Facilitation Skills

Facilitation Skills : 

Facilitation Skills Leesburg High School 2010

Slide 2: 

Stephen G Barkley Executive Vice President Performance Learning Systems 6227 Lower Mountain Road New Hope, PA 18938 888.424.9700 sbarkley@plsweb.com www.plsweb.com blogs.plsweb.com www.twitter.com\stevebarkley

Slide 3: 

Collective Capacity –Fullan(2010) The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons: ..knowledge about effective practice becomes more widely available and accessible on a daily basis ...working together generates commitment

Slide 4: 

Collective Capacity –Fullan(2010) Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.

Differentiating Questions : 

Differentiating Questions Guiding Critical Thinking

Most Independent : 

Most Independent Compare the current economic problems in the United States to the problems faced during the great depression.

Some Support : 

Some Support List the sequence of events that lead up to and initiated the great depression. Label those that match today’s economic problems. What is different in the current crisis? Compare the current economic problems in the United States to the problems faced during the great depression.

Most Support : 

Most Support List the sequence of events that lead up to and initiated the great depression. What happened on wall street? What happened in cities and on farms? Here is a list of events from the last 18 months. Label those that match the great depression. What is different in the current crisis? Compare the current economic problems in the United States to the problems faced during the great depression.

Most Independent : 

Most Independent Select two characters from our reading of Antigone and Julius Caesar and discuss their loyalty. Present your opinion of which was more loyal and why? Use quotes to illustrate your points.

Some Support : 

Some Support List key characters from Antigone and from Julius Cesar. Rank the Antigone characters from most to least loyal and the Julius Cesar characters from most to least loyal. Select two characters from our reading of Antigone and Julius Caesar and discuss their loyalty. Present you opinion of which was more loyal and why? Use quotes to illustrate your point.

Most Support : 

Most Support List friends and family you’d describe as loyal. When have you been loyal? Define loyalty. List key characters from Antigone and from Julius Cesar. Rank the Antigone characters from most to least loyal and the Julius Cesar characters from most to least loyal. Select two characters from our reading of Antigone and Julius Caesar and discuss their loyalty. Present your opinion of which was more loyal and why? Use quotes to illustrate your point.

Practice : 

Practice Create a row three question that requires your students to create a plan or strategy to solve a problem. Example: Develop a plan that would………………………………………………………………………………………..

Practice…. : 

Practice…. Develop a presentation that is most independent, provides some support, provides substantial support.

Slide 15: 

COACHING A NEW SKILL Select a skill or proficiency that you could train to others. Outline the activities you’d use to teach that skill.

KEY ELEMENTS : 

KEY ELEMENTS KNOWLEDGE MODEL PRACTICE OBSERVATION WITH FEEDBACK ONGOING COACHING

KNOWLEDGE : 

KNOWLEDGE WHY RESEARCH FORMAL INFORMAL HOW TO COMPLEX to SIMPLE

MODEL : 

MODEL Skills Environment

PRACTICE : 

PRACTICE SAFE ENVIRONMENT FEEDBACK Twenty to thirty repetitions over an eight to ten week period.

Two Opportunities for Observation with Feedback : 

Two Opportunities for Observation with Feedback Practice Environment: ex. Workshops Classroom Situations: ex. Coaching

Joyce/Showers Research : 

Joyce/Showers Research Figure 5.2 Training Components and Attainment of Outcomes in Terms of Percent of Participants Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 0 0 5 95 — OUTCOMES —

Understanding the Connection… : 

Understanding the Connection… In order to see the link between teacher behavior and student achievement let’s use an example of: Higher Order Questioning Strategies

Examine the relationship between students and teacher in questioning : 

Examine the relationship between students and teacher in questioning

Higher Order Questioning: Skill Analysis : 

Higher Order Questioning: Skill Analysis Teacher Behavior 1: (T1) Write questions into plans and start asking questions in class discussion Student Response 1: (S1) Confusion, Reluctant to respond

Slide 25: 

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions;

Slide 26: 

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; T3: Provides encouragement, probing, pausing; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds;

Slide 27: 

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; T3: Provides encouragement, probing, pausing; T4: Withhold recognition for correct answers, cause students to assess each other and dialogue; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds; S4: Students debate;

Professional Development in Teacher Behavior… : 

Professional Development in Teacher Behavior… …Leads to Student Achievement

Professional Development : 

Professional Development What skills will teachers need to develop, refine, practice, improve, etc to create the desired student behavior ? How can leadership best support that development?

Slide 30: 

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation Individual Franchise Team

Slide 31: 

Vulnerability Trust ACTION

CONFIRMATORY PARAPHRASE : 

CONFIRMATORY PARAPHRASE FACTS ATTITUDES/ FEELINGS INTENTIONS

PRACTICE : 

PRACTICE TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.

Slide 34: 

TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Fact You have not been able to get many of the students to work outside of class.

Slide 35: 

TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Feeling You are worried that presenting information in class won’t get the student achievement that you want.

Slide 36: 

TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Attitude If students read outside of class you would teach very differently. You want to find a way to get them to read outside of class.

Gripes to Goals : 

Gripes to Goals

Gripes to Goals : 

Gripes to Goals Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. You have a strong desire for your students to do well. Grades just don’t seem to be it. You see a need to find a different way to motivate your students.

Gripes to Goals : 

Gripes to Goals I can’t deal with all the different levels of students in my class. You believe that it is important to differentiate your instruction. You’d like to know ways to increase your differentiation.

APPROVAL : 

APPROVAL INDICATE APPROVAL PERSONALIZE CITE THE SPECIFICS

I can’t deal with all the different levels of students in my class : 

You believe that it is important to differentiate your instruction. You’d like to know ways to increase your differentiation. Your willingness to learn to extend your students success is a true sign of professionalism. I can’t deal with all the different levels of students in my class

EMPATHY : 

EMPATHY ACCEPT FEELING AND EMOTION REFOCUS….PAST OR FUTURE SUCCESS ….ALTERNATIVE DIRECTION

MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. : 

MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Feeling You are worried that presenting information in class won’t get the student achievement that you want. Teaching students with a history of low performance is worrisome. Their success can be extremely uplifting and fulfilling.

SUPPORTING STATEMENT : 

SUPPORTING STATEMENT UNQUALIFIED TOTALLY AGREE QUALIFIED AGREE WITH LIMITS SUPPORT FOR SOMETHING ELSE DISAGREE/PRIVATE ACCEPT REINFORCE ACCEPT PART GIVE LIMITS ACCEPT RIGHT TO OPINION SUPPORT SOMETHING ELSE

Our principal expects too much.. : 

Our principal expects too much.. UNQUALIFIED TOTALLY AGREE QUALIFIED AGREE WITH LIMITS SUPPORT FOR SOMETHING ELSE DISAGREE/PRIVATE You are right. We won’t ever met that standard. The principal’s expectations are very high. I believe we can improve. The principal is a dreamer. I believe the dream of our students being successful is very important.

Supporting Statement : 

Supporting Statement Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. Many student are not motivated by grades. Have you ever had a student who worked hard and did well and wasn’t interested in the grade?