aim - web viewfacebook and yammer groups set up, writing room set up, hashtag established. ......
TRANSCRIPT
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
CHANGE
Confidence finding your teacher identity
Health and Happiness being fully present as YOU
Aspiration developing reflexivity in the company of critical friends
New Thinking exposure to diverse perspectives across the Community of Praxis
Getting Involved ‘action and reflexion on the world in order to change it’ (Paolo Freire)
Empowerment expressing your voice and influence
DIFFERENTIATION AND DIVERSITY STRATEGY
Equality holistic initial assessment of additional learning support around the protected characteristics; explicit organisational policies.
Diversity Thinking Environment techniques explicitly invite each student to be fully present in all their identities, by enabling each person to think and speak for themselves. Absent identities are invited via stories, images and activities.
Differentiation intensive early work to build relationships with each student, continued via personal, ipsative goal-setting and individualised engagement in the Community of Praxis.
COMMUNITY OF PRAXIS
Digital Literacy online applications only; specific work on Day 1 to assess levels of confidence; iPads and BYOD invited. Online teaching and support across all applications.
Pathways TeachNorthern blog acts as hub for Twitter, Pearltrees, Facebook, Yammer, Google+ blogging group, face-to-face CPD (creative writing group).
Support boundaries established on Day 1 and explicit on applications. Community experienced in welcoming newcomers. Lurkers welcome. Intensive online teaching support and tagging to build relationships.
ASSESSMENT STRATEGY
Initial email welcome invites pre-course dialogue and establishes additional learning support and other needs. Survey Monkey evaluates demographics. Digital literacy assessment.
Formative ipsative approach via Day 1 goal-setting and peer coaching activities; deepened by Community of Praxis engagement and feed-forward. Critical Incident Questionnaire work identifies goals and evaluates teaching approach.
Summative ongoing engagement in Community of Praxis and evaluation data analysis (HUDCETT) to establish impact and support progression.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
TeachDifferent Reflexion Programme Day 1AimTo turn tutors on to teaching reflexively.
Learning OutcomesAt the end of the session, the student will be able to:
STRETCH 1 STRETCH 2 How will you assess that the student has achieved this outcome?
Outcome 1
Identify key values which drive them as teachers.
Connect values with practice principles.
Continue to notice and reflex on where values play out in practice.
Observation of activity (contribution to Community of Praxis discourse).
Outcome 2
Participate in Thinking Environment peer coaching applications.
Identify a Thinking Partner. Meet at least once with Thinking Partner before Day 2.
Observation of participation in Thinking Pairs.
Outcome 3
Identify an action to take forward in their practice.
Put action into practice and return for Day 2 prepared to reflex.
Identify more than one action! Postcards (send out a month after Day 1).
Outcome 4
Identify enthusiasms/ resistances to engaging in the Community of Praxis
Engage in one Community of Praxis activity (lurking welcome )
Contribute to a Community of Praxis discourse.
Community of Praxis analytics (various, including manual).
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Aspiration
For adult and community learning educators (however self-defined) to develop confidence in their teacher identity and judgement.
Win/Win/Win
Teachers who teach explicitly and reflexively from their values, engaging students more effectively in social purpose education.
Planned Opportunities for Embedding Diversity
Resonating with those identities present? Thinking Environment techniques encourage individuals to be present as themselves and speak with their own voice, allowing diversity of opinion.
Reflecting the experience of absent identities? Stories, particularly those which bring in the perspective of learners, are used to share thinking. Explication of TeachDifferent approach to diversity.
Planned Opportunities for Developing Skills in English/ESOL
Speaking (in own voice) and listening with generative attention are developed via Thinking Environment techniques. Critical Incident Questionnaires encourage analytical rather than descriptive evaluation.
Planned Opportunities for Developing Skills in Maths
Relationship between accurate timing of pairs and equality is explicated.
Planned Opportunities for Developing Digital Literacy
Input around Community of Praxis activities is followed up by online teaching (Reflexion Uncourse) between the two study days.
Additional Learning Support
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Logged on spreadsheet and referred to Additional Learning Support team for intervention. Any which arise on the day will be referred to Intervention Workers.
Tutor ILP
Strengths Areas for Development Action Required
Confidence with processes and team-teaching approach.
Learning how to teach reflexion in a short time! So much to learn from the evaluation of this project.
Close working relationship with researcher Sandra Rennie.
REFLECTION-IN-ACTION
USE THIS SPACE TO SCRIBBLE DOWN ANY IN-SESSION THOUGHTS YOU DON’T WANT TO LOSE
What skills ‘GIFTS’ did the session offer?
USE THIS SPACE TO LOG ANY OPPORTUNITIES TO DEVELOP SKILLS AROUND DIVERSITY, ENGLISH/ESOL, MATHS OR DIGITAL LITERACY WHICH OCCURRED DURING THE SESSION
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
Prep Posters in both rooms: be present as YOU, law of movement, confidentiality traffic lights, Social Purpose model, I would really like it if…Spectrum of Involvement, The Rhizome
Community of Praxis: #TDreflex14 groups set up on Yammer and Facebook, blogging space established. Reflexion ‘uncourse’ planned with podcast and unguided tour on TeachNorthern blog. Invite participants to groups.
Digital Literacy continuum up on walls (stages 1. Email 2. Survey Monkey 3. Facebook/Yammer 4. Twitter 5. Blogging)
Sign-in sheet (name, email, employer).
Layout: largest room 40+ chairs theatre style, smallest room 20+ chairs, horseshoe. No tables, refreshments where best appropriate.
Content
What content has the group been exploring in the Community of Praxis since the last session?
Not appropriate to this day one, beyond welcome email sent out to start to build relationships with individuals.
Pre-course
Refreshments ordered and served . Participants to be invited to sign in on entry and collect in largest room.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
9.30am
Welcome and introductions (housekeeping, social purpose philosophy, FELTAG, Divesity approach, reflexion).Structure of course and uncourse (mushroom).
Listen and ask questions.
Observation of initial engagement.
Generative Listening Intro ‘script’ and new powerpoint
One Room
9.50am
Self-select into two equal spaces (limited chairs facilitates this). All hands to move chairs back in largest room.
10am Opening Round
What is the best thing for you about being a teacher and why? (Name)
Observation of engagement, listening and speaking
Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage
Two Rooms
10.30am
Digital Literacy assessment
Over coffee, contribute named post-its to the
Initial assessment of digital literacy – out of this will come personal digital
Reflexion, Maths Literacy, Digital Literacy
Continuum posted on wall
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
continnum. literacy strategy.
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
10.50am
Cornerstones Open Space
Contribute to Open Space groups (2 sheets per cornerstone)
Observation of engagement; photograph flipcharts
Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage, Professionalism, Analysis of Evidence.
Mixed Rooms
Phone for photos
Flipcharts 4 x room (mix rooms up)
11.30am
Values activity. Initial input: what’s a value and what’s a practice principle?
Round: What is one practice principle that is dear to you? What value is it grounded in? (name)
Observation of engagement, listening and speaking. Willingness to engage with values.
Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage, Professionalism, Analysis of Evidence.
Two Rooms
Flipchart paper, pens
12.20pm
approx.
Manifesto Continuum (law of movement, traffic lights) Online too
On post-its, express what’s important
Observation of engagement
Reflexion, Independent Thinking, Courage, Professionalism
Post-its
I would really like it, if…
12.30p Lunch in Dining Room.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
m
Walk around grounds (Chris)
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
1.15pm
30-second story (finding a voice).
Contribute to activity.
Observation of engagement, listening, speaking, reflexion
Generative Listening, Independent Thinking
Two Rooms
Check Chris’s starting phrase.
1.45pm
Digital Literacy workshops: Twitter, blogging, Yammer.
Select workshop and participate (more confident students can move between workshops).
Observation of engagement
Online activity
Academic English Literacy, Courage, Digital Literacy.
iPads
Chris – Yammer
Lou – Twitter
Kay - Blogging
2.30pm
Break – set digital literacy goal (on continuums)
Write up Diversity Question
2.50pm
The Diversity Round: What more can you
Observation of Generative Listening, Speaking Out, Reflexion,
Two Rooms
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Question do to ensure that your students can be present as themselves?
engagement Independent Thinking
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
2.45pm
Challenge: what’s an issue which is live for you in your work right now?
Pairs, 3 mins each way.
Write down challenge. In pairs, ask the question: if you could resolve this issue, what would change for you?
Observation of engagement, listening, speaking, reflexion.
Identification of issue.
Coaching, Generative Listening, Speaking Out, Reflexion, Independent Thinking, Courage, Subject Knowledge, Professionalism, Analysis of Evidence, Creativity
Two Rooms
3.15pm
Critical Incident Questionnaire
Write own responses to five questions on post-its and collect on sheets. Circulate to read others’.
Evaluation of the day and self-assessment (reflexion) of learning from the day.
Reflexion, Independent Thinking, Analysis of Evidence, Giving Feedback.
Mixed Rooms
CIQ questions on TeachNorthern blog.
Post-its.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Anything fresh? Written up sheets.
4pm Closing Round What’s live in you?
Observation of individual responses.
Generative Listening, Speaking Out, Independent Thinking.
One Room
4.15pm
Close.
Tutors debrief and complete CIQ.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Online Teaching (www.gillysalmon.com)
Development (supporting, responding)
Encourage participants to blog areas of interest. Help students connect with one another (use tagging). Comment formatively on blogs etc – 3:1 balance of appreciation: challenge.
Knowledge Construction (facilitating process)
Pose incisive questions and facilitate responses with further questions. Link to learning materials where appropriate. Tweet interesting soundbites, tagging people in. Encouragement and formative/ipsative feedback.
Information Exchange (facilitating tasks and supporting use of learning materials)
Post interesting articles, varying video, audio, writing, images. Report progress of blogging uncourse. Invite contributors to post what interests them. Tag people in.
Online Socialisation (familiarising and providing bridges between cultural, social and learning environments)
Explain how to and provide FAQ sheets if necessary (respond to need). Bridge different applications and between class activity and online activity. Refer to Day 2. Elicit updates about reflexive interventions. Repeat language/concepts used in Day 1. Tag people in.
Access and Motivation (welcoming and encouraging)
Facebook and Yammer groups set up, Writing Room set up, hashtag established. Blog used as central navigation space, containing podcast and unguided tour. Uncourse framework. Day 1 class activity used to establish starting and stretch points for each student; personal learning strategy agreed. Welcome each individual to the space. Use tagging to encourage participation. Use questions to elicit thinking. Daily encouragement and welcome. Send postcard one month after Day 1.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
TeachDifferent Reflexion Programme Day 2AimTo deepen tutors’ reflexivity and encourage the continuation of reflexive practice.
Learning OutcomesAt the end of the session, the student will be able to:
STRETCH 1 STRETCH 2 How will you assess that the student has achieved this outcome?
Outcome 1
Reflex on freshest thinking and learning since Day 1.
Connect values with practice principles.
Continue to notice and reflex on where values play out in practice.
Observation of activity (contribution to Community of Praxis discourse).
Outcome 2
Participate in Thinking Environment peer coaching applications.
Identify a Thinking Partner going forward.
Introduce Thinking Environment techniques to team or other meetings and into teaching.
Observation of contribution to Community of Praxis and coaching discourses. Research evidence.
Outcome 3
Evaluate planned intervention from Day 1.
Identify further or deeper interventions.
Identify a coach to work with to evaluate interventions.
Observation of contribution to Community of Praxis and coaching discourses. Research evidence.
Outcome 4
Identify untrue limiting assumptions and create an incisive question.
Participate in a Thinking Partnership demonstration (option offered).
Continue to use the stepped questioning process.
Observation of contribution to Community of Praxis and coaching discourses. Research evidence.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Aspiration
For adult and community learning educators (however self-defined) to develop confidence in their teacher identity and judgement.
Win/Win/Win
Teachers who teach explicitly and reflexively from their values, engaging students more effectively in social purpose education.
Planned Opportunities for Embedding Diversity
Resonating with those identities present? Thinking Environment techniques encourage individuals to be present as themselves and speak with their own voice, allowing diversity of opinion.
Reflecting the experience of absent identities? Stories, particularly those which bring in the perspective of learners, are used to share thinking. Explication of TeachDifferent approach to diversity.
Planned Opportunities for Developing Skills in English/ESOL
Speaking (in own voice) and listening with generative attention are developed via Thinking Environment techniques. Critical Incident Questionnaires encourage analytical rather than descriptive evaluation.
Planned Opportunities for Developing Skills in Maths
Relationship between accurate timing of pairs and equality is explicated.
Planned Opportunities for Developing Digital Literacy
Input around Community of Praxis activities is followed up by online teaching (Reflexion Uncourse) between the two study days.
Additional Learning Support
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Logged on spreadsheet and referred to Additional Learning Support team for intervention. Any which arise on the day will be referred to Intervention Workers.
Tutor ILP
Strengths Areas for Development Action Required
Confidence with processes and team-teaching approach.
Learning how to teach reflexion in a short time! So much to learn from the evaluation of this project.
Close working relationship with researcher Sandra Rennie.
REFLECTION-IN-ACTION
USE THIS SPACE TO SCRIBBLE DOWN ANY IN-SESSION THOUGHTS YOU DON’T WANT TO LOSE
What skills ‘GIFTS’ did the session offer?
USE THIS SPACE TO LOG ANY OPPORTUNITIES TO DEVELOP SKILLS AROUND DIVERSITY, ENGLISH/ESOL, MATHS OR DIGITAL LITERACY WHICH OCCURRED DURING THE SESSION
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
Prep Posters: as Day 1.
Incorporate Book in 8 minutes!!!!
Content
What content has the group been exploring in the Community of Praxis since the last session?
To complete pre-session with input from: Reflexion Uncourse (TDReflex Yammer Group, TDReflex Facebook Group, #TDReflex Twitter Chat, TDReflex Pearltree)
Week 1: Why Blog?
Weeks 2-4 to emerge from discussions.
9am Refreshments available in room. Please sign in.
9.30am
Opening Round
What’s your freshest thinking?
Observation of engagement since last time.
Generative Listening, Speaking Out, Reflexion.
Sign in sheets.
9.45am
Overview of day/how has the Uncourse gone?
Contribute to discussion.
Observation of engagement and examples of learning.
Speaking Out, Reflexion, Independent Thinking, Digital Literacy, Analysis of Evidence.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
10.15am
Critical Friendship Groups
4 minutes each way
What do you want to think about, and what are your thoughts?
Observation of engagement and deepening of learning.
Coaching, Generative Listening, Speaking Out, Reflexion, Independent Thinking.
10.30am
Break
10.50am
Intro to Incisive Questions
Listen and question, then work through questioning process.
Thinking Pairs (5 mins) to explore Incisive Question.
Observation of engagement and production of Incisive Question.
Academic English Literacy, Independent Thinking, Courage.
Presentation
12.15pm
Round What is your freshest thinking?
Observation of responses.
Generative Listening, Speaking Out, Reflexion, Independent Thinking.
12.30pm
Lunch
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
1.15pm
Set up Walking Critical Friendship Groups (indoors if wet).
OR Thinking Partnership demonstration.
Identify Critical Friendship group questions.
Observation of deepening ideas.
Coaching, Generative Listening, Speaking Out, Reflexion, Independent Thinking, Professionalism, Analysis of Evidence.
Paper, pens
Flowchart
2.30pm
Break – Coffee and Tea in room from 2.30pm
Move tables? (be mindful of closing round) Write up CIQ questions: 1. At what moment today did you feel most engaged? 2. At what moment were you most distanced from what was happening? 3. What action that anyone took today did you find most affirming or helpful? 4. What action that anyone took did you find most puzzling or confusing? 5. What about the day surprised you the most? (this could be about something that happened, or your own reactions, or anything else).
3pm Critical Incident Questionnaire
Write own responses to five questions on post-its and collect on sheets. Circulate to
Evaluation of the day and self-assessment (reflexion) of learning from the day.
Reflexion, Independent Thinking, Analysis of Evidence, Giving Feedback.
CIQ questions on TeachNorthern blog.
Post-its.
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
read others’. Anything fresh?
Written up sheets.
Time Tutor Input Student Input Contribution to Assessment
Strategy
Social Purpose Literacies* Resources
3.45pm
Closing Round What’s live in you?
Observation of individual responses.
Generative Listening, Speaking Out, Independent Thinking.
4pm Close.
TeachNorthern Community of PraxisTeachNorthern blog (please comment ) www.teachnorthern.wordpress.com
Twitter @teachnorthern Yammer Certs 13 Facebook Community of Praxis: TeachDifferent
(and Lou Northern) LinkedIn Community of Praxis: TeachDifferent
Social Purpose Literacies
Teaching to Your Values Facilitation, Coaching, Generative Listening, Speaking Out
Reflexive Practice Reflexion, Academic English Literacy, Independent Thinking, Courage
The Reflexion Programme 2014 TeachDifferent Strategic Scheme of Work
Win/Win/Win Subject Knowledge, Professionalism, Maths Literacy, Digital Literacy
Embedding Diversity Sharp Planning, Analysis of Evidence, Giving Feedback, Creativity.
Facilitation, Coaching, Generative Listening, Speaking Out, Reflexion, Academic English Literacy, Independent Thinking, Courage, Subject Knowledge, Professionalism, Maths Literacy, Digital Literacy, Sharp Planning, Analysis of Evidence, Giving Feedback, Creativity.
It is the tutor’s responsibility to report any Safeguarding issues to the Designated Person (currently Denise Pozorski) and to have completed the relevant Safeguarding training, which incorporates Every Child Matters. Please use this space to anonymously record a brief note and date of any referral.