remember

QuickTime™ and aJVT/AVC Coding decompressorare needed to see this picture.

Human Calculator

Activity Directions:1. This is played just like rock,

paper, scissors, but you are a calculator that can add.

2. Find a partner, on three, pick a number from 1-5 and do the calculation.

3. Follow directions.

Intellectual Skills

Social Skills

Emotional Skills

Life Skills for the Whole Child

Beach Ball

Activity Directions:Orange- What did you learn? Green- What excites you about the research?Blue- What do you want to know more about?White- How does this relate to your role as an

educator? Red- What will you do with this information? Yellow- free choice

How to Build Successful Learning

Communities

Brain Research

Neurons that fire together, wire together.

“Learning is only possible after a student’s social, emotional, and physical needs

have been met.”

Council on Adolescent Development

Maslow’s Hierarchy of Needs

Physiological Needs(Health, Food, Sleep)

Safety Needs(Shelter, Removal from Danger)

Love & Belonging Needs(Love, Affection, Being a part of a Group)

Esteem Needs(Self-esteem, Esteem from Others))

Self-Actualization Needs(Achieving individual potential)

“The willingness to take risks, ask questions and make mistakes is a

requirement for learning.”Deborah Meier (In Schools We Trust)

04/22/23

The Method

Lesson

Reflect

Brain Research

Neurons that fire together, wire together.

Schema

QuickTime™ and aJVT/AVC Coding decompressorare needed to see this picture.

04/22/23

The Method

Lesson

Reflect

“Experience in itself is neither productive nor unproductive, it is how you reflect on it that makes it significant or not significant.”

Gavin Bolton, 1979 (Towards a Theory of Drama in Education)

Reflection

Tools for Building

SuccessfulLearning

Communities

=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision Confusion

Creating Second Order Change

2nd Order Change

1st Order Change

Sabotage

Sporadic Change

False Start

Anxiety

=TrustVision ResourcesSkills PayoffAction PlanValues/ Beliefs2nd Order

Change=

Vision

Skills PayoffValues/ Beliefs

Action Plan

Affirmations

•I appreciate that you…

•I enjoyed how you…•I liked it when…

Movie Clip

Feedback• In the future, you might

consider…• Next time, perhaps you could…• This would be even better if…• It would help me learn if you …

Roll of the Dice1. A connection I made…

2. Something I’ll use...

3. I understand…

4. I’d like to know…

5. I’m excited about…

6. I have enjoyed…

Beach Ball

Activity Directions:Orange- What did you learn? Green- What excites you about the research?Blue- What do you want to know more about?White- How does this relate to your role as an

educator? Red- What will you do with this information? Yellow- free choice

Talking Knot

Activity Directions:1. The Person with the knot

will be the speaker – Everyone else will practice Active Listening.

2. Reflect and share:

Call a Friend

Activity Directions:

Consider:• What is a Learning Community? • How are Learning Communities

created?

Directions:1. Think to yourself.2. Discuss with a partner.3. Share with your group.

Think-Pair-Share

Class Movie

Freedom Writers

Affirmation- Something you appreciateReflection- Something you learnedFeedback- Something we can improve

Activity Directions:On an index card, briefly write a text message to me answering:

Text a Friend

Web Resourceshttp://4h.wsu.edu/challenge/communities.html

WSU Extension (253) 445-4581

Scott VanderWey vanderwey@wsu.edu

Contact Information

VanderWey, S., Brandt, B., K Hestad (May 2011).

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