WELCOME STFs

DNSI 2014 – School Transformation Facilitator Institute

WELCOME STFs


FACILITATION SKILLS AND STRATEGIES


Paraphrase Practice

• Line up in chronological order of birthdate (month and day only!!)

• With partner, share what connections you’re making from DNSI. Partner will paraphrase


Principles of Paraphrasing

Attend fully. Listen with the intention to understand. Capture the essence of the message. Reflect the essence of voice tone and

gestures. Make the paraphrase shorter than the original

statement. Paraphrase before asking a question. Use the pronoun “you, instead of “I.”


Goal for today’s Institute

• Deliver content that is relevant and strategies that mirror the facilitator skills that STFs need and use in their daily work

• Provide an opportunity for processing of information, networking and problem solving


Announcements

• Laptops

• Flights before 4:00

• Reimbursement for non-JHU employees

• Lunch!


Breakout Session #1

Capacity Building: Preparing for phasing

out of support

Building Relationships with

LeadershipBuilding a Data and Intervention Tracker

Daniel Leland and Cheree Davis

Terry Young and Ken Lerner

Hai Son and Paul Verstraete

Salon ABC Salon DEF Pennsylvania


Breakout Session #2

Intervention Reflection: Impact

and Implementation

Finding Better Interventions: Using

the PRIMBuilding a Data and Intervention Tracker

Jennifer Savino and Monica Sorensen

Beth Zaccarine, Darlene Jeffrey and Rebecca

DonnellyHai Son and Paul

Verstraete



FACILITATION SKILLS AND STRATEGIES


Objectives

• Identify how mediative questioning supports facilitation

• Identify strategies and moves to support facilitation


Brainstorm

• In pairs or trios, brainstorm 3-4 questions that are frequently asked during meetings in which you facilitate or participate. Write these on a piece of paper to use later.


Mediative Questions

• Elements of Invitational Questions• Approachable voice

• Plural forms and exploratory language

• Open Ended

Adapted from Cognitive Coaching Foundation Seminar


Plural and Exploratory Language

• Why are so many students failing English?

• What are some reasons so many students are failing English?

• What are some of your hunches as to why so many students are failing English?


Invitational Elements

Plural Forms

• reasons• strategies

• ideas

Exploratory Language

• might• possibilities

• some


Revision

• Look back at the questions you wrote at the beginning of the session

• Revise these to include plural and exploratory language


Open Ended Questions

Close Ended• Have you tried…?

• Do you meet with…?

• Can you…?

Open Ended• What are some things you’ve tried?

• What is your meeting schedule like with…?

• What are some options…?


Revision 2.0

• Look back at the questions you just revised for plural and exploratory language

• Revise any close ended questions to make them open ended

• Ask your elbow partner the revised question using an approachable voice


Use mediative questions when you hear statements with:

– Generalizations• Everyone wants to know• All the parents support this

– Rule words• Our meetings are always productive• Johann never lets me finish what I’m saying

– Vague verbs, nouns or pronouns• The district won’t let us• They are going to have to get their act together


Pairs Practice

• Find a partner who lives on the opposite side of the country from you (or at least really far away)

• Brainstorm 2-3 statements you might hear in an EWI or other meeting

• Write a mediative question you could use as a response


Pairs Square

• Find another pair to make a quartet

• Share your statements and questions


Round Robin

• If you already use paraphrasing and mediative questions, where have you had successes?

• If you are going to start using paraphrasing and mediative questions, where might you be comfortable starting?


Facilitator Strategies

• Strategies– Patterns, processes or structures to get work done– Usually have multiple steps– Usually require explanation and a check for understanding– Can take a significant amount of time

From The Adaptive School by Costa and Garmston


Examples of Facilitator Strategies

• Brainstorming• Save the Last Word• Protocols• Gallery Walk• Talking Chips


When are strategies helpful?

• Brainstorm• Analyze/ process information• Make decisions• Summarize• Build community

• Mix the group• Balance participation• Share information• Build skills• Solve problems• Reflect or review


Facilitator Moves

• Moves– Quick, discrete remarks or behaviors– May only take a few seconds to perform– Often used to intervene, redirect, or teach a group about

self-management– Based on ‘in the moment’ facilitator decisions


Examples of Facilitator Moves

• Hand Signal• Airplane Stacking• Finger Minutes• Elbow Partners• Acknowledgements/recognition• Giving data feedback• Proximity


When are moves helpful?

• Time management• Consensus building• Disengaged participants• Sidetrackers• Conflict• Sidebars

• Processing time• Energizer• Inclusion• Conversation dominators


Resource Page

• Working as a table group, complete resource page with strategies/moves from DNSI

• Add to list throughout the day


Breakout Session #1

Capacity Building: Preparing for phasing

out of support

Building Relationships with

LeadershipBuilding a Data and Intervention Tracker

Daniel Leland and Cheree Davis

Terry Young and Ken Lerner

Hai Son and Paul Verstraete



Thinking about Instruction as part

of EWI


Role in Instruction

• What does the quote say about instruction and what connection does it have to your school?

• How would you describe your current role in impacting instruction in your school?


Objectives

• Participants will examine instructional interventions that they use and that could be used at their sites.

• Participants will determine how they can improve the utilization or assignment of instructional interventions.


Role of the STF in Instruction

• Assess professional development needs and plan, design and coordinate on-going professional development responsive to identified needs.

• Identify additional professional development (PD) needs through the meetings with the staff, the students, their families, and the collaborative.

• Coordinate with instructional coaches to identify areas of support and needs of staff.


What Intervention should I use?

Process and Guiding Principles

Research says…

Sample Interventions


Interventions

Course Performance

Tier I

Accountability, Reflection, andResponsibility Enrichment and Exploration

Tier IAcademic Skills Effort and Motivation

Connection and Collaboration with

School Staff and Peers


Instructional Interventions

Course Performance

Tier I

Tier I

Active Note Taking Relevant Word Problems

Tier IConcept Maps Routine and non-

routine word problems

Think-Pair-Share Choice boards


Interventions

Instructional strategies

Tier I

Tier II

Tier III


Strategies proven to be effective

STRATEGY DESCRIPTION

Distributed PracticeFrequent well-spaced opportunities to relearn and retrieve previously taught materials; studying distributed over time v. cramming


Basic demonstration of Distributed Practices Benefits – Keppel (1964)


Learning translations of Spanish words (Bahrick 1979)


Distributed Practice: Why does it work?

• Massed practice leads to deficient processing v. effortful processing for distributed practice– Students don’t have to work hard to retrieve what they just learned– False sense of what they know and will remember because of

“easy” processing (faulty metacognition)• Reminding – the more times you retrieve, hear, and see

something the better you will remember it• Distributed learning takes advantage of a better consolidated

neural memory trace – hippocampal consolidation takes time


Distributed Practice: How can it be used?

• Return to most important material repeatedly across days/weeks/months

• Repeating important points helps students with distributed learning, and cues these concepts are important and need to be remembered

• Put key information from previous weeks or units on your weekly or daily quiz; repeat most important material across quizzes

• Use cumulative exams but cue students as to what content they need to learn/relearn.


Strategies proven to be effective

STRATEGY DESCRIPTION

Distributed PracticeFrequent well-spaced opportunities to relearn and retrieve previously taught materials; studying distributed over time v. cramming


Find 2-3 other STFs in the same “range” and discuss the questions provided.

None/Limited Involvement

Somewhat Involved

Extremely Involved


Exit Ticket

• Spend a few minutes on your reflection sheet.

• What would you like your interaction and impact on instruction to be in the next year?


It’s time for lunch!


Breakout Session #2

Intervention Reflection: Impact

and Implementation

Finding Better Interventions: Using

the PRIMBuilding a Data and Intervention Tracker

Jennifer Savino and Monica Sorensen

Beth Zaccarine, Darlene Jeffrey and Rebecca

DonnellyHai Son and Paul

Verstraete


WELCOME STFs

Documents

Transcript of WELCOME STFs