resources - EduGAINs

resources - EduGAINs

Capacity Building for Facilitators of Collaborative Professional Learning Adobe Connect, February, 2016 Partnering in Teaching-Learning: Changing Practice and Improving Student Learning though Co-teaching Local: 416-212-8014 Toll-free: 1-866-500-5845 Conference ID: Adobe Connect Link: Student Success Implementation Branch Student Success Implementation Branch, Facilitating Collaborative Professional Learning, 1March 2016 1 Polls: Knowing the Learner My role is :

1. School Leader Administrator 2. School Leader Other (e.g., Department Head) 3. System Leader 4. Professional Learning Facilitator (select all that apply) I have facilitated the learning of educator teams using an inquiry process (e.g., Plan-Act-Observe Reflect): 1. Not yet 2. No, but I have been a participant on a team using an inquiry process 3. Yes

Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 2 Collaborative Inquiry Modules 2011 2012 2013 2014 2015 What is collaborative inquiry? Understanding the Professional Learning Cycle Questioning Skills Four Challenges of Practice Working With Multi-levels Intentional Interruptions, Cognitive Biases Gathering Evidence of If and Evidence of then Shrink, Script and Point

Building Ownership and Sustainability Each module includes slide presentation, articles and handouts. See www.edugains.ca. Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 3 2016 Professional Learning Cycle Resources Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 Session Learning Goals Participants will: deepen their understanding of: elements of effective professional learning ways to differentiate professional learning

co-teaching as a model of professional learning learn/continue to learn how to support collaborative professional learning that: - uses an inquiry process to determine and address the urgent needs of students and the related instructional needs of teachers - includes one or more approaches to co-teaching - fosters student and teacher agency* *Agency is the capacity to act in a way that produces meaningful change in oneself or the environment (Toshalis and Nakkula, 2012) Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 5 Agenda

Minds On Action What is co-teaching? Co-teaching Approaches Know the Learner Poll Learning Goals Why Co-teaching as a A closer Look at Co-teaching Why co-teach? focus for this session? Supports and Conditions Welcome and for Co-teaching Introductions Effective Professional Consolidation Learning

Consolidation and Next steps Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 6 What is Co-Teaching? Co-teaching is a collaborative professional learning process that includes two or more educators contributing to: the teaching and learning of one or more classes/groups of students each others learning in order to respond to the learning strengths and needs of their students Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016

7 Why Co-teaching as a focus for this session? 2013-14 DI in Action Survey - Teachers High Participation (N=3193) (% of teachers who participated in) High Value (N=3193) (Scale: 1 low value --- 5 high value) One time workshop 58% Learning network 46% Collaborative inquiry 40% Planning and teaching with a DI knowledgeable

colleague - 4.58 Mentoring by a DI knowledgeable colleague 4.53 Of the 2087 teachers who participated in Collaborative Inquiry: 31% said that their collaborative inquires included co-planning and teaching; 65% said that they valued this aspect as part of collaborative inquiry Handout 1 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 8 Why Co-teaching as a focus for this session? 2013-14 DI in Action Survey: Of the 2087 teachers who participated in Collaborative Inquiry: 42% said that their collaborative inquires began with an analysis and interpretation of student work to determine a need; 69% of teachers valued this aspect of collaborative

inquiry 34% said that their collaborative inquires included assessing how changes in classroom practice influenced student learning; 62% of teachers valued this aspect of collaborative inquiry Handout 1 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 9 Why Co-teaching as a focus for this session? Co-teaching provides an opportunity to: know the learner observe student response to classroom practice collaboratively adapt practice to address emerging student needs Co-teaching can provide opportunities for both teachers and their students to develop

the capacity to act - agency. Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 10 Partners in Teaching and Learning Video Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 11 Patterns of Partnership Patterns of Partnership - how adults listen to and learn with students in schools: Six Forms of Interaction Students as Data Source Student as Active Respondents Students as co-enquirers

Students as knowledge creators Students as Joint Authors Intergenerational Learning Michael Fielding, 2012 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 12 Introductions Name of Board, SSL and Key Communicator Type and size of team Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 13 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) Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 14 Session Materials For Use in Session Reference Handout 1: DI in Action Data Handout 3: Overcoming

Resistance article Handout 6: Approaches to CoTeaching and Co-Teaching Discussion template Handout 7: Differentiation, Agency and Voice Handout 8: Supports and Conditions Differentiating Professional Learning Handout 2: Complexity of Learning and Teaching Graphic and DI Graphic Handout 4: Innovation and the Spiral of Inquiry Handout 5: Two Peas in a Pod article Handout 9: Collaborative Inquiry Continuum

Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 15 The Complexity of Learning and Teaching to be able to make (timely) and (appropriate) decisions on a moment to moment basis, to be able to know where to next for twenty to forty students almost simultaneously, to know how to reliably diagnose and implement multiple teaching interventions and how to evaluate impact of teaching on learning requires high levels of expertise John Hattie, The Politics of Collaborative Expertise, 2015 (Forward Sir Michael Barber) (See Complexity of Learning and Teaching Handout 2.)

Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 16 Planning Professional Learning Because our primary goal is to improve student learning outcomes, planning must begin with clarifying those outcomes. 1. student learning outcomes 2. new practices to be implemented 3. needed organizational support 4. desired educator knowledge and skills, and 5. optimal professional learning activities. Planning Professional Learning,

Educational Leadership, Thomas R. Guskey, May 2014 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 17 Two Minute Research Study 1. Think about collaborative professional learning that you experienced that led to changes in your practice (facilitation, instructional or leadership) and an impact on learner outcomes. 2. What were the characteristics of the professional learning that made it effective? 3. Note one or two characteristics

in the chat pod. Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 18 Effective Professional Learning Definition Experiences that take place within a collaborative culture of shared leadership, that increase educators knowledge about content and pedagogy and improve student learning (p. 44). Frequently mentioned characteristics Job-embedded Differentiated Reflective

Ongoing, active learning Ongoing support and feedback - mentors, peers, coaches Collaborative Dialogue Voluntary participation Coherence with other activities Driven by student learning needs Handbook of Staff Development, 2014 Chapter 3: High Quality research based Professional Development Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 19 Professional Learning Needs Adults face two types of professional learning needs or challenges: Technical Challenges

Informational Learning Adaptive Challenges Transformational Learning HANDOUT 3 Overcoming Resistance to New Ideas, Kappan, May 2015, p.66 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 20 Professional Learning Needs Informational Learning

Transformational Learning requires information only (e.g., video, expert colleague to learn to use a new app) will directly affect behavior and capability learning that requires rethinking of personal values, beliefs, assumptions or professional identity (e.g., student-led inquiry, differentiation)

Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 21 Responding to Professional Learning Needs 1. Think about personal or professional learning needs that you have had or have addressed as a facilitator. 2. Identify a technical challenge and an adaptive challenge. 3. Share with a partner or your team. Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 22

Immunity to Change When we have a mismatch between the type of challenge and the type of learning, we can generate enormous resistance. We all have immunity to change defence systems in place to protect ourselves. Overcoming Resistance to New Ideas, Kappan, May 2015, p.67 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 23 Transformational Learning Transformational learning involves a 3 stage process: A re-examination of reality analyzing assumptions and their implications Cognitive reframing

Modeling and co-teaching (moving from abstract to concrete and practical) Overcoming Resistance to New Ideas, Kappan, May 2015, p.68 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 24 Inquiry Process Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 25 Inquiry Process Innovation and the Spiral of Inquiry HANDOUT 4

Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 26 Collective Focus on Student and Teacher Learning Lesson Study with Glebe Collegiate URL As you view the video, make connections to the 3 stages of Transformational learning : A re-examination of reality analyzing assumptions and their implications Cognitive reframing Modeling and co-teaching (moving from abstract to concrete and practical) Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 27

Agenda Minds On Know the Learner Poll Learning Goals Why Co-teaching as a focus for this session? Welcome and Introductions Effective Professional Learning Action What is co-teaching? Co-teaching Approaches A closer Look at Co-teaching Why co-teach? Supports and Conditions for Co-teaching

Differentiating Co-teaching Consolidation Consolidation and Next steps Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 28 What is Co-Teaching? Co-teaching is a collaborative professional learning process that includes two or more educators contributing to: the teaching and learning of one or more classes/groups of students each others learning in order to respond to the learning strengths and needs of their students Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016

29 Poll: Knowing the Learner In my board, co-teaching occurs: as part of collaborative inquiry as part of lesson study as part of coaching and/or mentoring as a stand-alone professional learning experience other please note in chat pod I have facilitated professional learning that includes co-teaching: 1. 2. 3.

not yet as a shared responsibility with others a few times 4. many times (select those that apply) Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 30 Six Approaches to Co-Teaching 1. 2.

3. 4. 5. 6. Station Teaching Parallel Teaching Alternative Teaching Teaming One Teach One Assist One Teach One Observe HANDOUTS 5, 6 Marilyn Friend, Co-teach! Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools. 2014 See also: Co-Teaching: Two Peas in a Pod (Canadian Journal for Teacher Research) (http:// www.teacherresearch.ca/blog/article/2015/12/14/268-co-teaching-two-peas-in-a-pod)

Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 31 Approaches to Co-Teaching Select two or three types of co-teaching from the list for discussion. Consider benefits of co-teaching for: educators students. Note these on handout #.... : Discussion: Approaches to Co-Teaching HANDOUT 6 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 32 Video Why Co-teach? As you watch the video make connections to:

One or more approaches to co-teaching The benefits for educators The benefits for students Note connections on the handout: Discussion: Approaches to Co-Teaching VIDEO Co teaching HANDOUT 6 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 33 Team Discussion: Differentiation, Agency and Voice 1. Select a discussion topic from the 3 choices below.

What would it look like/sound like when two or more teachers in a classroom are: a) supporting differentiation identifying and addressing the strengths and needs of students? b) partnering with students in one or more of the Six Forms of Interaction to foster student voice and agency c) fostering each others (teacher) agency? 2. 3. See handout 7, side A to inform your discussion. Note a key point from your discussion in the chat pod. HANDOUT 7 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 34

Chat Pod Patterns of Partnership Differentiation Student Agency Teacher Agency Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 35 Supports and Conditions for Co-Teaching What supports and conditions are necessary for school leaders, teachers and students to make coteaching a rich

learning opportunity for both teachers and students? Note connections to this question on handout 7... as you view the video. Discuss with your team the points that are most relevant to your HANDOUT 7 context. Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 36

Team Discussion: Supports and Conditions for Co-Teaching Differentiating Professional Learning As a facilitator or leader who supports coteaching, how might you differentiate the co-teaching professional learning experience to address the differing strengths, needs and preferences of teachers? See handout 8, to inform your discussion. Note a key point from your discussion in the chat pod. HANDOUT 8 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 37 Chat Pod

Differentiating Co-teaching Professional Learning Experiences Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 38 Collaborative Inquiry Continuum PROCESS SUPPORTING CONDITIONS HANDOUT 9 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 39

Agenda Minds On Know the Learner Poll Learning Goals Why Co-teaching as a focus for this session? Welcome and Introductions Effective Professional Learning Action What is co-teaching? Co-teaching Approaches A closer Look at Coteaching Why co-teach?

Supports and Conditions for Co-teaching Consolidation Consolidation and Next steps Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 40 Consolidation and Next Steps The primary goal of professional learning is to affect the collective ability and capacity of educators to address challenges and solve problems that enable the organization to become more effective in its most important endeavor improving student learning. Adapted from: Dagen and Bean, High Quality Research Based Professional Development in

Handbook of Professional Development in Education (2014). The purpose of co-teaching as professional learning is to improve student outcomes through changes in instructional practice. Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 41 Consolidation and Next Steps Reflect on one of the following ways to consolidate your learning and thinking today: 1. New to supporting co-teaching: What area will you explore to increase your readiness to support/facilitate co-teaching? 2. Already supporting co-teaching: How might you adapt or enhance concepts/materials as you move forward?

3. Role-specific: How might you use the concepts and/or materials in this session in your role to support co-teaching or an alternate format for professional learning? Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016 42 Chat Pod Beginning or Thinking About Beginning Already Supporting Coteaching Role-specific Consolidation Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March 2016

43 Thank you. [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] Note: Slide deck and handouts will be posted on: Student Success e-Community 44 2016 Student Success Implementation Branch, Facilitating Collaborative Professional Learning, March

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