1 / 53

Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process

This session focuses on building the capacity of facilitators of learning teams through a collaborative inquiry process. Participants will learn how to establish conditions for collaborative inquiry, deepen the inquiry process, and sustain educator commitment to address student learning needs.

timothylawrence
Télécharger la présentation

Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process Local:   416-212-8014               Toll-free:     1-866-500-5845                     Conference ID:      4000084 (#)             Adobe Connect Link:   http://conn-o.osapac.org/r2ph9a96jml/ Student Success/Learning to 18 Strategic Implementation, Innovation and Support Branch 1 Adobe Connect for Facilitators of Learning Teams January, 2015 Building Ownership and Sustainability SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  2. Poll My role is that of: • School Leader –Administrator • School Leader – Other (e.g., Department Head) • System Leader • Facilitator of CI I feel confident that the teams I work with are moving to ownership and sustainability: • rarely • sometimes • often • always I have facilitated CI learning teams: not yet as a shared responsibility with others a few times many times SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  3. E-Protocols Use “Raise Hand” to volunteer to speak Identify yourself before speaking Use the CHAT Pod to communicate with the whole group or privately with a colleague by selecting from the drop down menu Mute your phone or polycom when not speaking to the large group (*6) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  4. Introductions • Name of Board, SSL and Key Communicator • Type and size of team SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  5. Session Materials Handout 1: CI Scenarios Handout 2: Discussion Block Notes Organizer Handout 3: Innovation and the Spiral of Inquiry Handout 4: Principals as Co-Learners Handout 5: Facilitating Math Professional Learning Handout 6: Data Slides Handout 7: Collaborative Inquiry Continuum SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  6. Professional Learning Cycle Resources SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  7. CollaborativeInquiry Modules Each module includes slide presentation, articles and handouts. www.edugains.ca SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  8. Session Learning Goals Participants will continue learning how to: • establish conditions that support collaborative inquiry by: • providing leadership • creating a safe learning environment and inquiry culture • building commitment • deepen the collaborative inquiry process by: • including Students • focusing the Learning • assessing Impact …so they can sustain educator commitment to learning that results in changed practice to address student learning needs. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  9. Agenda Minds On • Know the Learner Poll • Welcome, Learning Goals, Context • Scenario Discussion Action Supporting Conditions for Effective CI – from Compliance to Commitment • Data • Discussion Block A: Leadership • Discussion Block B: • Creating a safe inquiry culture • Building commitment Action, cont’d Deepening the CI Process – from Superficial to Sustainable • Data • Discussion BlockC: • Including Students • Focussing the Learning • Assessing Impact Consolidation • Team Reflection SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  10. Towards Ownership and Sustainability In the early stages of a change process, many people will act out of compliance rather than commitment. True commitment only emerges after people have experienced the change and find that it is generating tangible results that they value. (Fullan and DuFour, 2013. Cultures Built to Last, p. 75) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  11. Towards Ownership and Sustainability “As educators engage in deeper forms of inquiry, the process becomes central to their professional lives. They will not, in fact they cannot, go back to earlier, unquestioning ways of doing things”. (Timperley, Kaser and Talbot, 2014. Innovation and the spiral of inquiry, p.6) Ensuring sustainability depends on a capacity building ‘habit of mind’. Sustainability is the goal; capacity is the engine that will ultimately power the sustainability journey. (Stoll, 2009. Capacity Building for School Improvement or Creating Capacity for Learning?) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  12. Minds On - Scenarios • Select one of the two scenarios. • Identify strengths and challenges. Consider: • conditions that support the inquiry and/or • the collaborative inquiry process • Note your responses in the chat pod. HANDOUT 1 SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  13. Scenarios Use the chat pod to note one strength and one challenge. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  14. A Closer Look • Supporting Conditions • Leadership • Safe Environment • Commitment • Deep CI Process • Including Students • Focussing Learning • Assessing Impact ownership and sustainability – leading to changes in educator practice in response to student learning needs SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  15. Collaborative Inquiry Continuum PROCESS SUPPORTING CONDITIONS SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015 HANDOUT 7

  16. Developing Instructional Capacity Research on how educators refine the effectiveness of their instructional practice shows that this development takes place over time and in stages. As instructional practice becomes more effective (i.e., resulting in intended impact on student outcomes), it becomes increasingly complex, student centred, differentiated and informed by ongoing assessment of impact (Marzano, 2011, Kyriakides et al, 2008, Muijs, 2014). SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  17. ActionDiscussion Framework Each segment includes: • Data from the DI in Action Survey • Quotations • Voices from the Field • Discussion time/reading references SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  18. Resource: A framework for transforming learning in schools: Innovation and the spiral of inquiry HANDOUT 3 Introduction How this spiral of inquiry is different Processes and questions • Scanning • Focussing • Developing a Hunch • New Learning • Taking Action • Checking Where to Next? Closing Thoughts Timperley, Kaser and Halbert, 2014. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  19. Resource: Collaborative Inquiry Monographs HANDOUT 4 SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  20. Resource: Facilitator Voices from the Field • Chris Lee - HPEDSB • Therese McMahon - HPEDSB • Sandy Mirabelli - DPCDSB • Sandra Dumart - WRDSB Four facilitators from the field reflect on questions related to supporting conditions for collaborative inquiry and deepening the CI process. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  21. Pause and Reflect To what extent are each of the conditions and supports a focus for your team/school/board? SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  22. Supporting Conditions Leadership SCHOOL LEADERS School level success is a function of principals, acting as lead learners, ensuring that the group focuses on a small number of key elements: specific goals for students; data enabling clear diagnosis of individual learning needs; and teachers learning from each other, monitoring progress, and making adjustments EXTERNAL EXPERTS/FACILITATORS External (to a team, school or board) experts serve varied needs – they can bring a new lens to the interpretation process, help challenge norms within groups that are directed to reinforcing rather than challenging the status quo, assist leaders and teams in learning how to analyse and use data, bring deep knowledge of content and instruction and generally maximize the inquiry experience. (Three Keys to Maximizing Impact,Fullan, 2014, p.63). (Cosner, 2012; Timperley, 2011; Ermeling, 2012). SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  23. Discussion Block Organizer HANDOUT 2 SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  24. Discussion Block 1: LeadershipThe role of leaders and facilitators Self-guided viewing, reading, discussion: • View 2 video links • Supporting Conditions - Leadership • Supporting Conditions Leadership (Facilitators) • Select and read, based on interest/role one of the following excerpts: • Principals as Co-learners: p. 2-3 • Facilitating Mathematics Professional Learning: p. 1 (Facilitation vs Presentation) • Review related quotations. • Discuss: • Note connections that you are making to ownership, sustainability, and changes in practice and student learning (Note in Chat Pod) • Your areas of strength and areas for further development SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  25. Chat Pod Summary(Viewing/Reading/Discussion) Note connections that you are making to: OWNERSHIP, SUSTAINABILITY, CHANGED PRACTICE & STUDENT LEARNING SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  26. Supporting Conditions Safe Inquiry Culture We need to create the conditions where it is safe to question our own behaviour and beliefs.(p.13, Timperley, Kaser and Halbert, Innovation and the Spiral of Inquiry) • Four keys to a trusting environment : • Social respect – people genuinely listen • Personal regard – people believe that others truly care about them/their well-being • Role competence – people believe that their colleagues have the knowledge and skills to deliver on their intentions and promises • Personal integrity - people believe that their colleagues will keep their word; walk the talk • (p. 57, Dufour and Fullan, Cultures Built to Last) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  27. Supporting Conditions Building Commitment A catalyst for motivation is a sense of progress in overcoming a challenge or meeting a goal. (Fullan and Dufour, 2013, Cultures Built to Last, p. 73) … scientists who've been studying motivation have given us a new that’s built much more around intrinsic motivation. Around the desire to do things because they matter, because we like it, because they're interesting, because they are part of something important.  …That new operating system ...  revolves around three elements: autonomy, mastery and purpose.  Autonomy: the urge to direct our own lives.  Mastery: the desire to get better and better at something that matters.  Purpose: the yearning to do what we do in the service of something larger than ourselves.  Daniel Pink, Ted Talk, August 2009 SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  28. Discussion Block 2: Creating a Safe Inquiry CultureBuilding Commitment Self-guided viewing, reading, discussion: • View 2 video links: • Supporting Conditions: Creating a safe inquiry culture (5 min) • Supporting Conditions: Commitment • Review quotations and optional reading material (as needed) • Discuss: • Note connections that you are making to ownership, sustainability, and changes in practice and student learning (Note in Chat Pod) • Your areas of strength and areas for further development SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  29. Chat Pod Summary(Viewing/Reading/Discussion) Note connections that you are making to: OWNERSHIP, SUSTAINABILITY, CHANGED PRACTICE & STUDENT LEARNING SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  30. Action - Structure Each segment includes: • Data from the DI in Action Survey • Quotations • Panelists • Discussion time / reading references SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  31. Deepening the CI Process Spiral of Inquiry SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  32. Supporting the CI Process- from Superficial to Sustainable SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  33. Deepening the CI Process - Assessing Impact From the Board Plans for CI (RAFT) AREA OF FOCUS: Collaborative Inquiry as a Means of Capacity Building DIRECT ALIGNMENT • Instructional practice: 50% • Student achievement/ • engagement: 50% • Leadership practice: 33.33%

  34. RAFT Plan Analysis – Direct Alignment AREA OF FOCUS: Collaborative Inquiry as a Means of Capacity Building Sample 1: Student Achievement/Engagement What is the intended impact/purpose? What evidence will indicate the impact?

  35. Pause and Reflect Select either (1) the CI Process data slide or (2) a RAFT data slide: • Question: What factors may account for these Ontario results? SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  36. Supporting the CI Process- Including Students Involving learners requires “a shift from student voice to developing learner agency, as the students help to identify and address issues in their learning environments. In the past this has often been adults who have decided what is right and wrong with learners and what is good for them, without involving them in either identifying issues or developing solutions”. (p. 5,Innovation and the Spiral of Inquiry) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  37. Deepening the CI Process- Focussing the Learning The ‘let’s just get going’ spirit needs to be resisted – not forever but for long enough to increase the odds that our actions will have the impact we desire. We need to have the courage and patience to slow down and develop a deeper understanding of what is worth spending time on before moving to hasty action. Focusing well will lead to informed action. (p.10,Innovation and the Spiral of Inquiry) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  38. Supporting the CI Process-Assessing Impact on Teacher Practice and Student Achievement If nothing changes in terms of action within 2 or 3 weeks, it probably will not happen. (Innovation and the Spiral of Inquiry, p.18) IF (instructional/leadership actions) THEN (intended results) Assessing the Impact of ‘If’ and ‘Then’ EVIDENCE of IF EVIDENCE of THEN SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  39. Discussion Block 3: Including Students - Focusing the Learning - Assessing Impact Self-guided viewing, reading, discussion: • View 3 video links: • Including Students • Focussing the Learning • Assessing Impact • Select the topic of most interest to your team. • Review related quotations and optional reading material as needed – for the selected topic. • Discuss: • Note connections that you are making to ownership, sustainability, and changes in practice and student learning (Note in Chat Pod) • Your areas of strength and areas for further development SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  40. Chat Pod Summary(Viewing/Reading/Discussion) Note connections that you are making to: OWNERSHIP, SUSTAINABILITY, CHANGED PRACTICE & STUDENT LEARNING SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  41. Towards Ownership and Sustainability In the early stages of a change process, many people will act out of compliance rather than commitment. True commitment only emerges after people have experienced the change and find that it is generating tangible results that they value. (Fullan and DuFour, p. 75, Cultures Built to Last) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  42. Towards Ownership and Sustainability “As educators engage in deeper forms of inquiry, the process becomes central to their professional lives. They will not, in fact they cannot, go back to earlier, unquestioning ways of doing things”. (Timperley, Kaser and Talbot, 2014. Innovation and the spiral of inquiry, p.6) Ensuring sustainability depends on a capacity building ‘habit of mind’. Sustainability is the goal; capacity is the engine that will ultimately power the sustainability journey. (Stoll, 2009. Capacity Building for School Improvement or Creating Capacity for Learning?) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  43. Towards Ownership and Sustainability Learning team co-construction of meaning and response throughout the inquiry process is essential to promoting teacher ownership of the skills, knowledge and direction resulting from the process (Timperley et al, 2009, p.233). Teacher ownership and agency are fundamental to sustainability of collaborative inquiry that leads to improved student learning. Being able to link cause and effect for teaching and learning helps teachers develop self-efficacy and see themselves as change agents for student learning (Gallimore, 2009, p.15; Ermeling,2010, p.379). Without agency, the motivation to self-regulate and co-regulate as a learning team is absent (Timperley et al, 2007, p. xliv) and sustainability is unlikely. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  44. Components of CI Essential for Impact on Student Learning SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

  45. A Closer Look • Supporting Conditions • Leadership • Safe Environment • Commitment • Deep CI Process • Including Students • Focussing Learning • Assessing Impact ownership and sustainability – leading to changes in educator practice in response to student learning needs SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry , January 2015

More Related