Engineering DesignWorkshop

Day 4

Copyright 2013, Oregon University System, All Rights Reserved

HousekeepingExpectations

Bike Rack

Folder Overview

Group Agreements

PDU CreditLogistics

Workshop Goal and Objectives

Develop knowledge and skills for effective facilitation of professional learning

Examine key components of effective research-based professional learning practices

Learn a variety of teaching/learning strategies to effectively manage both content and process components in professional learning

Explore strategies for dealing with conflict

Plan schedules, buy materials, and create kits

Agenda Day 48:00-8:158:15-8:308:30-9:25 9:25-9:45

9:45-10:0010:00-10:3010:30-11:1011:10-11:3011:30-12:1512:15-12:45

12:45-1:051:05-2:052:05–2:30

Welcome and OverviewWarm-up - Human Scatter PlotEffective Professional LearningAdults as LearnersBreakFacilitation StrategiesHow to Handle Facilitation ChallengesChange is DifficultLunchSchedules for In-District WorkshopsBuying Materials and Creating Classroom Kits

CO2 CannonsEvaluation and Closure

Effective Professional Learning

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Professional Learning

The purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels.

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Learning Forward, 2011

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Process of Educator Change

Components of Effective Professional Learning

Sustained and IntensiveContent FocusActive LearningCoherence of Learning– Consistent with Goals– Aligned with Standards and

Assessments– Collective Participation

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Professional Learning: Research to Application

Change is a learning process.Change is gradual and difficult.Regular feedback on student learning progress is required to sustain change.Continued support and follow-up is crucial.

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Standards for Professional Learning

Increases Educator Effectiveness and Results for All Students

Learning CommunitiesLeadershipResourcesDataLearning DesignsOutcomes

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http://learningforward.org/standards

Adults As Learners

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Adult Learning Principles

Learning Enhanced when Self-directedLearn from Processing ExperienceMust be MeaningfulReady to Learn = Need to Learn itMust be able to Apply Tomorrow

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Engaging the BrainExperience

Drives Learning

PracticeIncreases learning and strengthens connections

Emotion Drives

attention

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Engaging the Brain

Use n oo v e l t y andincongruity

Arouse curiosityArouse curiosity14

Engaging the Brain

Draw on past experiencesProvide opportunities to engage in hands-on, minds –on, and meaningful real-life activities

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Engaging the Brain

Overlooked and Underutilized StrategiesOverlooked and Underutilized Strategies

VisualsVisuals

Room Set-upRoom Set-up

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Engaging the Brain

Has an Emotional HookProvide optimal level of emotion(High Challenge – Low Threat)Use stories, examples, color, questions, quotes, pictures, music, drama, suspense, celebration, fun, and friendships.

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Engaging the Brain - VisuallyCharting

Use BordersUse BulletsUse Icons and Images

Use LARGE PrintUse ColorUse Yellow for highlightingUse RED for Title

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Engaging the Brain - Visually

PowerPointDe-clutter– Short sentences– Only key pointsPhotographsDiagrams or Charts

LARGE Font

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BREAK

Facilitation Strategies

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Critical Questions to Ask When Planning the

WorkshopAudience?Expected result?Is follow-up built in?New learning or refining existing knowledge and skills?

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Seven TipsBuild communityLink concepts and contentBe human-use your sense of humor Less is morePay attention to your audienceProvide clear directionsProvide clear directions

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Maintaining Productive Presenter-Audience

RelationsPay AttentionModel ProfessionalismPractice Non-Adversarial BehaviorsAcknowledge/Clarify Non-judgmentallyBe Responsible to Audience NeedsBe Human and HumaneMaintain Focus

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Professional Learning Strategies

http://teach.oetc.org/strategies

How to Handle Facilitation Challenges

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Challenging CasesHidden AgendasBroken RecordsAttackersDoubters & HeadshakersKnow It Alls & Dominators

Off-The-WallsNon-Stop TalkersRamblersArguersBlockersHelpers

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Levels of Intervention(From least to most intrusive)

Level 1 Do Nothing

Level 2 Present Your Observations

Level 3 Describe How You Are Feeling

Level 4 Ask For Help

Level 5 Direct The Process

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Change Is Difficult

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Change is Difficult

Encourage–Small steps

Expect –Participation–Engagement–Success

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http://www.polleverywhere.com/multiple_choice_polls/NjU2MzI4ODgy

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Change is Difficult

Overlooked and Underutilized

Action Steps

Commitments

Follow-up

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LUNCH

Schedules for In-District Workshops

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Right Before the Workshop

Check Equipment and Room Set UpSet out Materials at Appropriate LocationsOrganize Handouts for Easy DistributionSet out your Small Group Discussion tools

Uses for the Workshop Materials

To provide workshops to teachersTrain-the-trainer in a box system Available separately for those who don’t or can’t attend a workshop

Grade LevelParticipants can be same grade-level band or mixed. Lessons available in three versions – elementary, middle school and high school. Arrange groups by table so the activities and discussions are more applicable. Partner by grade level band during the workshop activities

Formats for Holding Workshops

The workshop is designed to be a 21/2-day event but can be split into 10 self-contained units of 2 hours each. Delivery options:

• Three-day summer training.• Series of half-day workshops.• Series of one-day workshops one month or more

apart where teachers would be encouraged to try out what they learned and come back to engage in reflection, etc.

Planning Reference

Two facilitators for 30 participantsWorkshops of 60+ need extra facilitation, space, and materials

Buying Materials and Creating

Classroom Kits

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CO2 Cannon

ClosingGoalsExpectationsBike RackPlusses/Wishes– Leave sticky notes

www.padlet.com

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