Norms of Collaboration Presuming Positive Intentions Concepts & Tools

1. Norms of Collaboration Presuming Positive Intentions Concepts & Tools for Practitioners Adaptive Schools Seminars Building Capacities for School Improvement Presenter Welcome! Thinking Collaborative – Adaptive Schools Seminars www.thinkingcollaborative.com

2. Norms of Collaboration 1.Pausing 2. Paraphrasing 3.Posing Questions 4. Putting Ideas on the Table 5.Providing Data 6. Paying Attention to Self and Others 7.Presuming Positive Intentions Thinking Collaborative - Adaptive Schools Seminars

3. Outcomes for This Norm Understanding of Presuming Positive Intentions. • Skills for reflecting on and inquiring into • intentions – one’s own and those of others. Self-assessment of Presuming Positive Intentions.

4. Relaxed Alertness allows access to the prefrontal cortex under conditions of high challenge and low threat or risk Downshift causes loss of resourcefulness and flexibility as the basal ganglia and amygdala take charge

5. Pyramid of Influence Action Attention Intention

6. Activate & Engage Read, Recall, Retell With a partner, decide A & B. Silently read the first paragraph of Presuming Positive Intentions. A covers the text, pauses to recall, and retells – or paraphrases - the text. B clarifies by posing a question if necessary. Reverse roles for paragraph 2. Stop when you have completed paragraph 2. Thinking Collaborative – Adaptive Schools Seminars

7. Activate & Engage Read, Recall, Retell 6. Silently read the third paragraph, beginning “Our communication with others…” 7. A covers the text, pauses to recall, and retells – or paraphrases - the text. 8. B clarifies by posing a question if necessary. 9. Reverse roles for paragraphs 4 and 5 together. Stop when you have completed the first page of text. Thinking Collaborative – Adaptive Schools Seminars

8. Activate & Engage Think, Write, Pair Given the invisibility of intentions and the need to infer them, what strategies do you already use to support you in accomplishing this important mental work?  Jot your thoughts in your Dendwrite.  Share and explore with your partner. Thinking Collaborative – Adaptive Schools Seminars

9. The Ladder of Inference

10. Making Connections Partners Process What are some of the connections you might be making between Presuming Positive Intentions and the Ladder of Inference? Thinking Collaborative – Adaptive Schools Seminars

11. The Ladder as Conceptual Framework Key Phrases 1. Read silently The Ladder of Inference as Conceptual Framework, noting key phrases. Actions 2. One partner shares a key phrase or two and their personal significance. Beliefs Conclusions Assumptions 3. The other partner pauses and paraphrases. Selected Data ObservableData 4. Reverse roles and repeat. Thinking Collaborative – Adaptive Schools Seminars

12. Ladder of Inference Jamie’sCase How the Ladder of Inference Works Silently read the paragraph titled A Brief Case Scenario, the last paragraph on page 2. Thinking Collaborative – Adaptive Schools Seminars

13. Ladder of Inference A Conceptual Framework High level of engagement by everyone except Jamie All invested in learning except Jamie Actions Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

14. Ladder of Inference A Conceptual Framework Actions • Jamie is: • disengaged • looking at cell phone • texting Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

15. Ladder of Inference A Conceptual Framework Actions Jamie doesn’t want to be in this session Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

16. Ladder of Inference A Conceptual Framework Actions Jamie doesn’t value professional development Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

17. Ladder of Inference A Conceptual Framework Actions Jamie will sabotage the session Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

18. Ladder of Inference A-B Say Something With your partner, continue as A & B. Silently read the first paragraph on page 3. A says something about the text. B pauses, paraphrases A, then says something else. A paraphrases B. Reverse roles for the second paragraph. Reverse roles again for the third paragraph. Thinking Collaborative – Adaptive Schools Seminars

19. Relaxed Alertness allows access to the prefrontal cortex under conditions of high challenge and low threat or risk Downshift causes loss of resourcefulness and flexibility as the basal ganglia and amygdala take charge

20. Presuming Positive Intentions What, Why, How We are now aware of whatwe do and why we do it! Next, how do we get out of those “recursive loops?” Thinking Collaborative – Adaptive Schools Seminars

21. Converting Negative Energy: Release from the Recursive Loops of the Ladder of Inference

22. Activate & Engage Think, Write, Share Reflect on your experience with groups. 2. What are some group member behaviors that detract from others’ learning, or from the group accomplishing its task? 3. Create a list of these group member behaviors in your Dendwrite.

23. Activate & Engage Think, Write, Share 4. Choose a recorder. 5. As a table group, share the items in round robin fashion. No crosstalk. Recorders: record items as they are shared. Thinking Collaborative – Adaptive Schools Seminars

24. …looking to the green supports the facilitator or presenter, because when you look to the red, one tends to get defensive or judgmental. Looking to the green, you can get curious. Your disposition influences the quality of your presence, your inter-actions, and the responses you get. By avoiding the emotional flooding that comes with looking to the red, one has access to the full range of intervention strategies one knows.Robert Garmston Thinking Collaborative – Adaptive Schools Seminars

25. The trick in presuming positive intentions is not to predict what the intention is, but to feel confident that there is one. – Bob Garmston Thinking Collaborative – Adaptive Schools Seminars

26. Identify and Explore Key Words Partners silently reflect on the quotation on the next slide, individually making note of key words that stand out as significant. Thinking Collaborative – Adaptive Schools Seminars

27. “The challenging internal work of facilitation is to identify and explore the core values and assumptions that guide your actions, to rigorously reflect on how they increase or decrease your effectiveness, and to develop a new set of values and assumptions that you can use to increase your effectiveness and that of the groups you work with.” ⌘ Roger Schwarz

28. Identify and Explore Reflection and Inquiry Now for each word selected, partners silently inquire into their respective thinking: “Why did I choose this word?” “What made these particular words important to me?” 2. Partners share their thinking, paraphrasing each other. Thinking Collaborative – Adaptive Schools Seminars

29. Presuming Positive Intentions How Two skill sets will be important here. Reflection: Inquiry: Thinking Collaborative – Adaptive Schools Seminars

30. Presuming Positive Intentions How Two skill sets will be important here. Reflection: slowing down our thinking, becoming conscious of our mental models generally, and our intentions specifically. Inquiry: Thinking Collaborative – Adaptive Schools Seminars

31. Presuming Positive Intentions How Two skill sets will be important here. Reflection: slowing down our thinking, becoming conscious of our mental models generally, and our intentions specifically. Inquiry: questioning how we constructed meaning, formed assumptions, developed conclusions, shaped our own intentions, and identified the intentions of others. Thinking Collaborative – Adaptive Schools Seminars

32. Ladder of Inference Looking Through Multiple Lenses Actions What data are available – experiential, dispositional, situational? Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

33. Ladder of Inference Looking Through Multiple Lenses Actions What data – experiential, dispositional, situational – am I selecting to focus on? Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

34. Ladder of Inference Looking Through Multiple Lenses Actions What assumptions am I holding about this person or this situation? Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

35. Ladder of Inference Looking Through Multiple Lenses Actions What conclusions am I drawing? Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

36. Ladder of Inference Looking Through Multiple Lenses Actions What beliefs do I hold that relate to this person and situation? What are my intentions? Beliefs Conclusions Assumptions Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

37. Ladder of Inference Read and Apply Recall the earlier scenario where you were a presenter and Jamie was a participant. Partners silently read the section Applying the Ladder to the Jamie Scenario at the bottom of p. 5.

38. Ladder of Inference Read and Apply Explore with your partner. As a presenter, how might your actions now differ from the actions you would have previously chosen?

39. Ladder of Inference Application Alternatives 1. Consideration in the Moment Actions 2. Considerationin Retrospect Beliefs 3. Written retrospective with revisions Conclusions Assumptions 4. Dialogic reflection with a partner Selected Data ObservableData Thinking Collaborative – Adaptive Schools Seminars

40. Ladder of Inference Organize & Integrate 1. Reflect on your present or anticipated work in your organization. 2. Identify an actual or anticipated situation in which the Ladder of Inference might you as a tool for reflection and inquiry. 3. Jot your thoughts in your Dendwrite, and identify which of the four application alternatives might best serve you. 4. Share and explore your thinking with a partner. Thinking Collaborative – Adaptive Schools Seminars

41. Ladder of Inference Pocket Cue Card

42. Presuming Positive Intentions Creating a Personal Foundation Use your Dendwrite to journal your private thoughts and reflections about how you view people generally. Prompts will be provided to scaffold your thinking and journaling. Thinking Collaborative – Adaptive Schools Seminars

43. Presuming Positive Intentions Creating a Personal Foundation • What might be some of the assumptions you hold for people in general? • In what ways are the conclusions you reach with respect to people based on the accurate processing of as much data as possible? • What beliefs do you hold about the goodness of people in general? Thinking Collaborative – Adaptive Schools Seminars

44. Presuming Positive Intentions Creating a Personal Foundation • In what ways do you challenge your own mental models and revise them for the purpose of shifting perspectives? • What are your beliefs about positive intentions, even in those situations that you struggle to understand? • What are your beliefs about the proposition that every person acts in a way that is guided by some degree of positive intent, from their personal point of view? Thinking Collaborative – Adaptive Schools Seminars

45. Table Groups Debrief M.I.P. – T.G. M.I.P. Take a few moments to re-read your thoughts. Identify the M.I.P. and jot it in your Dendwrite. Thinking Collaborative – Adaptive Schools Seminars

46. Table Groups Debrief M.I.P. – T.G. M.I.P. One person shares their M.I.P. with the Table Group. The person on the right pauses and paraphrases, and then offers their M.I.P. (no crosstalk). The pattern continues until all have shared. Table Groups craft a paraphrase that captures your T.G.M.I.P. Be prepared to share whole group. Thinking Collaborative – Adaptive Schools Seminars

47. Tools for Presuming Positive Intentions • Go for the Green • The Ladder of Inference • Conceptual Framework • Reflection & Inquiry • Congruent Positive • Presuppositions Thinking Collaborative – Adaptive Schools Seminars

48. Congruent Positive Presuppositions Expectancy Theory Read and Respond with your partner: “[Expectancy] theory emphasizes the needs for organizations to relate rewards directly to performance and to ensure that the rewards provided are those rewards deserved and wanted by the recipients.” ⌘Victor Vroom Work and Motivation Thinking Collaborative – Adaptive Schools Seminars

49. Congruent Positive Presuppositions Motivation Read and Respond with your partner: “External motivation can actually result in diminished intrinsic motivation, lower performance, less creativity, and short- term thinking.” ⌘Daniel Pink Drive: The Surprising Truth About What Motivates Us Thinking Collaborative – Adaptive Schools Seminars

50. Congruent Positive Presuppositions Activate & Engage Hmm, a dichotomy? A polarity? Positive Presuppositions as Motivators ------------------- Vroom: Expectancy Theory Positive Presuppositions as Counter-Motivators ------------------- Pink: Internal Motivation Thinking Collaborative – Adaptive Schools Seminars