150608 workshop nieuwe materialen
TRANSCRIPT
Wanda
Project: resultaten
www.wanda.community: vrij gedeelte
Algemene informatie
Methode
Doelgroep
Getuigenissen als teaser
Informatie over Wanda trainingen
Vorming op maat
Open training
Wanda gecertificeerde trainers
Nieuwsberichten en events
Historiek over de method
Afgelopen projecten
Partners
Link om het educatief materiaal te bestellen
www.wanda.community: gesloten gedeelte
Wie kan Wandalid worden?
Alle Wandatrainers
Iedereen die deelnam aan een Wandavorming of Wanda studiedag
Studenten en alumni die de Wanda methode ontdekten tijdens hun
opleiding
Als Wandalid krijg je toegang tot:
Extra filmpjes
Extra vragenkaarten, evaluatievragen en oefeningen
Uitgebreide Wanda presentaties (oa 'Hoe selecteer je een casus')
Voorbeelden van casussen
Sjabloon Wanda rapport
Wanda fotogalerij
Ondersteundend materiaal
Handleiding voor de facilitator (booklet)
Gebaseerd op de Nederlandse versie maar met aanpassingen
Extra voorbeelden uit de landen ter ondersteuning
Positieve leervraag sterker uitgewerkt doorheen de verschillende
fasen
Link met het ISSA framework and values
Buren van Wanda
Wanda als proces
Vandaag kosteloos, na vandaag verkrijgbaar bij Artevelde/VBJK
Beschikbaar via BLURB
English, Tsjech, Croatian and Slovenian (Nederlands)
Prijs 15 euro
Voorbeeld vanuit de landen
In a group, one of the agreements that came out during the first meeting was
‘everybody has to participate’. This expression, repeated by the facilitator, gave to
the group the chance to reflect on What do we mean by participation? Can
someone participate also ‘just’ by listening? And, moreover, what do we then mean
when we refer to the participation of children or parents at school? (Croatia)
We do a brief reflection to know the ideas the participants are leaving the
session with. Also at the beginning of the following session (during the Looking
back phase) we let all the participants talk about what happened in between this
session and the previous one. (Czech republic)
During a supervision moment within the When Wanda meets ISSA project, one
facilitator said: “During the ‘looking back phase’ I was surprised: one of the
participants told that she found a way to deal with her case (which was not
discussed in the previous session) after our Wanda meeting. So, a short
presentation of her case followed by a discussion about another case supported
her in what she might do” (Slovenia).
During a supervision moment, one facilitator said: “In the 3rd Wanda session,
during the last phase, I thought the participants were in a bad mood, so I asked
them to visualize their mood on a ‘barometer of moods’ that I drew. I found out
that they were not in a bad mood... So, at that moment the group helped me to
deconstruct my assumptions about them”. (Czech republic)
Voorbeeld: positieve leervraag
Phase 2
Role of the positive learning question: here the learning question
is the one of the previous session. You can remind it to the group
at the beginning of the phase. But don’t stick on it: let anyway
the contributor tell freely what he/she learnt, did, felt, thought.
positive:
The contributor should approach the different people that play a role in the case with an appreciative attitude. He/she formulates his/her question in a constructive and positive way, so it becomes clear what he/she desires. E.g. changing “My frustration with this father is annoying and hinders my job performance” into “I would like to communicate with this father so that the needs of both of us are met.”
learning:
The contributor wants to learn something from this question and this session with the help of the group.
question:
The question at hand is still open, it should still be in his/her mind. It could have to do with a situation that occurred weeks ago, but the question should still be lingering in the back of his/her mind
Voorbeeld: ISSA linkIn the advice phase, you can ask to participants to give advice regarding a
certain ISSA Quality Principle, without explaining the Principle itself.
Then, at the beginning of the next Wanda session, or during another meeting
eventually planned within your PLC (Professional Learning Community), you
can ask to participants:
Were these advice in line with the ISSA Quality Principles? How?
E.g.: during a Wanda session, the learning question is “how can I support this child in
self-regulation ?”, and during phase 5, advice are given about regulation. The concept
of ‘regulation’ can be ‘tricky’, so in a next meeting you can explore this with the group
by saying: “Was this advice in line what is said in the ISSA Quality Principles? Why
yes or no?What does this say about our vision?
Etc.”. In this way you also explore critically the Principles
themselves together with the group.
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