Thanks for summarizing what we did Pamela. I repeated what we had done
on day 1 on my own on day 2. There seem to be a bit more energy for the
questioning piece in the afternoon. Here is the link to the Question Formulation Technique: (you need to join and log in to access the slideshow).
The KBC led to some rich discussion. The new question was:
“How can we engage young people with the challenges of our time through
action projects?” and...
“What does it take to make that happen in our classrooms?"
We
also touched on the 4Cs of 21st century learning (critical thinking,
creativity, collaboration and communication) in our discussion around
the shift from conventional teaching to transformative teaching. I've
also uploaded a video called "Above and Beyond" that hightlights the 4C. Our "question focus" was "Social action does not belong in the classroom". This question focus is supposed to spark questions.
Monday, October 30, 2017
Sunday, October 29, 2017
Thanks for summarizing what we did Pamela. I repeated what we had done
on day 1 on my own on day 2. There seem to be a bit more energy for the
questioning piece in the afternoon. Here is the link to the Question Formulation Technique (it is a slideshow but you need to register and log in to see it). http://rightquestion.org/educators/resources/. Our 'provoking' question focus was "social action has no place in the classroom'.
The KBC led to some rich discussion. The new question was: “How can we engage young people with the challenges of our time through action projects?” and...
“What does it take to make that happen in our classrooms?"
We also touched on the 4Cs of 21st century learning (critical thinking, creativity, collaboration and communication) in our discussion around the shift from conventional teaching to transformative teaching. I've also uploaded a video called "Above and Beyond" that we showed that hightlighted the 4Cs in the facilitator's resources (as I cannot put a link in comments). Here is the link to the page: https://www.fablevisionlearning.com/blog/2014/05/above-and-beyond-the-story-of-the-4cs
The KBC led to some rich discussion. The new question was: “How can we engage young people with the challenges of our time through action projects?” and...
“What does it take to make that happen in our classrooms?"
We also touched on the 4Cs of 21st century learning (critical thinking, creativity, collaboration and communication) in our discussion around the shift from conventional teaching to transformative teaching. I've also uploaded a video called "Above and Beyond" that we showed that hightlighted the 4Cs in the facilitator's resources (as I cannot put a link in comments). Here is the link to the page: https://www.fablevisionlearning.com/blog/2014/05/above-and-beyond-the-story-of-the-4cs
Saturday, October 28, 2017
Complex institutes and new tools
Thought I would record some thoughts here in the facilitators' blog about complex institutes as a means of providing some insights to Diane who is soon off to the Yukon for an institute that has anglophones, francophones and indigenous educators attending and an organizer who seems that we can do all things for all educators. On one level we can -we can provoke and generate questions but as with all of our institues some folks think they are coming to these things to have answers delivered. Not the case.
Emphaize we are doing professional inquiry
This is so important up front. Professional inquiry being:
-professinal leanring being directed by participant's questions
-group knowledge builidng -that acknolwedges that insights are found in the group
-making the learning visible -so that the learners can see what has been learned, revisit, build on
-and we are doing this in the context of supporting an"owning you own PD" position -which is a way of supporting individual professional agency -learning to know what you need to know and then be able to pursue those needs
-we also are having participants experience inquiry as a means of helping them facilitate inquiry with their studnets
-so best to make it really clear that we don't have the answes, we don't even have the quesions -that is what we are here to facilitate
Intro provocation
-we have been starting sessions with having participants reflect on issues that keep them up at night for short
-sharing these as a mixer with others in the group
-posting these and then going right into a KBC
-recently I have evolved this to asking participants to individually think of a child important to them and recording on a large index card
-child's name
your relationship to them
-insights about the child -their uniqueness
-your hopes for this child
-your fears for the child or what challenges he/she and their generation will face
-we do this provocation to bring emotional elements to our inquiry and to set up the context for the KBC as to why learning which is what underlies the KBC question --what should these learners experience in school in order to achieve our hopes and prepare them for these challenges.
-in planning with indigenous educators recently we decided to go back to the original version of this initial provocation to make it less personal in acknowledging that the experiences currently part of life in indigenous communities might be too close/invoke feelings too deep.
-anyway this is something to consider
Additional video examples of transformative practice
Secondary-students choose their teachers -see the 4 minute video from a much longer AlJezera story about students in London who choose their teachers based.
-see the Grade 7 to 12 video folder in the facilitators' folder
Norcan Math -this video show secondary students talking about their math learning experience -being math coach in their class, being asked about how they learn best, being part of the school math council which informs teachers about math learning -part fo the NORCAN math project involving schools in Alberta, Ontario and Norway
-also in the facilitators' video folder
New Kindergarten video from the lab School
-this 7 minute video features Carol again and spans outdoor learning and then bringing that indoors
-this is a nice addition to the gravity experience that is
Outdoors pre school from the US Seattle region
https://www.youtube.com/watch?v=1jNAImEvcAs
Bringing in Indigenous Perspectives
-in moving from Conventional teaching to transformative learning we highlight the underlying values or perspectives and then have use the simple T chart to compare the two
-this is not particularly helpful for indigenous educators since their cultural base is different from the dominant and minority western ones we highlight
-a number of sources have identified First Nations Principles and these can be used in having a base on which to inform decisions about teaching practice
Here are a few -but note these may not be accurate for all First Nations
For our activity where we have participants add to the T chart comparing conventional and Transformative learning we might add another column
It will be very interesting to see what educators wiht Indigenous roots have to contribute to this chart.
Note that we might also compare transformative principles with Indigenous ones.
Supporting Change
In the last half day of the 2 day institute we often start looking at considering where we are going from here after the institute.
Chnage is central to this but change to what, is not clear.
Freeing up some time in our busy educator day is essential and hence consideration of what are we going to stop doing.
I have borrowed a title from an ASCD book "Never work harder than your students" at this point but that was based on a misinterpreataion -I never read the book until recenlty. The author did not propose the idea I thought it meant -stop doing things that your students can do and share your power and the learning that comes from these activies with your studnts. Example -don't get your room all prepared with the bulletin boards filled in before school starts -share that with your students asking them -what should be on our bulletin boards to help us learn better and be a better community?
That calls us to change our vision of teacher. Hence based on some nice interviews a few yeas ago with teaches at Stirling Public school I created the video Good Teaching 1.0 to Good Teaching 2.0. It is in the video folder. Certainly a good provocation before going into a KBC on what are you going to stop doing.
Emphaize we are doing professional inquiry
This is so important up front. Professional inquiry being:
-professinal leanring being directed by participant's questions
-group knowledge builidng -that acknolwedges that insights are found in the group
-making the learning visible -so that the learners can see what has been learned, revisit, build on
-and we are doing this in the context of supporting an"owning you own PD" position -which is a way of supporting individual professional agency -learning to know what you need to know and then be able to pursue those needs
-we also are having participants experience inquiry as a means of helping them facilitate inquiry with their studnets
-so best to make it really clear that we don't have the answes, we don't even have the quesions -that is what we are here to facilitate
Intro provocation
-we have been starting sessions with having participants reflect on issues that keep them up at night for short
-sharing these as a mixer with others in the group
-posting these and then going right into a KBC
-recently I have evolved this to asking participants to individually think of a child important to them and recording on a large index card
-child's name
your relationship to them
-insights about the child -their uniqueness
-your hopes for this child
-your fears for the child or what challenges he/she and their generation will face
-we do this provocation to bring emotional elements to our inquiry and to set up the context for the KBC as to why learning which is what underlies the KBC question --what should these learners experience in school in order to achieve our hopes and prepare them for these challenges.
-in planning with indigenous educators recently we decided to go back to the original version of this initial provocation to make it less personal in acknowledging that the experiences currently part of life in indigenous communities might be too close/invoke feelings too deep.
-anyway this is something to consider
Additional video examples of transformative practice
Secondary-students choose their teachers -see the 4 minute video from a much longer AlJezera story about students in London who choose their teachers based.
-see the Grade 7 to 12 video folder in the facilitators' folder
Norcan Math -this video show secondary students talking about their math learning experience -being math coach in their class, being asked about how they learn best, being part of the school math council which informs teachers about math learning -part fo the NORCAN math project involving schools in Alberta, Ontario and Norway
-also in the facilitators' video folder
New Kindergarten video from the lab School
-this 7 minute video features Carol again and spans outdoor learning and then bringing that indoors
-this is a nice addition to the gravity experience that is
And some pretty far out videos of outdoor kindergarten in Denmark
Kindergarten outdoors https://www.youtube.com/watch?v=Jkiij9dJfcw
https://www.youtube.com/watch?v=1jNAImEvcAs
Bringing in Indigenous Perspectives
-in moving from Conventional teaching to transformative learning we highlight the underlying values or perspectives and then have use the simple T chart to compare the two
-this is not particularly helpful for indigenous educators since their cultural base is different from the dominant and minority western ones we highlight
-a number of sources have identified First Nations Principles and these can be used in having a base on which to inform decisions about teaching practice
Here are a few -but note these may not be accurate for all First Nations
Sites and Resources relevant to Indigenous learning and the shaping of this learning
First Nations Holistic Lifelong Learning Model
First Peoples Principles of Learning
For our activity where we have participants add to the T chart comparing conventional and Transformative learning we might add another column
feature
|
Dominant western –conventional teaching
|
Minority Western –Transformative learning
|
Indigenous traditionally inspired
|
Why schooling
|
Serve the economy
|
Individual enlightenment and citizen capacity
|
|
Role of teacher
|
Command and control
|
Facilitate and coach
|
|
Note that we might also compare transformative principles with Indigenous ones.
Supporting Change
In the last half day of the 2 day institute we often start looking at considering where we are going from here after the institute.
Chnage is central to this but change to what, is not clear.
Freeing up some time in our busy educator day is essential and hence consideration of what are we going to stop doing.
I have borrowed a title from an ASCD book "Never work harder than your students" at this point but that was based on a misinterpreataion -I never read the book until recenlty. The author did not propose the idea I thought it meant -stop doing things that your students can do and share your power and the learning that comes from these activies with your studnts. Example -don't get your room all prepared with the bulletin boards filled in before school starts -share that with your students asking them -what should be on our bulletin boards to help us learn better and be a better community?
That calls us to change our vision of teacher. Hence based on some nice interviews a few yeas ago with teaches at Stirling Public school I created the video Good Teaching 1.0 to Good Teaching 2.0. It is in the video folder. Certainly a good provocation before going into a KBC on what are you going to stop doing.
Thursday, October 5, 2017
Key Note Provocation
So reflecting on this event let me describe it
-large number of educators for two and half hours -half a PD day.
How does one walk the professional inquiry talk? Challenge.
I set this up as a half day provocation adjusting for the wide ranging audience ece to secondary school. -the gosl being to plant seeds -no time to pursue -just plant seeds
Used the new upgraded intro provocation -instead of think of a challenge that keeps you up
-think of a child you know, your relationship, something about that child, your hopes for that child, your fears for that child, what challenges they will face individually and collectively in the future
-put this on a card and pair up and share
-this is a much more emotional provocation -see powerpoint slide
-then bring them back together and in small groups discuss -what should their experiences in school be to help achieve the hopes you have the challenges you think they will face
-notes are kept -no it is not a KBC -but is still generates great insights
-then right into video examples of practice -real kids doing real learning
-examination of who is in the transformative learning tent -ex Reggio is, Paulo Frierie is, -see powerpoint slide
-the sticky note question generation -works -even with 400 people if you have the room
-then a look at change with a focus on -never work harder than your students -some mixers in here to discuss this -provoking them with good teaching 1.0 to good teaching 2.0 examples
-and then a challenge with a transformative goal of the whole district -0 drop out rate
-done -
Insights
-this works -lots of great insghts on where people are at and where they want to go
-important to have buy in from those you are working with to use this info in their pd planning -otherwise it is a waste as it seems to be this time
I learned a lot
-large number of educators for two and half hours -half a PD day.
How does one walk the professional inquiry talk? Challenge.
I set this up as a half day provocation adjusting for the wide ranging audience ece to secondary school. -the gosl being to plant seeds -no time to pursue -just plant seeds
Used the new upgraded intro provocation -instead of think of a challenge that keeps you up
-think of a child you know, your relationship, something about that child, your hopes for that child, your fears for that child, what challenges they will face individually and collectively in the future
-put this on a card and pair up and share
-this is a much more emotional provocation -see powerpoint slide
-then bring them back together and in small groups discuss -what should their experiences in school be to help achieve the hopes you have the challenges you think they will face
-notes are kept -no it is not a KBC -but is still generates great insights
-then right into video examples of practice -real kids doing real learning
-examination of who is in the transformative learning tent -ex Reggio is, Paulo Frierie is, -see powerpoint slide
-the sticky note question generation -works -even with 400 people if you have the room
-then a look at change with a focus on -never work harder than your students -some mixers in here to discuss this -provoking them with good teaching 1.0 to good teaching 2.0 examples
-and then a challenge with a transformative goal of the whole district -0 drop out rate
-done -
Insights
-this works -lots of great insghts on where people are at and where they want to go
-important to have buy in from those you are working with to use this info in their pd planning -otherwise it is a waste as it seems to be this time
I learned a lot
Friday, May 5, 2017
What might an institute for school administrators look like?
What might an institute for school administrators look like?
We have had school administrators and board consultants attend institutes in the past but have as yet not done an institute specifically for these folks.
How might this be different than our normal Make Inquiry Work approach?
We have had school administrators and board consultants attend institutes in the past but have as yet not done an institute specifically for these folks.
How might this be different than our normal Make Inquiry Work approach?
What might a level 2 authentic inquiry institute look like?
What might a level 2 authentic inquiry institute look like?
We have done a lot of Make Authentic Inquiry Work institutes which are an entry level event.
The question of what would a level 2 instutue look like, has come up and as importantly how would e get the right people in the room. The expereince being that we have advertised more advanced institutes (Inquiry and Assessment) but then had most of the participants being entry level and hence we get the same entry level questions.
Thoughts on how to advance this challenge?
We have done a lot of Make Authentic Inquiry Work institutes which are an entry level event.
The question of what would a level 2 instutue look like, has come up and as importantly how would e get the right people in the room. The expereince being that we have advertised more advanced institutes (Inquiry and Assessment) but then had most of the participants being entry level and hence we get the same entry level questions.
Thoughts on how to advance this challenge?
Sunday, April 23, 2017
Winnipeg Institute
Back at it! After a year away from being in a role as facilitator I was invited to help facilitate a workshop in Winnipeg with my dear friend and colleague Haley Higdon. It is always nerve wracking getting back into the saddle. You don't know what to expect, and you hope that you don't forget what to do and how to do it.
Preparing for the workshop ahead of time required Haley and I to actually meet up and do some planning together. This, to me, is an important piece to the puzzle and one that made me feel reassured and confident heading to Winnipeg. We were able to analyze the participant surveys together, and highlight the opportunities for learning that the educators who were participating brought forward. We also had time to re-jig the slide show as needed and to communicate any thoughts/ideas/questions that we had going into the process.
Workshop day 1 is always a bit of a scramble in the morning to make sure everything is there and that we are getting internet access and have a projection. We were very fortunate to be in a facility with staff and administrator who believed in the importance of getting kids outside. This was a new experience for me, and one that I think made this Institute unique and special. Actually learning in a place that exemplified the philosophy we are hoping to share with teachers was inspiring in and of itself. Everything ran smoothly day one, and I continue to be surprised that all educators wonder the same questions each consecutive institute: How do I do it? What about assessment? How do I bring colleagues and parents on board? Is there room for differentiation and modification? How do I get my students outside more? What does the planning process look like? Perhaps it is time to host an Institute for educators that are knee deep in inquiry and are hungry for deeper learning, experiences and forming connections?
Day 2 was great because we actually got to tour the facility (twice!). One tour was in the morning (before the start of the day) and focused on the classroom spaces. The second tour focused on the outdoor spaces, and was conducted by the head of the facility. He was extremely knowledgeable, and someone who we should perhaps continue to work alongside and tap into for knowledge and expertise. One challenge for me that came up in day 2 was making sure the high school group (of which there was about 7) felt that they were getting enough out of this experience. It is still hard bringing high school examples to the table because we don't have a story with ALL the components there for educators to see and learn from. We did the best we could by watching a video and filling in the blanks with possibilities - but I always feel they are not getting the same experience.
In the end, I had nothing to worry about. Both Haley and Cheryl were amazing facilitators and we worked extremely well as a team - almost as if we have been doing it together this whole time. I always come away with new learnings and insight to bring back into my own teaching. Can't wait to do another one.
Preparing for the workshop ahead of time required Haley and I to actually meet up and do some planning together. This, to me, is an important piece to the puzzle and one that made me feel reassured and confident heading to Winnipeg. We were able to analyze the participant surveys together, and highlight the opportunities for learning that the educators who were participating brought forward. We also had time to re-jig the slide show as needed and to communicate any thoughts/ideas/questions that we had going into the process.
Workshop day 1 is always a bit of a scramble in the morning to make sure everything is there and that we are getting internet access and have a projection. We were very fortunate to be in a facility with staff and administrator who believed in the importance of getting kids outside. This was a new experience for me, and one that I think made this Institute unique and special. Actually learning in a place that exemplified the philosophy we are hoping to share with teachers was inspiring in and of itself. Everything ran smoothly day one, and I continue to be surprised that all educators wonder the same questions each consecutive institute: How do I do it? What about assessment? How do I bring colleagues and parents on board? Is there room for differentiation and modification? How do I get my students outside more? What does the planning process look like? Perhaps it is time to host an Institute for educators that are knee deep in inquiry and are hungry for deeper learning, experiences and forming connections?
Day 2 was great because we actually got to tour the facility (twice!). One tour was in the morning (before the start of the day) and focused on the classroom spaces. The second tour focused on the outdoor spaces, and was conducted by the head of the facility. He was extremely knowledgeable, and someone who we should perhaps continue to work alongside and tap into for knowledge and expertise. One challenge for me that came up in day 2 was making sure the high school group (of which there was about 7) felt that they were getting enough out of this experience. It is still hard bringing high school examples to the table because we don't have a story with ALL the components there for educators to see and learn from. We did the best we could by watching a video and filling in the blanks with possibilities - but I always feel they are not getting the same experience.
In the end, I had nothing to worry about. Both Haley and Cheryl were amazing facilitators and we worked extremely well as a team - almost as if we have been doing it together this whole time. I always come away with new learnings and insight to bring back into my own teaching. Can't wait to do another one.