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GLEs for MTLDs

GLEs for MTLDs. Leveraging Small Group Learning Experiences to Address Cohort Trends. Pulse Check. What is your experience with leveraging GLEs with your cohort?. Outcomes. You will leave this session with… A process to help you plan group learning experiences

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GLEs for MTLDs

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  1. GLEs for MTLDs Leveraging Small Group Learning Experiences to Address Cohort Trends

  2. Pulse Check What is your experience with leveraging GLEs with your cohort?

  3. Outcomes You will leave this session with… • A process to help you plan group learning experiences • A draft of a potential group learning session • Skill in determining when to leverage group learning sessions

  4. I’m saying the same thing in every debrief. What’s going on? Is there something that several of your CMs are struggling with? What are you repeating in debriefs? How have you addressed this trend? A Group Learning Experience (GLE) might be the answer!

  5. Let me testify…GLEs changed my life.

  6. Let Loy testify…Making GLEs Work for Your Context

  7. Why GLEs? • Eliminate repetition • Give CMs the opportunity to practice skills and receive feedback • Allow for collaborative problem solving and reflection What about designing and facilitating GLEs for your CMs seems challenging? Exciting? Natural?

  8. CMs Ready to Drive to Student Outcomes Don’t Worry… The Process:

  9. To GLE or not…: Situational Factors Are there additional situational factors you’d want to consider when thinking about trends in your cohort? Fink defines this step as the process of reviewing information already known about the participants and their learning. He suggests considering: • Context • Characteristics of the learners • Characteristics of the teacher • Nature of the issue

  10. Situational Factors: An Example I know that my CMs believe in their goals and see investment as important in driving students toward outcomes. Trend: I notice CMs are struggling with investment. Get It In: Think about the trend you identified earlier. What situational factors contribute to this trend? What is the root cause? Share your thoughts with a partner. These situational factors help me uncover that the root cause of the rend might be why key points. During observations, I notice that students know the classroom goal, but still aren’t invested in completing daily assignments. I know that CMs have attended sessions on investing students in the goal.

  11. Where do I start? Goals of Course Example: At the end of my session on why key points, I want CMs to value and be able to write why key points for each lesson. Their students, should then be able to connect all classwork to their big goals. Consider: • How will CMs apply this learning in their classrooms? • What do you want to be true for CMs at the end of the session? • What do you want to be true for students as a result of CM changes at the end of this course? Avoid taking a content-centered approach. Ex. I want CMs to learn about this topic. Overemphasis on “understand and remember” kinds of learning Focus on the long-term impact of the session. Ex. I want CMs to do X months after this session as a result of their learning. “significant” kinds of learning. Get It In: Think about what you want to be true once the root cause is addressed. Consult the “Significant Learning Taxonomy”. Draft the outcomes of your GLE. Share your work with a partner.

  12. More than a Feeling… Educative Assessment What does this mean for us? We must carefully consider and plan the follow-ups, deliverables, and conversations we will have with CMs in and beyond the session. • Example: • For my why key points session I might: • Have CMs email me lesson plans with key points in them • Reflect on how key points impact student investment during our next debrief • Observe for why key points in my next few visits • Have CMs reconvene in a week and watch video of one another delivering why key points and offer feedback Get It In: Review the outcomes of your GLE. How will you assess these outcomes within the session and beyond? Draft your educative assessment . Share your work with a partner.

  13. Making it matter…Learning Activities Get It In: Review the outcomes of your GLE. Pick one component and design a corresponding learning activity. How can these components be incorporated into your GLEs? Are there components that seem challenging?

  14. Now… Real Talk What are you thinking now? Questions, Concerns, Ideas, Etc.? Put a ring on it… What are you committing to moving forward?

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