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Workshop Goal and Objectives
Develop knowledge and skills for effective facilitation of professional learning
Examine key components of effective research-based professional learning practices
Learn a variety of teaching/learning strategies to effectively manage both content and process components in professional learning
Explore strategies for dealing with conflict
Plan schedules, buy materials, and create kits
Agenda Day 48:00-8:158:15-8:308:30-9:25 9:25-9:45
9:45-10:0010:00-10:3010:30-11:1011:10-11:3011:30-12:1512:15-12:45
12:45-1:051:05-2:052:05–2:30
Welcome and OverviewWarm-up - Human Scatter PlotEffective Professional LearningAdults as LearnersBreakFacilitation StrategiesHow to Handle Facilitation ChallengesChange is DifficultLunchSchedules for In-District WorkshopsBuying Materials and Creating Classroom Kits
CO2 CannonsEvaluation and Closure
Professional Learning
The purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels.
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Learning Forward, 2011
Components of Effective Professional Learning
Sustained and IntensiveContent FocusActive LearningCoherence of Learning– Consistent with Goals– Aligned with Standards and
Assessments– Collective Participation
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Professional Learning: Research to Application
Change is a learning process.Change is gradual and difficult.Regular feedback on student learning progress is required to sustain change.Continued support and follow-up is crucial.
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Standards for Professional Learning
Increases Educator Effectiveness and Results for All Students
Learning CommunitiesLeadershipResourcesDataLearning DesignsOutcomes
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http://learningforward.org/standards
Adult Learning Principles
Learning Enhanced when Self-directedLearn from Processing ExperienceMust be MeaningfulReady to Learn = Need to Learn itMust be able to Apply Tomorrow
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Engaging the BrainExperience
Drives Learning
PracticeIncreases learning and strengthens connections
Emotion Drives
attention
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Engaging the Brain
Draw on past experiencesProvide opportunities to engage in hands-on, minds –on, and meaningful real-life activities
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Engaging the Brain
Overlooked and Underutilized StrategiesOverlooked and Underutilized Strategies
VisualsVisuals
Room Set-upRoom Set-up
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Engaging the Brain
Has an Emotional HookProvide optimal level of emotion(High Challenge – Low Threat)Use stories, examples, color, questions, quotes, pictures, music, drama, suspense, celebration, fun, and friendships.
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Engaging the Brain - VisuallyCharting
Use BordersUse BulletsUse Icons and Images
Use LARGE PrintUse ColorUse Yellow for highlightingUse RED for Title
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Engaging the Brain - Visually
PowerPointDe-clutter– Short sentences– Only key pointsPhotographsDiagrams or Charts
LARGE Font
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Critical Questions to Ask When Planning the
WorkshopAudience?Expected result?Is follow-up built in?New learning or refining existing knowledge and skills?
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Seven TipsBuild communityLink concepts and contentBe human-use your sense of humor Less is morePay attention to your audienceProvide clear directionsProvide clear directions
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Maintaining Productive Presenter-Audience
RelationsPay AttentionModel ProfessionalismPractice Non-Adversarial BehaviorsAcknowledge/Clarify Non-judgmentallyBe Responsible to Audience NeedsBe Human and HumaneMaintain Focus
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Professional Learning Strategies
http://teach.oetc.org/strategies
Challenging CasesHidden AgendasBroken RecordsAttackersDoubters & HeadshakersKnow It Alls & Dominators
Off-The-WallsNon-Stop TalkersRamblersArguersBlockersHelpers
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Levels of Intervention(From least to most intrusive)
Level 1 Do Nothing
Level 2 Present Your Observations
Level 3 Describe How You Are Feeling
Level 4 Ask For Help
Level 5 Direct The Process
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Right Before the Workshop
Check Equipment and Room Set UpSet out Materials at Appropriate LocationsOrganize Handouts for Easy DistributionSet out your Small Group Discussion tools
Uses for the Workshop Materials
To provide workshops to teachersTrain-the-trainer in a box system Available separately for those who don’t or can’t attend a workshop
Grade LevelParticipants can be same grade-level band or mixed. Lessons available in three versions – elementary, middle school and high school. Arrange groups by table so the activities and discussions are more applicable. Partner by grade level band during the workshop activities
Formats for Holding Workshops
The workshop is designed to be a 21/2-day event but can be split into 10 self-contained units of 2 hours each. Delivery options:
• Three-day summer training.• Series of half-day workshops.• Series of one-day workshops one month or more
apart where teachers would be encouraged to try out what they learned and come back to engage in reflection, etc.
Planning Reference
Two facilitators for 30 participantsWorkshops of 60+ need extra facilitation, space, and materials
ClosingGoalsExpectationsBike RackPlusses/Wishes– Leave sticky notes
www.padlet.com
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