Groups at Work: Structures and Strategies for Professional Learning
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Transcript of Groups at Work: Structures and Strategies for Professional Learning
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Groups at Work:Structures and Strategies for
Professional Learning
Developed by Bruce Wellman & Laura Lipton, Co-Directors
WELCOME
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“Should we start without them?”
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Today’s Session
Crafting the Virtual Container Purpose-Driven Planning Framing the Discourse Organizing and Integrating
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ConnectionsSchool improvement is primarily a problem of design; student failure is an outcome of ineffective design.
• What are some connections you are making between this quote and your work?
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CRAFTING THE CONTAINER
STARTING the Conversation
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CRAFTING THE CONTAINER
STARTING the ConversationSTRUCTURING the Conversation
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CRAFTING THE CONTAINER
STARTING the ConversationSTRUCTURING the ConversationSUSTAINING thinking in the
Conversation
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Seven Premises1. Groups develop, and their development can
be positively influenced.2. Human behavior has a biological and
sociological legacy.3. There are predictable dynamics in groups.4. Work sessions should be learning sessions.5. Investing energy in design saves energy in
delivery.6. Shaping the discourse determines direction7. You can’t lead where you won’t go.
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Brainstorm and CategorizeWhat comes to mind when you
think of a productive meeting/work session?
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The Group Leader’s Design Mind p.14
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The Group Leader’s Design Mind p.14
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Three Stances for Leading Groups
PROCESS
• Structures • Strategies • Stances
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The Group Leader’s Design Mind p.14
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The Group Leader’s Design Mind p.14
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The purpose today is. . . To revise the middle school math curriculum.
The purpose today is. . .
The Purpose
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The purpose today is. . . To revise the middle school math curriculum.
To provide carefully sequenced skills and concepts that ensure math success for all middle school learners.
The purpose today is. . .
The Purpose
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The purpose today is. . . To develop a bullying prevention plan.
Creating a Purpose Statement
Word Bankensure, promote, address, provide, optimize, maximize, clarify, guarantee, integrate
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The purpose today is. . . To implement the new equity education mandates.
Creating a Purpose Statement
Word Bankensure, promote, address, provide, optimize, maximize, clarify, guarantee, integrate
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The purpose today is. . . To learn 15 strategies for teaching English Language Learners.
Creating a Purpose Statement
Word Bankensure, promote, address, provide, optimize, maximize, clarify, guarantee, integrate
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Context: A new math curriculum has been developed for your district. You are a curriculum specialist charged with its successful adoption.
Planning Outcomes p. 17
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Purpose: To increase equity and opportunity for success for a diverse population of math learners.
Task Outcomes:
Planning Outcomes p. 17
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Purpose: To increase equity and opportunity for success for a diverse population of math learners.
Task Outcomes:
Planning Outcomes p. 17
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Purpose: To increase equity and opportunity for success for a diverse population of math learners.
Task Outcomes:
Planning Outcomes p. 17
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Context: You are an elementary principal leading grade level teams to decide which graphic organizers will be taught at which grade levels.
Planning Outcomes p. 17
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Purpose: Collaborative engagement to produce aligned instructional strategies for greater student achievement.
Task Outcomes: Session One:
Planning Outcomes p. 17
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Purpose: Collaborative engagement to produce aligned instructional strategies for greater student achievement.
Task Outcomes: Session Two:
Planning Outcomes p. 17
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Knowledge
Declarative
Procedural
Conditional
Implement Transfer DesistAction
Product Performance/Skill Set
Decision
Result
Context: You are a literacy specialist working with a team to create classroom based formative assessments.
Exercise: • Craft your purpose
statement.• Develop your first session
outcomes.
Planning Outcomes p. 17
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Individually:Construct an “elevator speech” that describes your understanding of the Designer’s Mind to someone who hasn’t participated in this session.Form pairs and
deliver your speeches.
Elevator Speech
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Frames are mental structures that shape the way we see the world. As a result, they shape the goals we seek, the plans we make, the way we act, and what counts as a good or bad outcome of our actions.
George Lakoff
The Frame
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The purpose
The outcomes
The boundaries
The intentions
The benefits
The logistics
The Frame p.22
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Our purpose today is________________________________________________.
By the end of our session, we should be able to_________________________
____________________________. We can expect_______________________
___________________. My intention is __________________________in order to
accomplish__________________________________.
The Frame: Sample Templates p.23
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Your team’s task is to __________________________________. To achieve this, you
will be ____________________________________. As a result, you will be able to
_______________________________. To begin, you will
__________________________________________.
The Frame: Sample Templates p.23
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This session is one in a series of _____________________________. There
will be meetings monthly, from ____________________________. The
overarching purpose for the work is to _________________________. There
are several ‘givens’ necessary to incorporate into the task. These
include: _____________________________________________. Given that,
please anticipate _________________________________. To begin, please be
aware that the process will include _____________________and is intended
to produce _______________.
The Frame: Sample Templates p.23
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Our purpose today is________________________________________________.
By the end of our session, we should be able to_________________________
____________________________. We can expect_______________________
___________________. My intention is __________________________in order to
accomplish__________________________________.
Our purpose today is to enhance the effectiveness of our new reading program.
By the end of our session, we will define selection criteria and quality standards for
adoptable materials. We can expect to work interactively, both in grade level and cross
grade level task teams . My intention is to provide process structures to guide the work in
order to accomplish our task within the allotted time frame.
The Frame: Sample Templates p. 25
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Skilled leadersUse pronouns with
purpose
Principle for Leaders
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Using space
Using body
Using voice
Using language
The Frame: Delivery p. 24
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Using Space• Establish spatial anchors• Create a visual third point
The Frame: Delivery p.24
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Using Space• Establish spatial anchors• Create a visual third point
The Frame: Delivery p.24
Using Body• Stand still• Frozen gesture• Physical focus on the third
point
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credible voice
approachable voice
Using VoiceThe Frame: Delivery p.26
• Credible - for focusing attention
- for framing task & process- for presenting information
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credible voice
approachable voice
Using VoiceThe Frame: Delivery p.26
• Approachable- for creating psychological
safety- for inviting thinking - for encouraging responses
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Here’s What!
So What? Now What?new idea,insight,application
actions I mighttake, questions I still have
significance to my work
Here’s What! So What? Now What?
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For next time
1. Craft and apply a frame using the template on p.42-43.
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For next time
1. Craft and apply a frame using the template on p.42-43.2. Try one or more of today’s strategies:
GAW p.# Stem Completion p.90 Brainstorm & Categorize p.36 Elevator Speech p.65 Here’s What! So What? Now What? p.26
Be ready to share your reflections at the start of the next webinar.
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Starting the Conversation
Structuring the Conversation
Sustaining Thinking in the Conversation
Structuring Decisions - p.5
Group size & composition
Length of time
Degree of structure
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Structuring Decisions - p. 5
Group size & composition
Length of time
Degree of structure
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A Principle for Leaders p. 66
Skilled leaders
Signal Stance Change
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Application Burst
• Review the strategies/tips presented thus far
• Consider applications for your own work with groups