Post on 20-Apr-2018
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Explicit Instruction -
Engaging Teachers
at Staff Meetings.
November. 2013
Presented by Eric Frangenheim
It’s the
VERB!!!
© ITC Publications Pty Ltd
• Major Goal
for the
session
RAS Alert. Inside cover
Engaging Staff Meetings
To avoid this!
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• Your Context. Meetings
• Thinking Skills Framework
• 6-8 thinking skills/tools
• Reflection on these tools
• Transfer of these tools to your context
RAS Alert for Engaging
Teachers at Staff Meetins
TYPES OF STAFF MEETINGS
1. INDIVIDUAL
2. SMALL GROUP
3. WHOLE STAFF
© Eric Frangenheim
• PROF REVIEW
• INTERVIEW-POSITION
• COURAGEOUS
CONVERSATIONS
• PASTORAL CARE – HOH
• CURRICULUM – HOD
• MANAGEMENT-SLT
• ADMINISTRATION
• INFO DISSEMINATION
• INITIATIVE-CONSENSUS
• IMPROVEMENT-
OWNERSHIP
© Eric Frangenheim
Get involved!!! (p 3)
List the impediments or barriers to
• Innovative thinking
•engagement
•discussion,
•questioning,
•involvement at staff meetings
•How? Noisy Round Robin
Reflecting on our staff
meetings Inside front cover.
Please complete these four questions
No feedback required
Sharing OK
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Prin
ciple
s - Thin
king
C
lassroo
m Who is more
crucial here?
1. Think:-3 reasons
2. Pair:
3. Share:
A B
Acting like an internet
database to recall facts,
information and data. LIST
DEFINE MATCH
Acting like an expert, showing
understanding of words, concepts,
cause and effect and ‘reasons for’!
EXPLAIN CLASSIFY
INTERPRET COMPREHEND
Acting to apply new skills, rules and
concepts to related and new
situations.
SOLVE PLOT CALCULATE PRACTICE
Fo
un
da
tion
Th
ink
ing
Acting like a magnifying glass to closely
examine and identify the component
parts of an issue, situation or object.
INVESTIGATE DEBATE DISCUSS
IDENTIFY
Acting like the scales of justice to
weigh up
the evidence to make and justify a
decision.
DETERMINE / DECIDE JUSTIFY JUDGE
Acting like an inventor, experiencing
‘light bulb’ moments to generate new
products, ideas or ways of doing
things.
DEVELOP CREATE INVENT MODIFY
PROPOSE
Hig
he
r ord
er th
ink
ing
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APPLY
acting like a
‘How To
Manual’–
applying
previously
learnt data in
similar or novel
situations
applying, calculating,
classifying, compiling,
completing,
constructing,
demonstrating,
dramatising,
employing, illustrating,
inferring, operating,
practising, showing,
solving, using, writing
Applying previously learned knowledge, construct…
Using your knowledge of…, formulate 6 questions…
Write a letter to the editor pointing out…
Classify the following…into their correct…
Write a news report…
Construct a flow chart for…
Interview a group of people…to identify…
Silent Card Shuffle
POE
Role Plays
UNDERSTAND
acting like a
Dictionary
understanding
words,
concepts,
cause-effect
and ‘reasons
for’
classifying,
comprehending,
describing, discussing,
explaining, interpreting,
outlining, paraphrasing,
recognising, restating,
translating
Explain how…has impacted on…
Describe in clear logical steps…
Paraphrase in your own words…
Give reasons for…
Using words, pictures and icons, restate what you
know about…
Use the metaphor of…to help you understand…
Research songs to help you understand…
State three things you know about…
Concept Maps
Cause–Effect Maps
Double-Bubble Maps
PCQ
Silent Card Shuffle
Jigsaw
Y-Chart
REMEMBER
acting like an
Encyclopaedia
where one finds
information,
facts, data
defining, describing
(facts), finding,
labelling, listing,
locating, matching,
memorising, naming,
quoting, recognising,
repeating, reproducing,
retelling, stating, telling
Describe what happened at…
List all the…
Name all the…
What is… (facts/definition etc)?
List the attributes of…
Write 10 facts about…
Make an A-Z list of…
Recall…
Mnemonics
Rhymes/Music
Acronyms
KWHL
Silent Card Shuffle
Pairs & RAS Alert
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CREATE
acting like
Thomas
Edison,
always
improving,
designing,
planning
creating, devising,
embellishing,
extrapolating,
forecasting,
formulating
generalising,
generating,
hypothesising,
improving, inventing,
modifying, planning,
predicting, proposing,
synthesising,
Design an improved…for…
Formulate a set of criteria to judge…
Compose a song, jingle or rap to…
Modify…in order to create a fairer…
Develop an argument to persuade people…
Generate key questions for…
Create a role play/experiment to…
Devise a new code for…
1:4:P:C:R
Y-Chart
MAS
Round Robin/Hot Potato
Image Associated Ideas
Word Association
EVALUATE
acting like
a Judge,
based
on the
evidence
arguing, assessing,
concluding, deciding,
critiquing, debating,
determining, grading,
judging, justifying,
prioritising, ranking,
recommending,
selecting, verifying
Which of the two…would be better for…
Choose and justify a theme song for…
Justify the decision of…
Determine which is the more effective…
Evaluate the effectiveness of…
Select which is the best option…or…
Rank the following from…to most…
Debate the issue…
Decision-Making Matrix
Human Continuum
Round Robin/Hot Potato
Judge Jury
PCQ
Elimination Draw
Y-Chart
ANALYSE acting like a
Sorting Tray,
examining and
breaking up an
issue into its
component
parts
analysing, arguing,
categorising,
comparing,
contrasting, critiquing,
debating, deducing,
differentiating,
discussing,
distinguishing,
examining, explaining,
identifying, inferring,
investigating,
separating
From at least 4 peoples’ viewpoint, analyse…
Discuss the similarities and differences between…
Compare and contrast…
Investigate all the factors that could influence…in…
Summarise the reasons for…
Deduce how the parts interact in…
Conduct research on the issue of… in order to gain
a deeper understanding of…
List the pros and cons of…
Decision-Making Matrix
Round Robin/Hot Potato
Judge Jury
KWHL
PCQ
Icon Prompt
Double-Bubble Maps
T-Chart
Y-Chart
Jigsaw
Four Choices for a Unit. P 2
Choice 1. Largely information and
skills based
Choice 2. Largely aimed at in-depth
research/investigation/explanation
Choice 3. Largely at judging material
investigated
Choice 4. Generating
alternatives. Improvements,
new ideas
Unit: Our Community
Four Choices for a Unit
Choice 1. Largely
information and skills
based
Choice 2. Largely
aimed at in-depth
research/investigation/
explanation
Choice 3. Largely at
judging material
investigated
Choice 4. Generating
alternatives.
Improvements, new
ideas
Unit: Our Community
Show the basic history,
commerce and facts about
our community/society and
how it works
What is our community
really about? Go beyond
the obvious.
To what extent is this a great
place to live? How does it
compare to x?
Recommend improvements to
your city council
Classify your types of meeting
interactions in terms of Blooms
© ITC Publications Pty Ltd
Page 2. Four topics
for staff meetings
Four Choices for purpose of a Staff
Meeting. P 2
Choice 1. Largely information and
skills based
Choice 2. Largely aimed at in-depth
research/investigation of a local issue
Choice 3. Largely at judging a situation
or proposals
Choice 4. Generating
alternatives/improvements, new
ideas
Staff Meeting
© Eric Frangenheim
Noisy Round Robin. P 3 • Aim, Purpose (Mr Majola’s Question!)
• To generate a large number of ideas
quickly
• Rules
• Teams of 2-4
• Declare the topic
• I scribe per team
• Brainstorm Rules apply
© Eric Frangenheim
The Tyranny of ‘THE’
• Paul McCready &
The Gossamer
Albatross
• Conventionality,
Big Wings at the
Front
• Originality
© Eric Frangenheim
The Problem with Brainstorming
• Only 1 participant out
of 50 = 2%
• Not all are engaged
• Too bright
• Too confused
• >15 seconds – energy
nosedive
Good news – all
strategies or
thinking tools are
better forms of
Brainstorming –
more engagement
© Eric Frangenheim
Noisy Round Robin. P 3 • Aim, Purpose (Mr Majola’s Question!)
• To generate a large number of ideas
quickly
• Rules
• Teams of 2-4
• Declare the topic
• I scribe per team
• Brainstorm Rules apply
© Eric Frangenheim
Noisy Round Robin
• Yoplait (swap sheets
clockwise –French!)
• Rule
– Read all responses
– Add new ideas BUT
– Do not repeat what you
have already generated
– Yoplait again
Topic: Barriers to Engagement
at Staff Meetings
© Eric Frangenheim
Noisy Round Robin.
• Value Add by:
• A) Ask participants to decide on top 2-
4 ideas on their sheet – facilitator adds
these to white board – discuss –
facilitator adds own ideas at end
• B) Ask participants to find 1. Most
Difficult to solve, 2. Easiest to solve
and 3. Most Dangerous Impediment.
Record all answers and discuss
© Eric Frangenheim
Noisy Round Robin
• Value Add to the lists
• How? Suggest activities
1.Prioritize
2.Categorise
3.T Chart of Problem-Solution
Mr Majola’s Question –
Reflection and Transfer
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Reflection
•Why is this useful?
•How did it promote learning
and engagement?
•How did this address our
school’s learning outcomes
•Skills employed?
Transfer to RAS Alert
•Where would you use it in
your Staff Meetings
•Where could you use this at
home/professional meetings?
© Eric Frangenheim
Elimination Draw (p 3)
This only finds the ‘Core’ value, element, reason, problem, solution, etc.
How?
1. Generate a LIST
2. Seed the list and enter on TP (4-24 or more on a list)
3. Play out the Elimination Draw (1, 2, 3, or 4 in a group)
4. Feedback and discuss
Elim
ina
tion
Dra
w
VERB- Decide
Question: - Which coin has the greatest value?
TOOL: Elimination Draw
© Eric Frangenheim
Elimination Draw (p 3)
This only finds the ‘Core’ value, element, reason etc
How?
1. Generate a LIST
2. Seed the list and enter on TP (4-24 or more on a list)
3. Play out the Elimination Draw (1, 2, 3, or 4 in a group)
4. Feedback and discuss
Mr Majola’s Question –
Reflection and Transfer
© ITC Publications Pty Ltd
Reflection
•Why is this useful?
•How did it promote learning
and engagement?
•How did this address our
school’s learning outcomes
•Skills employed?
Transfer to RAS Alert
•Where would you use it in
your Staff Meetings
•Where could you use this at
home/professional meetings?
© Eric Frangenheim
Pros, Cons, Questions. cont
Value Add by (below PCQ table)
1. Asking learners to rate their best 2-4
responses per column (behave like judges)
2. Learner feedback to facilitator –
whiteboard – discuss
3. At end of discussion, facilitator adds own
ideas, learners can record these
Mr Majola’s Question –
Reflection and Transfer
© ITC Publications Pty Ltd
Reflection
•Why is this useful?
•How did it promote learning
and engagement?
•How did this address our
school’s learning outcomes
•Skills employed?
Transfer to RAS Alert
•Where would you use it in
your Staff Meetings
•Where could you use this at
home/professional meetings?
© Eric Frangenheim
Decision Making Matrix (p 6)
• Use when comparing two or more choices
and deciding (Analyse and Evaluate)
• Poor decisions – too few criteria or factors
• 2 features
• Criteria (Analyse)
• Rating (score) (Evaluate)
NATIONAL ELECTION
Criteria
Score
(1-5)
Education NBN Hospital
Waiting
lists
Law &
Order
Leadership Total
Party A
Party B
Party C
Other Criteria: Carbon, Gonski
© Eric Frangenheim
Critical Thinking
Analysis
+
Evaluation
=
“Critical Thinking”
Critical from Greek: kritikos: capable of judging
© Eric Frangenheim
Leasing Photo copying machines
Criteria Cost Brand Processor Hard Disc Total
Type A
Type B
Plus Ram, Screen, Screen Size
POSSIBLE TOPICS FOR DECISION
MAKING AT STAFF MEETINGS
• 1. INDIVIDUAL
• SMALL GROUP
• WHOLE STAFF
© Eric Frangenheim
• PROF REVIEW
• INTERVIEW-POSITION
• COURAGEOUS
CONVERSATIONS
• PASTORAL CARE – HOH
• CURRICULUM – HOD
• MANAGEMENT-SLT
• ADMINISTRATION
• INFO DISSEMINATION
• INITIATIVE-CONSENSUS
• IMPROVEMENT-
OWNERSHIP
Mr Majola’s Question –
Reflection and Transfer
© ITC Publications Pty Ltd
Reflection
•Why is this useful?
•How did it promote learning
and engagement?
•How did this address our
school’s learning outcomes
•Skills employed?
Transfer to RAS Alert
•Where would you use it in
your Staff Meetings
•Where could you use this at
home/professional meetings?
© Eric Frangenheim
The Y Chart (p 7)
• A sensate response (right brain?)
• Looks, Sounds, Feels Like (Taste and Smell)
• Start obvious, superficial, concrete
• Encourage, model and move on to implied, related, abstract, conceptual – Deeper thinking (HOT)
• Pre-product stage
• Art, design, poetry, persuasive genre, written response
YJWB to determine 7 conditions for
optimal engagement at staff meetings
• How?
• Split Y Chart and 1:4:P:C:R
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© Eric Frangenheim
1:4:P:C:R (p 9)
• To design, define, embellish, clarify, express
• Step 1. Write, draw – solo – silent (2-10 min)
• Step 2. Share in groups of 4
• Step 3. publish joint product – on wall
• Step 4. Circle and take notes
• Step 5. Return and refine
• Step 6. Debrief
Mr Majola’s Question –
Reflection and Transfer
© ITC Publications Pty Ltd
Reflection
•Why is this useful?
•How did it promote learning
and engagement?
•How did this address our
school’s learning outcomes
•Skills employed?
Transfer to RAS Alert
•Where would you use it in
your Staff Meetings
•Where could you use this at
home/professional meetings?
Discussion at end of this workshop
HOW?
3:2:1:RIQ
3 x Recalls (Facts)
2 x Insights
1 x Question
Insights? e.g.
I now realise that .....
It was interesting to note that ....
I was surprised to notice that ....
This affirms
Questions. e.g.
I wonder …
What if …
How does this relate/impact …
In the future …
I want you to think about your
holidays by
• Listing all the things you did
• Explaining why we need holidays
• Showing how one event has changed the way you think or act now
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
Discussing a challenging incident
Extended PCQ or SWOT Analysis
Judging this holiday compared to the
previous two.
Decision Making Matrix
Suggesting improvements for your next
holiday to make it even better.
MAS or Y Chart after the
Extended PCQ