Regina Youth Forum -November 24, 2016 – Post Forum Analysis
Facilities:
Suitable room –many windows for natural light, good chairs and tables, accessible to outside,
some natural spaces for curriculum walk, small but we made it work for creating a circle
Food:
Pizza is great for providing choices for diet considerations, veggies and fruit compliment well.
Not much waste (although Regina’s waste program seems ‘lesser than’)
Teachers’ Program Notes:
Making choices for a 1 day program is difficult –encouraging participants to help with the
choices is the way to go (the day was like a tapis bar with many small samplings and
opportunities later to investigate more thoroughly through DOTS, Google Drive, Blogging)
Obviously in a Forum ‘Acting on Learning’ is the focus, with the other DOTS and Transformative
Practices brought in to support the Our Canada project creation
Participants were “quietly eager” to adopt new tools for their practice and were not stuck
behind barriers
Proposed post Forum on line conferences were not supported (only 2) though repeatedly
promoted. I suspect that report card time and Christmas contributed to the lack of interest.
However, participants felt that blogging and video conferencing overlapped one another.
The blog idea seemed to have more support, and we will have to monitor the activity and see if
the participants follow through or lose interest.
Identifying a couple of participants who seem to have evolved their practice significantly, asking
them to write up what they are doing, and publishing their write-ups in appropriate high profile
spots might have more impact in the long term than trying to get all of them to participate post
institute.
Perhaps having a pre Forum video conference to sus out where participants are in their practice
and develop a sense of which direction would be most useful in the Forum (or a 1 day institute)
would have potential.
A one day Forum does not give nearly as much opportunity for Professional Inquiry or for
Professional Discourse as does an Institute because of the focus on the Our Canada Project. It is
easier to achieve these goals with a one day institute where there is no one particular end
product to be achieved. Our goal of ‘walking the talk’ is very difficult in a Forum format.
The DOTS document was well received and appreciated. The comprehensive nature of this
document makes it feel easy for educators to read and to implement in their practice.
The closing circle was very positive with many identifiable ‘aha’s’ spoken and agreement shared.
Post institute surveys indicated that participants went away committed to evolve their practice.
Friday, December 2, 2016
Wednesday, November 23, 2016
Sudbury FNMI instutue reflections
Sudbury November 14 and 15, 2016
Reflections -skozak
Facilitators -Stan Kozak and Haley Higdon facilitating with Bruce and Joe from Debajamajig
Summary
-mixed results but overall good to have experienced this institute with our Debaj facilitators so that we are now in a position to consider how we might go forward
-adding the FNMI element may have overwhelmed what could be effectively addressed in the two day format -we have a good insight to the questions educators have -hence directions for further work
Going in
-this was always going to be a challenging institute since
1. we were seeking to include Indigenous facilitators on the team -we had Bruce N. and Joe O. from Debajimajig Storytellers work with us -and we don't have a lot of experience with this
2. the focus was initially on indigenous learners in first nations school settings -but that expanded so that the participation came from many backgrounds -mostly being Western
3. about 4 participants were indigenous
4. the attraction was the FNMI focus and not the inquiry or transformative learning focus -hence we had educators attend who were more or less in the conventional learning mind set -that included about 8 educators from secondary school panel -this mix did not help make for a cohesive group of professional learners
Indigenous Elements
Opening each day
-included a smudge circle opening which works well and aligns with the day -preparing to bring your best self to the gathering -note that it was noted that photos of smudging woudl not be appropriate
-Joe and Bruce were able to provide Anishenabek insights as these arose in the institute
-either to the whole group or as they participated in the small discussion groups
Opening Provocation
-the initial KBC worked and identified some issues to address
-the challenge context for sharing with others was a bit
-one of the main ones being educator fear that when we start to do Indigenous elements we will get it wrong -may be a simple as to what terminology is correct to more deeper issues
Example videos
-we did not have good FNMI videos
Normal Institute Flow got messed up
-we were being very respectful to our Indigenous facilitator colleagues who we were working with and hence went with their insights or offerings as per institute elements when these arose
-we also spent a lot more time on components such as question refinement and learning direction setting and examination of DOTS strategies
-NC introduction was not done until day 2 and there was blow back as per the appropriateness of strategies and applicability of some of the examples shown -of course NC does not have examples above grade 6
Using Drama to explore challenging areas
-Bruce led an intro name sharing activity that helped add joviality -give your name and add an action -everyone repeats
-Bruce and Joe led the group through some drama role plays that brought out some interesting learning
-this tool is useful and should be evolved further
Missed items
-we never really addressed the link between Indigenous world views and transformative learning ones
Learning our way forward
-for this institute we ended up mixing all four sectors -particularly the first three
Possible Next Steps
1. -specificity might be advantageous -example maybe an institute at Debaj with a Anishinabeg focus such as : Indigenizing the School Experience for Anishinaabeg Learners
-an Anishinaabeg focus at least restricts the cultural context -but this is still complex
-a focus on A group above with some relevance for B and C.
-note that Anishinaabeg bands are voting on forming their own school board in late November and this may provide an opportunity for support
-expand contact in the Indigenous community for this institute -KTEI on Manitoulin -
Lewis Debassige is a respected Anishinaabe Elder from M’Chigeeng First Nation on Manitoulin Island (Mnidoo Mnising). He is well known for his work as an activist and political advocate for Indigenous rights and education. others at Trent etc
-format may have to evolve from our standard projfessinal inquiry approach
2. Indigenous Insights for Non Indigenous Educators
-great need here
-how can drama lead this so that we start with a dramatic provocation that then leads to professional leanring?
-this could be very relevant to Debaj's work
December 1 -Okay here it is two weeks later and I am still thinking about this one
Error analysis -first morning around the videos had one of the secondary gals pipe up that she did not want to be Debbie Downer but ... and on she went with all the buts
-now my response was something along the line of we all have our own little bit of power to bring about change -and here is where I missed it -I should have said go find your high 5 partner and explore what those little opportunities are
-that may have helped redirect that secondary group from spiraling down further or it may not but it would have been a better response I am sure
Reflections -skozak
Facilitators -Stan Kozak and Haley Higdon facilitating with Bruce and Joe from Debajamajig
Summary
-mixed results but overall good to have experienced this institute with our Debaj facilitators so that we are now in a position to consider how we might go forward
-adding the FNMI element may have overwhelmed what could be effectively addressed in the two day format -we have a good insight to the questions educators have -hence directions for further work
Going in
-this was always going to be a challenging institute since
1. we were seeking to include Indigenous facilitators on the team -we had Bruce N. and Joe O. from Debajimajig Storytellers work with us -and we don't have a lot of experience with this
2. the focus was initially on indigenous learners in first nations school settings -but that expanded so that the participation came from many backgrounds -mostly being Western
3. about 4 participants were indigenous
4. the attraction was the FNMI focus and not the inquiry or transformative learning focus -hence we had educators attend who were more or less in the conventional learning mind set -that included about 8 educators from secondary school panel -this mix did not help make for a cohesive group of professional learners
Indigenous Elements
Opening each day
-included a smudge circle opening which works well and aligns with the day -preparing to bring your best self to the gathering -note that it was noted that photos of smudging woudl not be appropriate
-Joe and Bruce were able to provide Anishenabek insights as these arose in the institute
-either to the whole group or as they participated in the small discussion groups
Opening Provocation
-the initial KBC worked and identified some issues to address
-the challenge context for sharing with others was a bit
-one of the main ones being educator fear that when we start to do Indigenous elements we will get it wrong -may be a simple as to what terminology is correct to more deeper issues
Example videos
-we did not have good FNMI videos
Normal Institute Flow got messed up
-we were being very respectful to our Indigenous facilitator colleagues who we were working with and hence went with their insights or offerings as per institute elements when these arose
-we also spent a lot more time on components such as question refinement and learning direction setting and examination of DOTS strategies
-NC introduction was not done until day 2 and there was blow back as per the appropriateness of strategies and applicability of some of the examples shown -of course NC does not have examples above grade 6
Using Drama to explore challenging areas
-Bruce led an intro name sharing activity that helped add joviality -give your name and add an action -everyone repeats
-Bruce and Joe led the group through some drama role plays that brought out some interesting learning
-this tool is useful and should be evolved further
Missed items
-we never really addressed the link between Indigenous world views and transformative learning ones
Learning our way forward
- spend time identifying and addressing cultural sensitivity issues in participants when they are from the western worldview -the people attending are there out of good will but are undermined by their sensitivity to possibly offending indigenous individuals and communities
- possible focus for future institute -Indigenizing the School Experience -came from one of the questions posed by an Indigenous woman now working for the Catholic Board
- Don't underestimate the complexity involved - there is no avoiding this -first nations differ -within fist nations there are differences -within first nation communities there are differences
Four Levels of
Activity for FNMI work for LSF
A.
Supporting
Learning for FNMI peoples in identified geographical communities to help
them be who they wish to be –directed to
fnmi learners and educators
B.
Supporting
Learning for FNMI peoples living in non identified geographical communities
to help them be who they wish to be
–directed to fnmi learners and educators
C.
Supporting
Learning for non FNMI people –so they have understanding of how we got here,
who fmi people are, our mutual responsibilities and obligations and possible
ways forward –directed to all Canadian learners and educators
D.
What
insights, practices, perspectives do fnmi people have to contribute to the rest
of Canada and the world as we
seek to learn to live sustainably with all people and all living things
–directed to all including international
-for this institute we ended up mixing all four sectors -particularly the first three
Possible Next Steps
1. -specificity might be advantageous -example maybe an institute at Debaj with a Anishinabeg focus such as : Indigenizing the School Experience for Anishinaabeg Learners
-an Anishinaabeg focus at least restricts the cultural context -but this is still complex
-a focus on A group above with some relevance for B and C.
-note that Anishinaabeg bands are voting on forming their own school board in late November and this may provide an opportunity for support
-expand contact in the Indigenous community for this institute -KTEI on Manitoulin -
Lewis Debassige is a respected Anishinaabe Elder from M’Chigeeng First Nation on Manitoulin Island (Mnidoo Mnising). He is well known for his work as an activist and political advocate for Indigenous rights and education. others at Trent etc
-format may have to evolve from our standard projfessinal inquiry approach
2. Indigenous Insights for Non Indigenous Educators
-great need here
-how can drama lead this so that we start with a dramatic provocation that then leads to professional leanring?
-this could be very relevant to Debaj's work
December 1 -Okay here it is two weeks later and I am still thinking about this one
Error analysis -first morning around the videos had one of the secondary gals pipe up that she did not want to be Debbie Downer but ... and on she went with all the buts
-now my response was something along the line of we all have our own little bit of power to bring about change -and here is where I missed it -I should have said go find your high 5 partner and explore what those little opportunities are
-that may have helped redirect that secondary group from spiraling down further or it may not but it would have been a better response I am sure
Thursday, November 10, 2016
Milton Youth Forum PD reflections
Oct 27
Notes from Janice moved from comments to her label in this blog.
I found that I didn't like the four corners activity with the group. (transformational practices) I was preaching to the converted and there wasn't much movement although still had great discussions in their groups.
They added a few things to our 21st century learners list like mindfulness, empathy/care, inclusion, perseverance, critical thinking, environmental stewardship and technology. We had a great discussion around these.
This group really enjoyed talking in small groups and sharing thoughts.
In their first reflections they wanted to hear and see ideas. The community slide show gave them a lot of these.
I was thanked several times for giving them opportunities to talk, get up and move around and to get outside. I would say half were already doing things outdoors.
We didn't get to plan after I shared the project Continuum. I did however think the last piece to remind them how it works when they meet with the students was very worthwhile and did change behaviours
Oct 27
Notes from Janice moved from comments to her label in this blog.
I found that I didn't like the four corners activity with the group. (transformational practices) I was preaching to the converted and there wasn't much movement although still had great discussions in their groups.
They added a few things to our 21st century learners list like mindfulness, empathy/care, inclusion, perseverance, critical thinking, environmental stewardship and technology. We had a great discussion around these.
This group really enjoyed talking in small groups and sharing thoughts.
In their first reflections they wanted to hear and see ideas. The community slide show gave them a lot of these.
I was thanked several times for giving them opportunities to talk, get up and move around and to get outside. I would say half were already doing things outdoors.
We didn't get to plan after I shared the project Continuum. I did however think the last piece to remind them how it works when they meet with the students was very worthwhile and did change behaviours
Thursday, November 3, 2016
Milton Oct 26 Youth Forum PD
Milton Action Projects Forum –October 26, 2015
Pamela Gibson's notes posted under her name label by Stan
Session 1 –Moving toward Action (9:45 10:45)
• Welcome/Intros –icebreaker: ‘Meet and Share’ –meet someone and share one concern (school/local/provincial) move on –then share something positive (school/local/provincial)
• Skills for the 21st century –How does these skills inform our teaching practice? talk –groups of 3
• Clubs to class: Students to Citizens: Involving all students –KBC: “As classroom teachers how can we expose the most students to Action Projects? (Moving from clubs to class curriculum)
• Opportunities just outside the door –Walkabout to locate curriculum opportunities Asking Questions –promoting student questions as the doorway to Inquiry
• Mind mapping (or other Graphic Organizer) /Sharing –What are your ‘Take Aways” from this session
Session 2 –Pieces of the Puzzle (11:00-12:00)
• Conventional to Transformational practice –completing the T-Chart –Where are you on the continuum? (one characteristic at a time) How important is each of these? -4 corners activity –speak to your position –1. not, 2. somewhat, 3. very, 4. critical
• DOTS –overview, concentrate on ‘Acting on Learning/Community Partnerships’- What have you done or seen others do? –(table groups) -share a story of note
• Openness to Changing Practice – introduce Authentic Inquiry/Integration –pitch for further Institutes to explore these –‘Elements and Components of Experiential, Inquiry based learning’
• KBC –“What does it take to make the Shift in Practice?”
• Video –“Kids against road salt”
Session 3 –Planning for Action (12:45-1:45)
• Acting on learning as a starting Point –how to move toward involving the other DOTS strategies by using Complex Action projects ( “Action Project Continuum”)
• “Redesign an Existing Project” –What have you done and what could you change? (in 2’s)
• Planning for Action – with same grade or same school colleagues and using Action Recipe Cards as well as Skills for the 21st Century, plan an more complex Action Project
• Supporting Websites –exploring R4R, Step Outside for Learning, Journey North etc. (LSF)
Session 4 –Planning with Students (2:15-2:30)
• Co-Planning with Students
• *Reminders:*pitch institutes, encourage connecting with each other, taking charge of your own PD after this session, attending Institutes on Authentic Inquiry
Milton Oct 27 2016 Relfections
Milton Youth Forum PD reflections
Oct 27
Notes from Janice moved from comments to her label in this blog.
I found that I didn't like the four corners activity with the group. (transformational practices) I was preaching to the converted and there wasn't much movement although still had great discussions in their groups.
They added a few things to our 21st century learners list like mindfulness, empathy/care, inclusion, perseverance, critical thinking, environmental stewardship and technology. We had a great discussion around these.
This group really enjoyed talking in small groups and sharing thoughts.
In their first reflections they wanted to hear and see ideas. The community slide show gave them a lot of these.
I was thanked several times for giving them opportunities to talk, get up and move around and to get outside. I would say half were already doing things outdoors.
We didn't get to plan after I shared the project Continuum. I did however think the last piece to remind them how it works when they meet with the students was very worthwhile and did change behaviours
Oct 27
Notes from Janice moved from comments to her label in this blog.
I found that I didn't like the four corners activity with the group. (transformational practices) I was preaching to the converted and there wasn't much movement although still had great discussions in their groups.
They added a few things to our 21st century learners list like mindfulness, empathy/care, inclusion, perseverance, critical thinking, environmental stewardship and technology. We had a great discussion around these.
This group really enjoyed talking in small groups and sharing thoughts.
In their first reflections they wanted to hear and see ideas. The community slide show gave them a lot of these.
I was thanked several times for giving them opportunities to talk, get up and move around and to get outside. I would say half were already doing things outdoors.
We didn't get to plan after I shared the project Continuum. I did however think the last piece to remind them how it works when they meet with the students was very worthwhile and did change behaviours
Tuesday, October 11, 2016
Modifying the Outline for Secondary School Educators in Orilia on oct 13
See the doc in our one day event google drive folder https://drive.google.com/open?id=0BwuJdbm5VSSvNGdXSkRKNWxHVTg
All ideas and practices can be improved so I have modified the one day outline for this occasion and this group -secondary teachers.
I will be applying some experience I had with a group of 10 secondary teachers in the spring going through DOTS and turning it to them to explain to each other how they would use the particular strategy under consideration. got way more ideas than I woudl have generated.
Also I think the relatively new provocation for the institute is better than the one with chart paper outlined.
We end with a KBC on how we as professionals are gong to address the questions we generated -hopefully an inspiration for them to own their pd and an opportunity to offer some support for follow up -I woudl say if one of the gourp did follow u then I will call that success.
Now just have to modify the slide set and ready to go
cheers,
stan
See the doc in our one day event google drive folder https://drive.google.com/open?id=0BwuJdbm5VSSvNGdXSkRKNWxHVTg
All ideas and practices can be improved so I have modified the one day outline for this occasion and this group -secondary teachers.
I will be applying some experience I had with a group of 10 secondary teachers in the spring going through DOTS and turning it to them to explain to each other how they would use the particular strategy under consideration. got way more ideas than I woudl have generated.
Also I think the relatively new provocation for the institute is better than the one with chart paper outlined.
We end with a KBC on how we as professionals are gong to address the questions we generated -hopefully an inspiration for them to own their pd and an opportunity to offer some support for follow up -I woudl say if one of the gourp did follow u then I will call that success.
Now just have to modify the slide set and ready to go
cheers,
stan
Thursday, October 6, 2016
Youth Fora PD
A one day youth forum PD experience is offered to educators who get together while their students are participating in the forum itself. The teachers participating may not be that familiar with trans-formative pedagogies. They did not select for the PD part of this event. It comes as a bonus.
So we are starting with a group that needs some context setting.
The time frame is relatively short for these PD events
between 9:50-10:50, 11-12, and 12:45-1:45
So what are the goals -some ideas
-inspiration as to what is possible
-clarity and questioning as per the paradigms we are using in our learning practice
-support of those educators who are applying transformative learning strategies
-plant ideas that they can pursue
-provide insight as to resources available -ex. DOTS, r4r database, funding opportunities
-Provide ideas for places where they can share their work with students
- marketing of opportunities for more in-depth PD
-other?
In this strand we can share approaches and experiences in facilitating these one day PD events.
For one day PD evetns plan documents I have created a folder in our google drive see https://drive.google.com/drive/folders/0BwuJdbm5VSSvN0w5cV82N3lqYlU?usp=sharing
For the fall 2016 we have a number of these -several at the secondary school level and several at the grade 5 to 8 level. Let's tease out how we might go about facilitating these and determining if they should be approached differently.
Cheers,
Stan
So we are starting with a group that needs some context setting.
The time frame is relatively short for these PD events
between 9:50-10:50, 11-12, and 12:45-1:45
So what are the goals -some ideas
-inspiration as to what is possible
-clarity and questioning as per the paradigms we are using in our learning practice
-support of those educators who are applying transformative learning strategies
-plant ideas that they can pursue
-provide insight as to resources available -ex. DOTS, r4r database, funding opportunities
-Provide ideas for places where they can share their work with students
- marketing of opportunities for more in-depth PD
-other?
In this strand we can share approaches and experiences in facilitating these one day PD events.
For one day PD evetns plan documents I have created a folder in our google drive see https://drive.google.com/drive/folders/0BwuJdbm5VSSvN0w5cV82N3lqYlU?usp=sharing
For the fall 2016 we have a number of these -several at the secondary school level and several at the grade 5 to 8 level. Let's tease out how we might go about facilitating these and determining if they should be approached differently.
Cheers,
Stan