PUT TITLE HEREStudent Success
2011 Summer Program
NAME OF YOUR MODULE HERE
Student Success2011 Summer Program
Facilitating Learning Teams using a Professional Learning Cycle
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Knowing the Learner
• Your role• Your experience facilitating a team
through the Professional Learning Cycle process
• The type of team(s) you have facilitated
Group Profile In order to create a group profile, please visit each chart paper and use a Sticky dots/markers to indicate:
High Levels of Student Achievement
Reducing the Gaps in Student Achievement
Increased Public Confidence in Our Publicly Funded Schools
Provincial Context: Core Priorities
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School Effectiveness Framework
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School Effectiveness FrameworkSchool Effectiveness Framework
School and Classroom Leadership• 2.4 Job-embedded and inquiry-based
professional learning builds capacity, informs instructional practice and contributes to a culture of learning
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Supporting the Instructional CoreLeading Learning – Leadership
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Professional Learning CycleProfessional Learning Cycle
The goal of the Professional Learning Cycle initiative is to increase student engagement and achievement by providing a process for professional learning that is driven and focused by student learning needs.
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Program Change
In-School & In-Class Preventions
(e.g. Transitions, Differentiated Instruction)
Re-entry Re-entry to Schoolto School
In-School Interventions
(e.g. Credit Recovery) In-Class Interventions
(e.g. Credit Rescue)
ALL
S
OME
F
EW
Pyramid of Preventions
andInterventions
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ExampleExample
School(SIP)
Classroom(planning for teaching and learning)
Professional Learning Cycle(collaborative inquiry)
Board(BIP)
Literacy: Writing
Literacy: Writing
Gr. 9 & 10 Applied/Open
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart)
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PROGRAMS Specialist High Skills Major Dual Credits Expanded Cooperative Education Ontario Skills Passport Board Specific Programs
LEADERSHIP DEVELOPMENT• Student Success Leaders• Student Success Teachers• Student Success School and Cross
Panel Teams
EFFECTIVE INSTRUCTION Differentiated Instruction Math GAINS Literacy GAINS Professional Learning Cycle Student Voice School Effectiveness Framework
INTERVENTIONS Credit Rescue / Recovery Transitions Supports/Taking Stock Children and Youth in Care Re-engagement 12 12+Strategy Supervised Alternative Learning School Support Initiative
Student Success Grades 7-12 Key Elements
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AgendaAgenda Day 2
Minds On• Three Heads• Facilitation – Guided Viewing
ActionAction• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Problem-Solving Reflection and Next Steps
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Day 1
Minds On 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
Session Purpose
Build the capacity of educators to:
•facilitate learning teams using a professional learning cycle
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 12
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Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 13
Learning Goals for the Session
In this session we are learning to:
• use facilitation knowledge and skills and instructional strategies with educator learning teams
• engage learning team members in each phase of the Professional Learning Cycle
• sharpen the inquiry focus of learning teams on identifying and addressing student learning needs
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Session MaterialsSession Materials Table Profile: 1/Table Group PowerPoint slide summary Handout 1: Walk-About Handout 2: Professional
Learning Cycle Handout 3: Collaborative
Inquiry Continuum Handout 4: Facilitation Skills
and Knowledge Base Handout 5: Strategy Bank Handout 6: Learning Cycle
Notes Organizer
Handout 7: Facilitation Mind Map
Handout 8: Plan - Data Sets Handout 9: Placemat Handout 10: Act-Scenarios Handout 11: Guided Viewing-
Facilitation (Option B only) Handout 12: Guided Viewing-
Observe Handout 13: Guided Viewing-
Reflect
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TableTable ProfileProfileCreate a profile of your table group that includes:(NOW)•Your role•A summer highlight•A strong professional Interest(LATER)•Facilitation preference•Learning preference
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WalkaboutWalkabout
• Examine the questions• Find someone in the large group
or at your table who knows the answer to a question. Note the answer and the person’s name, role and place of work.
• Find someone who can answer another question. Record as above.
• Continue until all questions are answered.
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Handout 1
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Facilitator PreferencesThink about your experience as a facilitator and select the option that best describes you as a facilitator:
A. Mr. HappyB. The Librarian C. Einstein D. Teddy BearE. The Worrier
17SS/L-18ITEB 2010 The Professional Learning Cycle
Table groups note their facilitator preferences on their Table Profile.
A Professional Learning Cycle
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Handout 2
A rose by any other name…Collaborative Inquiry e.g.
•TLCP
•Action Research
•Lesson Study
The Professional Learning Cycle is driven by student learning needs. 19
The knowledge we need to solve problems [in schools] often doesn’t reside close at hand; it has to be found through active inquiry and analysis.
Richard Elmore (2000). Building a new structure for school leadership, p.13
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Implications of School-based Inquiry TeamsImplications of School-based Inquiry Teams
Using a collaborative inquiry model:• (Shifts teacher) attribution of improved student
performance to … teaching rather than external causes
• (Gives focus to) an academic problem long enough to develop an instructional solution
SOURCE: Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams 1, Ronald Gallimore, LessonLab Research Institute & UCLA, May 2009 21
Facilitator RoleFacilitator Role
The facilitator . . . •leads the processes used in a meeting, •choreographs the energy within the group, •maintains a focus on one content and one process at a time.
Adapted from:Garmston and Wellman, The Adaptive School, 2nd Edition, p.24
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Just as the classroom teacher influences student learning more than any other variable does, the skill of the facilitator is central to the success of the learning team.
Source? Katz, Earl and Jaafar?
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Learning TeamsLearning TeamsProfessional learning team meetings have one primary purpose: improved teaching and learning in an area of identified student need.
The aim is… to provide a way for teachers to become increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams.
Source:
The Evolution of a Professional Learning Team, Tools for Schools (NSDC), Nov./ Dec. 2008 24
Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
When meeting as a learning team …
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HANDOUT 3
HANDOUT 3
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Professional Learning Cycle VideoProfessional Learning Cycle VideoIntroduction Introduction
Voices:• Teachers• School principals• Student success leaders
Viewing Focus:Viewing Focus:• opportunities• areas of challenge
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‘‘Post it’ Profile Post it’ Profile
On the ‘I like best’ board, post a note that tells the group what you like best about facilitating a learning team
On the ‘Challenge’ board, post a note that identifies an aspect of facilitating that you find to be a challenge
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AgendaAgenda Day 2
Minds On• Three Heads• Facilitation – Guided Viewing
Action• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Problem-Solving Reflection and Next Steps
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Day 1
Minds On Group Profile (Wall Chart) Agenda, Purpose, Learning Goals
and Context Walk About Opportunities and Challenges
ActionAction 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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Preference Corners
• Go to the ‘preference’ that is most like you.• Form like-preference groups of 4 or 5• Share with each other why you chose that
particular corner.• As a group, be prepared to share one or more
reasons with the larger group.
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Why a facilitator?Why a facilitator?
1. Individually, note several ideas on sticky notes (1 idea/sticky)
2. As a like-preference group, sort the ideas into key themes or categories or responsibilities.
3. Prepare to share two or three categories with the large group.
What does a facilitator do to maximize the value of meeting and learning time?
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Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 32
Facilitation Inquiry
1. Select a topic of interest from Handout 4 - Facilitation skills and Knowledge Base :A. Approaches C. Skills B. Standards D. Ways of working
2. Regroup by topic in Interest Groups of 4 or 5. (e.g., As, Bs, etc.)
3. Read and discuss key points - sharing connections to personal experiences.
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Facilitation Inquiry
Interest Groups• Summarize and share key points
related to your topic – providing examples or demonstrations to clarify.
• Consider the VARK preferences of your group members when determining ‘presentation’ roles.
• Present your topic to the whole group
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Table Profile - Update
Table Groups• Add learning preferences to Table Profiles and
discuss implications for your work together.
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Instructional Strategy Check
1. What instructional strategies were used to:• Establish and positive and inclusive
learning environment• Connect to prior learning/experience
2. How was instruction differentiated?
3. Note strategies on Strategy Bank handout.
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Handout 5
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AgendaAgenda Day 2
Minds On• Three Heads• Facilitation – Guided Viewing
ActionAction• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Problem-Solving Reflection and Next Steps
36
Day 1
Minds On Group Profile (Wall Chart) Agenda, Purpose, Learning Goals
and Context Walk About Opportunities and Challenges
ActionAction Facilitation Skills and Knowledge
Base Facilitating the Professional Learning
Cycle PLAN ACT
Consolidation• Making Connections
A Professional Learning Cycle
3737HANDOUT 2HANDOUT 2
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Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills
The facilitator:1. Reviews ways of working together and helps the table group
select and understand one agreement or capability to follow and monitor during the session
2. Reviews “Standard” #3 with the table group and helps the group maintain the standard throughout the activity
3. Facilitates the group’s work through the PLAN activities.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 38
Identify a facilitator from the table group for the PLAN, Part A PLAN, Part A activities.
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PLAN
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Student learning Student learning need focuses need focuses educator educator learninglearning
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Clear Learning Focus
“Having … (a) clear and defensible learning focus for students and staff is necessary for the kind of professional learning that is the precursor to changes in practice, and ultimately, to changes in student achievement.”
Steven Katz, GTA PNC Capacity Building Project: p.640
Professional Learning Cycle Professional Learning Cycle Notes OrganizerNotes Organizer
Use as needed to note thoughts and ideas related to the Professional Learning Cycle process.
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Handout 6
PLAN Video – Part A
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Before viewing: Read the PLAN description on your Learning Cycle Notes Organizer
Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
Before viewing: examine thePLAN section of the Collaborative Inquiry continuum.
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HANDOUT 3HANDOUT 3 43
Guided Viewing: PLAN (Part A)
View and:• Note the sources of data
used in the video and how they were helpful in identifying the learning needs of students
Discuss as a group.
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Narrowing the Focus - Needs
1. Which statements are examples of focused learning needs?
STATEMENT The student needs : Y N
a. to understand linear equations
b. differentiated instruction
c. to come to class more often
d. more interesting and relevant options
e. to develop skills for independent work
2. What do the ‘yes’ examples have in common?
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Student Needs - Example
Evidence:- Assignment completion; - E, G, S, Ns for ‘collaboration’
learning skill; - Attendance
The student needs to:•build background knowledge or skills for a concept•Make connections with the topic – interest, relevance•Develop group skills
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Narrowing the Focus
1. Identify sources of data/evidence that this team could examine to determine a student learning need.
2. Indicate the student need(s) to which the evidence/data might point.
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Table GroupsIndividually, think of a team that you have /will be working with and:
Narrowing the FocusTable Groups1. Refine student needs as
required2. Share with your table
group.3. As a table group, select
one or two examples to share with the large group.
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Facilitation DebriefFacilitation Debrief1. To what extent (rarely – sometimes – most of the time) was
the group able to demonstrate the following throughout the activity:• The agreement or capability selected by the table group• Standard #3: balanced participation
2. What facilitation suggestions do you have to help learning teams understand and demonstrate the agreements/capabilities?
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 49
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Data Set Learning CentresData Set Learning CentresSelect a Learning Centre based on the data set of interest:Data Set 1: Career Studies – Career ExplorationData Set 2: Cross-curricular - Reading ReadinessData Set 3: Math - Solving Linear EquationsData Set 4: Visual Arts- Artist’s Statement
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HANDOUT 8HANDOUT 8
Focusing on Data and EvidenceFocusing on Data and Evidence1. Data/evidence source (e.g.,
assignment marks in markbook, student work)
2. Analysis: asking questions, finding patterns and trends, comparing
3. Interpretation: making sense of evidence, seeking evidence that supports initial interpretation
4. Decisions and Actions
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Adapted from The Evidence-Based School, K. Hume, 2009.
Data SetsData Sets
Based on the data analysis :• Identify an area of student need• Determine a focus for educator
learning• What evidence would indicate that
the need has been addressed?Prepare to share a response with the
whole group.
HANDOUT 8HANDOUT 8
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Data Sets Debrief
Share:– Student learning need– Educator learning required– Evidence to monitor progress
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Point to PonderPoint to Ponder
If your team is a large or multi-disciplinary team, what are some ways to focus on real and urgent student needs that are common to multiple subjects and relevant to the teachers?
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Educator Learning
“Establishing a focus means identifying an urgent student need and recognizing that this … is an indicator of teacher learning need.”
GTA PNC Capacity Building Project: What Are We Learning About Facilitating Impactful Professionall Learning Communities? Steven
Katz April 2010, p.5
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Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills
The facilitator:1. Reviews ways of working together and helps the table group
select one agreement or capability to follow and monitor during the session
2. Reviews “Standards” 1 and 2 with the table group and helps the group maintain each throughout the activity
3. Facilitates the group’s work through the PLAN activities.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 56
Identify a facilitator from the table group for the PLAN, Part B PLAN, Part B activities.
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PLAN Video – Part BPLAN Video – Part B
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Guided Viewing: PLAN (Part B)
View the PLAN segments:•Determine Educator Learning•Plan With the End in Mind
In your section of the place-mat, note points (e.g., comments, questions) that relate to your upcoming work with learning teams.
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Handout 9
Guided Viewing: PLAN (Part B)
• Share your thoughts with your table group
• As a group, summarize your discussion – noting 3 points in the centre of the place-mat.
• Share the summary with the large group.
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Handout 9
PLAN Video – Part BPLAN Video – Part B
Share your summary of points (e.g., comments, questions) that may relate to your upcoming work with learning teams
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Complementary RolesComplementary Roles
Think:Think: How do facilitators/ informal leaders and formal leaders support each other in their roles?
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Informal and Formal LeadersInformal and Formal LeadersInformal• Instructional leadership
• Set direction• Roles are a function of relationships,
influence and activities• Lead, participate and share – activity-
based and expertise driven• Organize, manage, design and build
collaborative processes and communities
Formal• Operational and instructional
leadership• Articulate vision• Role of authority
• Support teachers in learning – advocacy, time and resources, delegate, distribute power
• Create conditions for collaboration
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Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p.6162
Reflection – by interest
How can leaders (formal, informal) work together to support the work of learning teams?
A. Principal facilitating an administrator learning team or multi-role team including administrators
B. Teacher-participant facilitating a grade team
C. Designated facilitator – objective, non participant
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Select the scenario that is of interest to you and work with in like role pairs or triads:
Reflection
Prepare to share two points of discussion with the large group.
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Leadership and Student LearningLeadership and Student Learning
Most-effective leadership dimension: Most-effective leadership dimension: promoting and participating in teacher promoting and participating in teacher learning and developmentlearning and development
Vivian Robinson, 2007, School Leadership and Student Outcomes: Identifying What Works and Why in Earl and Katz, Creating a Culture of Inquiry in Blankstein, 2010: Data Enhanced Leadership
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After teaching, the second most influential factor on student After teaching, the second most influential factor on student learning is leadership (shared; formal and informal).learning is leadership (shared; formal and informal).
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Collaborative InquiryCollaborative Inquiry
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… a way of ensuring that collaboration goes beyond casual story swapping and becomes true, intentional joint work that results in new understandings that will move practice forward
Katz, Earl & Jaafar, (2009). Building and Connecting Learning Communities, p.74.
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Instructional Strategy Check
1. What instructional strategies were used to:
– Focus viewing– Scaffold learning– Foster engagement
2. 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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Facilitation DebriefFacilitation Debrief1. To what extent (rarely – sometimes – most of the time) was
the group able to demonstrate the following throughout the activity:• The agreement or capability selected by the table group• Standard 1 and 2: one topic, one process
2. What facilitation suggestions do you have to help groups stay on topic and follow the process?
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Between PLAN and ACT
Discuss, as a table group:
What happens between the scheduled learning cycle meetings for PLAN and ACT?
• What is the facilitator doing?• What is the administrator doing• What are the teachers doing?
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ACT
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Implementing Implementing instruction, adjusting instruction, adjusting as needed, to meet as needed, to meet student needsstudent needs
Engaging in Engaging in professional learning professional learning to build understanding to build understanding of the instructional of the instructional approachapproach
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Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills
The facilitator:1. Reviews facilitative skills and helps the table group select and
understand one or two ‘moves’ or ‘norms’ to practice during the ACT activities.
2. Reviews “Standards” 1 and 2 with the table group and helps the group maintain the standards throughout the activity
3. Facilitates the group’s work through the ACT activities.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 72
Identify a facilitator from the table group for the first half of the ACT ACT activities.
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Guided Viewing: ACT (Part A)
DURING VIEWING- FOCUS QUESTIONS• What strategies inform instruction for the
educators in the video?• What additional strategies might be used to
accomplish the same purpose?AFTER VIEWING1. Discuss as a table group.2. Prepare to share one item: what we saw; what
we suggest73
BEFORE VIEIWNG - Read the ACT description in your Learning Cycle notes organizer.
Video – ACT (Part A)Video – ACT (Part A)
Share at least one item: • what we saw • what we suggest
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Visible Teaching - HattieTeachers are:Making learning the explicit goalSharing challenging learning intentions and success
criteriaPlanning interventions that deliberately encourage
mastery of these intentionsSeeking and giving feedbackAdapting teaching as a result of feedback from
learners
The Importance of Shared Practice
Teachers not only exert significant influence on the performance of students but they influence the performance of other teachers and school leaders.
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What influences professional practice?
Douglas Reeves, Leadership and Learning, 2008
Guided Viewing: ACT (Part B)
1. In what ways do educators in the video learn what they needed to know to implement instruction based on student learning needs?
2. In your context, what ways might the members of your team access professional learning?
3. How might you differentiate for the different learning needs of educators?
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Guided Viewing: ACT (Part B)
As a Table Group,•summarize your response to question 2 or 3, and •share with the large group.
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Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
To what extent did the learning teams in the video engage in professional learning?
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HANDOUT 3HANDOUT 3 79
Facilitation DebriefFacilitation Debrief1. How effectively did the team collectively:
a. apply facilitative skills (‘moves’ or ‘ norms’) somewhat effectively or very effectively
b. adhere to Standards 1 and 2: one topic, one process
2. What suggestions do you have to help teams learn and use facilitative skills consistently as part of their collaborative work?
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ACT: Scenario StationsACT: Scenario Stations1. Select a scenario in which you
are interested or have had previous experience. Go to the station for this scenario. Form groups of 4.
2. Select a facilitator.3. Note your response/thoughts
to the question on chart paper.4. Be prepared to share with the
whole group.
81SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy
HANDOUT 10HANDOUT 10
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Using Facilitation Knowledge and SkillsUsing Facilitation Knowledge and Skills
The facilitator:1. Reviews facilitative skills and helps the table group select and
understand one or two ‘moves’ or ‘norms’ to practice during the Scenario activity.
2. Reviews Standard #5 with the table group and helps the group maintain the standard throughout the activity
3. Facilitates the group’s work through the Scenario activity.
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 82
Identify a facilitator in your station group for the ACT Scenario ACT Scenario activity.
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ACT: Scenario StationsACT: Scenario Stations
As a Station group,• Note your response to the
question on chart paper.• Be prepared to share with
the whole group.
83SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy
HANDOUT 10HANDOUT 10
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Facilitation DebriefFacilitation Debrief
1. How effectively did the team collectively:a. apply facilitative skills (‘moves’ or ‘ norms’)
somewhat effectively or very effectively
b. adhere to Standard #5?
2. How did the roles of participants in the activity relate to their strengths and preferences?
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Instructional Strategy Check
1. What instructional strategies were used to:– Focus viewing– Differentiate instruction– Foster engagement
2. Note strategies used on the Strategy Bank handout.
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Handout 5
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AgendaAgenda Day 2
Minds On• Three Heads• Facilitation – Guided Viewing
Action• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Problem-Solving Reflection and Next Steps
86
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
ConsolidationConsolidation• Making Connections
Making ConnectionsMaking Connections1.Individually, take time to add
notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map
2.Table Groups: brainstorm aspects of today’s session that you will integrate into your personal practice
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3. Share a few ideas with the large group
Exit CardExit Card
A take-away:• Something from today that
you will use
A need:• Something that you want
from the session or a clarification that you require
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AgendaAgenda Day 2
Minds OnMinds On• Three Heads• Facilitation – Guided Viewing
Action• Facilitating the Professional Learning
Cycle OBSERVE REFLECT
Consolidation Problem-Solving Reflection and Next Steps
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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