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
ok! I think I posted in the wrong spot already lol. Pamela gave me a plan from last year so I am going to look at that and was wondering what other experiences people have had that they found successful.
ReplyDeleteHere is a one day plan with an OE focus
ReplyDeleteDraft PD Outline October 17, 2013
Outside every school door there is a richness to enhance learning drawing on the natural, built and cultural features of the community. This enriching world beyond the classroom is just a short walk away.
Goal – expand the awareness and practice of using outdoor education (Learning locally-community as classroom) to engage and enhance the learning of all students
Professional Approach –use a professional inquiry approach based on the a systems view of learning. Demonstrate aspects of inquiry by applying it with the educators involved.
Pre-session communication –Participants are asked to share an example of how they have used an outdoor experience to enhance learning or an example that they have seen others use
Draft Agenda for the day
10:00 a.m. Welcome and Introductions –Outside
-getting to know participants through traditional outdoor education co-operative activities
-form into three group by grade level
10:15 Context Setting
-benefits of using local learning opportunities
-the scope of outdoor education (Nature Awareness and Appreciation, Physical challenges and fitness, Personal growth and spirituality, Interacting with others in community, Ecological interactions)
-examples
10:45 Site tour
-looking for opportunities to support learning in all subject areas -Outside
-debrief
-creating your school and neighbourhood map –identifying particulars of your learning place
11:30 Individual to Group Identification of Learning Priorities -Feedback
-For your practice, what is most important to support you in using the outdoors to enhance learning?
-express as a question or statement
-group sorting
11:45 lunch
12:15 Reconvene
-context setting documents –Connecting the Dots, Natural Curiosity
-sharing of Key questions and issues to pursue –her and beyond
12:30 –options based on key issues and questions identified including resources and support materials, knowledge building circle on a particular issue, panel presentation involving participants, working groups, other)
1:15 –three literacy relevant activities with broad application (schoolyard safari, what season is it, what would I say)
-Wrap up
1:30 Personal reflections through solo spots in nature -feedback –post card genre-Outside
-each individual to reflect on the experience of the day and express what they would like to address to improve their practice using the outdoors and how
Post session
-analysis of post card comments
I have a wonderful book to share on "personal geographies" called "You Are Here" by Katharine Harmon. The book uses the concept of mapping but "takes us on a voyage of the mind; an exploration of the ideal estate but from a different perspective". That is a quote from the dust jacket. It is a book of intensely personal ways of mapping places, moods and thoughts. It may work nicely as the morning outdoor activity or as part of the literacy events.
ReplyDeleteJanice and I have set up the day in 3 pieces:
ReplyDelete1.Moving Toward Action
2.Pieces of the Puzzle
3.Planning for Action
Milton Action Projects Forum –October 27, 2015
ReplyDeleteSession 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
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.
ReplyDeleteThey 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.
As did Janice I found the participants to be ready to act and generally aware of transformative pedagogies. They were able to share openly in a collective circle and use the opportunity for professional discourse. They assisted each other by not only sharing freely, but by asking honest questions of each other and assisting each other with ideas. I mostly followed the original planner, but did not use the 4 square idea because they were quite articulate already and were wanting more KBC and circle time.
ReplyDelete