professional learning tips, tools, and protocols · 2018-08-20 · kansas educators, kansas...

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AFacilita)onGuide

createdby

LearningForwardKansas(LFKS)

Resou

rcesLe

arn

ing

Desi

gns

Standards for Professional Learning

Learning = Change

ProfessionalLearning

Tips,Tools,andProtocolsLearningDesignsfacilitateac5ve

engagementanddeeplearning

thatinspiresACTION

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Learning = Change

TableofContents

2

TableofContents........................................................................................2Grid.............................................................................................................3

Forward.......................................................................................................4

Introduc5on................................................................................................5

LFKSMission,Vision,Beliefs........................................................................6

StandardsforProfessionalLearning............................................................7

Crea5ngEngaging,Produc5veAgendasforLearning..................................8

ProfessionalLearningis..............................................................................9

Acros5cReview........................................................................................10

BacktoBackDrawing...............................................................................11

CoatofArms.............................................................................................12

DebateTeamCarousel..............................................................................13

FourA’s.....................................................................................................14

ElevatorSpeech........................................................................................15

FishbowlDiscussion..................................................................................16

GiveOne-GetOne...................................................................................17

GroupGroan.............................................................................................18

HHHJigsaw..............................................................................................19

JustLikeMe..............................................................................................20

JustSaySomething•FinalWord................................................................21

M&M’s....................................................................................................22

Mastermind.........................................................................................23-24

QuickWrite...............................................................................................25

SocratesCafe............................................................................................26

3-2-1.........................................................................................................27

Twenty-One..............................................................................................28

TwoTruthsandaLie.................................................................................29

VisualSynec5cs........................................................................................30

Addi5onalResources................................................................................31

AddYourOwnResources..........................................................................32

What’s in YOUR toolbox?

Tips/ToolsGrid

3

Category Protocol Page

Acros)cReview 10

DebateTeamCarousel 13

Genera&ngIdeas/ GiveOne-GetOne 17

ProblemSolving M&M’s 22

SocratesCafe 26

TwentyOne 28

GroupProcessBacktoBackDrawing 11

GroupProcessMastermind 23-24

ElevatorSpeech 15

Reflec)ons QuickWrite 25

3-2-1 27

CoatofArms 10

GroupGroan 18

TeamBuilding JustlikeMe 20

TwoTruthsandaLie 29

VisualSynec)cs 30

FourA’s 14

Wri\enTextFishBowlDiscussion 16

Wri\enTextHHHJigsaw 19

JustSaySomething-FinalWord 21

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Learning = Change

KansasEducators,

Kansaseducatorsareinthemiddleimplemen2ngmanynewini2a2ves.Itismoreimportantthan

everfortheretobeasenseofcollec)vecommitmentaseveryoneworkstoachievestudentsuccess

throughthegoalssetforthbyKSDE,localdistrictsandschools.Regardlessofwhatisincludedina

school’scon2nuousimprovementplan,thekeytosuccessisimplementa)on,aseducators,and

ul2matelystudents,movefromknowingtodoing.

Engagingeducatorsinmeaningfulconversa)onsaroundthesecomplexchangesandother

importantteachingandlearningissuesisachallengeforalleduca2onalleaders.Wewantteachers

toleadengagingclassroomsforstudents.Therefore,wemustmodelthatengagementwithfaculty

bydesigningprofessionallearningthatisbothmeaningfulandengagingtoincreasethechancesof

successfulimplementa2on.

Weknowthatalleducatorswanttobeinvolvedinboththeplanningandimplementa2onofthe

changesinourschools.LearningDesignsbecomeveryimportantasnewknowledge,strategies,

anddataaroundtheissueortopicareconsidered.Asaresult,understandingadultlearningalso

becomescri2cal.Professionallearningatitsbestiscollabora2ve,job-embedded,datadriven,and

classroomfocused.Voiceandchoice,especiallyteachervoice,arekeystosuccessfulprofessional

learningandimplementa)onoftargetedini)a)ves.

Howdoweaccomplishthis?Therearemanywaystoimplementyourschoolimprovementplan/

process.Itdependsonthecontextofyourdistrict,aseachteam/building/districtbringstheir

uniquesenseofcommunity,exper2se,leadership,pastexperiences,etc.intotheprocess.The

StandardsofProfessionalLearningprovideaframeworkforcrea2ngadynamicculturewhere

everyonethrives.

HappyLearningandLeading!

LFKSBoardofDirectorsSummer2016

Imp

lementation

Learning = Change

Forward

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Learning = Change

Thisdocumentisdesignedtosupportyouandyourstaffas

youhavebecerconversa5onsaroundanyissue/topic/complex

change.Ourintentisforthisdocumenttobeaquick,

go-toresourcethatassemblesavarietyoftools/strategies

inoneloca9onforeduca9onalleaderstouse.

ItisforALLeducatorswhoaresharing/leadingagroup.

4

TherearemanyTips,Tools,andProtocols(learningdesigns)thatsupportourwork.TheLFKS

BoardofDirectorshavecollectedavarietyoflearningdesignsforyouruse.

Thecategoriesfortheprotocolsinclude:genera)ngideas/problemsolving,groupprocess,

reflec)ons,teambuilding,andwri\entext.Asabonus,thesetoolscanalsobeusedwithour

studentsinourclassroomsandmaybeusedwithothercategories.Becrea2ve!

ALLdesignsfeaturedinthisresourcearecollabora)veinnature.Wewantalleducatorsto

EXPERIENCEcollabora2velearningthatincludes

★ac2ve,interac2velearning

★modeling

★reflec2on

★listening

★applica2on

★feedback

★voiceandchoice

★movement,and

★ongoingsupport

Howdoyouknowwhichdesignisbest?Therearemanyfactorstoconsiderwhenselec2nga

learningdesigntousewithyourteam/building:★thegoalsofthelearning

★characteris2csofthelearners

★comfortwiththelearningprocess&oneanother

★familiaritywiththecontent

★thecomplexityoftheexpectedchange

★educators’workenvironment

★resourcestosupportyourlearning

Whatisaprotocol?Aprotocolprovidesguidelinesforaconversa)on,anditisthisstructure/

format--whicheveryoneunderstandsandhasagreedto--thatpermitsacertainkindof

conversa2ontooccur--oSenakindofconversa2onwhichpeoplearenotinthehabitofhaving.

Protocolsarevehiclesforbuildingtheskillsandculturenecessaryforcollabora)vework.Thus,

usingprotocolsoSenallowsgroupstobuildtrustbyactuallydoingsubstan2veworktogether.

Protocolspromoteac2vepar2cipa2onbyallmembersofthegroup.Protocolsarealsoawayto

makethemostofthe)mepeoplehave.Again,thechoiceisyours,dependingonyourpurpose

andthecontextofyourwork.

Itisimportanttorememberthatthepointisnottodotheprotocolwell,buttohaveanin-

depth,insighful,conversa)onaboutteachingandlearning.

LFKShopesthisresourceishelpfulandsupportsyourschoolimprovementwork.

Imp

lementation

5

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Learning = Change

Introduc5onHowtoUseThisDocument

LearningForward

Kansas

LearningForward

Kansas

VisionExcellentTeachingandLearningEveryDay

MissionLearningForwardKansasbuildsthecapacityofeducatorstoestablish

andsustainhighlyeffec5veprofessionallearning.

Beliefs★Educa5onalleadersincludeteachers,teacherleaders,andbuildinganddistrict

administrators.

★Professionallearningthatimproveseducatoreffec5venessisfundamentalto

studentlearning.

★Alleducatorshaveanobliga5ontoimprovetheirprac5ce.

★Studentsaresuccessfulwheneducatorsassumecollec5veresponsibilityfor

studentlearning.

★Successfuleducatorscreateandsustainacultureoflearning.

★Effec5velearningsystemscommittocon5nuousimprovementforalladults

andstudents.

WebsiteForaddi5onalresourcesregardingprofessionallearning,exploreourwebsite.

LearningForwardKansasWebsite

OrContactUsHere

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Learning = Change

6

Walking the territory is

a lot different than

reading the map.

~Suzanne Bailey

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Learning = Change

Thesesevenstandardsguidetheplanning,facilita)on,implementa)on,follow-up,

andevalua)onofprofessionallearning.AllsevenStandardsareusedcollec5vely

toincreaseeducatoreffec)venessandresultsforALLstudents.

1.LearningCommuni&es•Engageincon9nuousimprovement

•Developcollec9veresponsibility

•Createalignmentandaccountability

2.Leadership•Developcapacityforlearningandleading•Advocateforeffec9veprofessionallearning

•Createsupportsystemsandstructures

3.Resources•Priori9zehuman,fiscal,material,technological,and9meneeds

•Monitorhowresourcesareused

•Coordinateresources

4.Data•Analyze,Student,Educator,andSystemData

•Assessprogress

•Evaluateimpactofprofessionallearning

5.LearningDesigns•ApplyLearningTheories,Research,andModels

•SelectLearningDesigns

•Promoteac9veengagementanddeeplearningthatinspiresac5on.

6.Implementa&on•Applyresearchonchange

•Sustainsupportforimplementa9on

•Provideconstruc9vefeedback

7.Outcomes•Meetperformancestandards

•Addressstudentlearningoutcomes

•Buildcoherencethroughalignment

TolearnmoreabouttheStandardsforProfessionalLearning

visitLEARNINGFORWARDandLEARNINGFORWARDKANSAS

WhatAreStandardsfor

ProfessionalLearning?

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Learning = Change

http://www.learningforward.org/

http://www.learningforward.org/

http://learningforwardkansas.org/

http://learningforwardkansas.org/

Crea5ngEngaging,Produc5ve

AgendasforLearning

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Howdoesonecreateanengaging,produc&veagenda(lessonplan)forlearning?Thoughts/ideasthatapplytoallgrouplearning.....condi2onstoconsideraswe

“crahourcontainer”forac)veengagementandproduc)velearning!

OurCOLLECTIVERESPONSIBILITYFORSTUDENTLEARNING.

• Clarifythepurposeofyoursession.OnceyouknowtheWHY/purpose,thenyoucanestablish

theWhatandtheHow.

• DeterminetheamountofTIMEavailableandplanaccordingly.

• Preparingfora“mee2ng/session,”youmightconsiderthefollowing

• Agenda-Sharewithallpar2cipantsbeforethesession

• Beginning-HeadsintheRoom

• Content-Thecoreofthesession

• Ending-NEXTSTEPS/Reflec2ons

• Norms/Promises-Develop/reviewforthemee2ng

• Topic-Determineifeachtopicis

• Cogni2ve(NewLearning)

• Affec2ve(Culture/Rela9onships)

• Product(Document,video,etc)

• Asyouaddresseachtopic,iden2fytheresultoftheconversa2on

• Dialogue-Deeperunderstandingofthetopic

• Discussion-Shareddecision

• Logis)cs-Loca2on,2me,goodies,handouts,technology,etc

• Environment-conducivetocollabora2onandengagement

• Roundtables

• Goodies

• Music

• Laughter

• LearningDesigns-Oncethepurposeisclear,selecttheappropriatelearningdesignthatwill

resultinac2onsfrommembersofthisteam.

• Context-Eachteam/building/organiza2onisauniqueculture.Onlyyoucancreatean

agendathatendsinanengaging,projec2velearninganddecisionmaking.

• ONEsample(seebelow).CreateYOURagenda....addcolor,pics,quotes!Engaging!

• Otherideas.....

Time Topic

Description

Purpose

Dialogue/Decision

Person(s)

Responsible

Next Steps

Reflections

Learning = Change

4 questions I ask everyday: What did I learn?

What learning did I deepen? Where did I struggle?

How will I improve?

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Learning = Change

Professional Learning supports.....CommunityCollaborationCapacityChoiceChallengesCooperationCollegialityCreativityConnectionsCollective Inquiry

Collaborative

learning is not

optional.

The knowledge and skills of educators is an

untapped resource to solve the most challenging

problems facing schools.

High-quality team & school-

wide PL is essential for

student success. Is your PL

consistently high quality?

If not, why not?

If professional learning is not the most important

strategy for systems to transform education for

students, what is?

Leaders exercise

leadership when

they model their

commitment to

professional

learning. How do

you model yours?

Being able to articulate and speak to a

compelling vision for PL is a responsibility of

school leaders. What is your vision?

Effective professional learning builds collective responsibility for student success.

Articulating & clarifying

problems of practice is

an essential step in addressing

challenges.

Acros5cReview

Purpose

Thisisafunwaytoreview

contentandassesswhat

standsoutasimportanttoa

group.

Prepara)on

Pre-work:Writeoneessen2altermorconcept

ver2callyoneachpieceofchartpaper

Materials/Supplies:Chartpaper-onepergroupof

upto6people,Markers(onepergroup)

Time: 10minutes

Groupings: Nomorethan6pergroup.Canhaveas

manygroupsasspaceallows.Besuretoallowenough

spaceforpar2cipantsto“run”(10yardsorso)fromthe

grouplinetothechartpaper.

Direc)ons

1. Groupmembersformalineinfrontoftheirchartpaper.Thefirstgroupmemberhasthe

marker.

2. Eachpar2cipant,inturn,writesonesentenceorwordrelatedtotheconceptusingtheleeerof

theconceptasthefirstleeeroftheword/sentence.

3. Everypar2cipantwritesinarelayformat.Encouragecollabora2on.

10

Category:Genera)ngIdeas/ProblemSolving

Standardsfor


LearningDesigns

Varia)ons(Op)onal)Havemembersaddanotherideatoaleeer.

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Learning = Change

Tips(Op)onal)

NoJudgment

PurposeThisstrategyspotlightstheimportanceof

clearcommunica2onwithinateam.

Prepara)on

Pre-work:Prepareprintoutpicturesofsimple

linedrawings,onepictureperpair

Materials/Supplies:Paper,pens/markers,

printoutsofsimplelinedrawingsorbasicshapes.

Time:20minutes

Groupings:2people(pair)

Direc)ons1. Splitpar2cipantsintopairs.

2. Eachpairsitsorstandsbacktoback.

3. ThepairdesignatesonememberasA,thecommunicator,andtheothermemberasB,thear2st.

4. PersonAreceivesthepicture.PersonBhasthepaperandpencil.

5. Telleachpairthattheymayormaynotaskques2ons.

6. PersonAgivesverbalinstruc2onstotheirpartneronhowtodrawthepicture.PersonAmaynot

simplytellthemwhattheshapeorimageis.

7. ASer5-10minutes,haveeachsetofpartnerscomparetheirimages.

8. Eachpairreflectswithoneanotheronwhatwasdifficultwiththetaskandwhatcouldhavemade

thetaskeasier.

9. Eachpairsharestheirreflec2onswiththegroupatlarge.

10. Laughterisexpected!

Tips(Op)onal)Decidewhetheryouwill

allowpairstoaskques2ons

beforehand.

Varia)ons(Op)onal) Standardsfor


LearningDesigns-Ac2ve

Engagementthatleadsto

ac2on

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BacktoBackDrawingCategory:GroupProcess

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Learning = Change

PurposeTodevelopacommonunderstandingofan

organiza2on’s(district,building,team,etc)

achievements,values,andfuturegoals.

Highlightsdifferentperspec2vesfrom

membersofthegroup.

Prepara)on

Pre-work:Findandcopyablank“coatofarms”

foreachgroupof3-5par2cipants.

Materials/Supplies:

• Blank“CoatofArms”foreach3-5par2cipantsin

agroup.

• Markers,tape,paper

Time:15minutes

Groupings:Tablegroupsof4-6

Direc)ons

Teamscreatetheirorganiza2on(district,building,team,etc)CoatofArms.Inthefirstspace,draw

somethingthatrepresentsarecentachievement.Inthesecondspace,drawsomethingthatreflects

yourvalues.Inthethirdspace,drawsomethingthatrepresentswhereyouseetheorganiza2ongoing

inthefuture.Inthefourthspacecreateasymbolforyourteam.

PostthefinishedCoatofArmsforalltosee!

Tips(Op)onal)

Google“coatofarms”and

findtheonebestforyou.

Varia)ons(Op)onal)Varythecategories.

Couldhaveacoatof

armswithvariednumber

ofsec2ons.

Standardsfor


LearningCommuni3es

12

CoatofArmsCategory:TeamBuilding

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Learning = Change

PurposeTeamswilladdresschallengingtopics/issues

bycollabora2velyprocessingInforma2on

Prepara)on

Pre-work:None

Materials/Supplies:Handoutswiththe four-boxprompts(seebelow)

Time:20minutes

Groupings:Groupsof4

Direc)ons1. Eachpar2cipanthasaform-writeyournameandtheprompt/ques2on/topiconthetop.

2. Eachpar2cipantanswers#1,thenpassesthepaper.

3. Readwhatwaswrieeninbox#1,thenaddyoursuppor2ngargumentinbox#2andpassthepaper

4. ReadBox1and2andaddtoBox3,

passon

5. ReadBox1,2,&3,addtobox4,

passtooriginalowner.

6. Analyzeandreflectonwhatwassaid

7. Topicideas:

a. Lectureisanoutdatedprac2ce

b. Gradingstopslearning

c. Teachersareisolated

d. Learningissocial

e. Posi2veRela2onships=Success

Tips(Op)onal)

• Twominutesforeachwrite

• Determinewhichdirec2on

thepaperswillbepassed

Varia)ons(Op)onal)

• Havegroupselectthetopic

• Writeonposters

Standardsfor


LearningDesigns

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DebateTeam

CarouselCategory:Genera)ngIdeas/ProblemSolving

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Learning = Change

FourA’s

Purpose

Todeepeneducators

understandingofanar2cleor

book.Thisisagreatprotocolfor

abookstudy.

Prepara)on

Pre-work:Copiesofar2cle/book

Materials/Supplies:•Copiesofbookorar2cle

•Markers/S2ckynotes

•Graphicorganizer(createwith4sec2ons)

Time: 30-40minutes

Groupings: Groupsof4-6

Direc)ons1. Individually,readthebook/ar2clesilently.Highlight,writenotesinthemarginsand/oruses2ckynotes,

and/orusethegraphicorganizer,answeringthefollowingques2ons:

1. WhatASSUMPTIONSdoestheauthorofthetexthold?

2. WhatdoyouAGREEwithinthetext?

3. WhatdoyouwanttoARGUEwithinthenext?Ques2onsyoumighthavefortheauthor.

4. WhatmightbeyourACTIONSfromreadingthisar2cle/book?

2. Inaround(groupsof4-5)eachpersonwilliden2fyONEAssump2onfromthetext,ci2ngthetext(page,

ifappropriate)asevidence.Withoutdiscussion,movetothenext“A”Agreements,thenArguments,and

finally,Ac2ons.

3. EndthesessionwithanopendialogueofeachoftheA’s.AretherethemesforeachA?

4. DebriefboththeCONTENTofthedocumentandthePROCESS.Howmightyouusethisprotocolwith

otherar2cles/books.Endwith,Whatdoesthismeanforourteamandourstudents?

14

Category:WriZenText

Standardsfor


LearningDesigns

• SelectLearningDesigns

-Ac2veEngagement

Tips(Op)onal)

Usea2mertokeepevery

“A”teammovingforward.

Varia)ons(Op)onal)

Ifasmallnumberof

par2cipants,haveonlyONE

group.

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Learning = Change

PurposeAnElevatorSpeechisawayofclosinga

mee2ngbyhavinggroupmembersconstruct

andthensharewithapartnertheirpersonal

summariesofprocess,outcomes,andnext

steps.

Prepara)on

Pre-work:None

Materials/Supplies:indexcards,2mer

Time:20-30minutes

Groupings:pairsformedaSerindividual

wri2ng2me.

Direc)ons

1. Attheclosinglearningsegment,pauseandaskpar2cipantstosilentlyreflectonessen2al

outcomes/topics/issuesfromthesession.

2. Scenario:ASertoday’smee2ngyoumaybeinterviewedbyalocalTVsta2on.Usingindexcards,

eachpar2cipantwillcraStalkingpointsoftoday’stopicintheformofanelevatorspeechthat

theycanusewheninterviewed.

3. ASerthealloeedwri2ng2me,formagroupof4whoarenotatyourtableandhaveeachperson

beinterviewedtorehearsetheirelevatorspeech.

4. If2meallows,askvolunteerstosharetheirspeecheswiththelargergroup.

Tips(Op)onal)

Thisstrategyhelps

par2cipantsclarifywhatthey

willsharewithothersoutside

thegroup.

Varia)ons(Op)onalCanalsoworkinsmallteams

workingtogether.

Standardsfor


LearningDesigns–inspire

ac2on

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ElevatorSpeechCategory:Reflec&on

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Learning = Change

FishbowlDiscussion

PurposeEngagement,Listening,Reflec2on

Prepara)on

Pre-work:Ar2cle,story,orprompttodiscuss

Materials/Supplies:None

Time: Uptoonehourdependingonthesizeofthe

circles

Groupings: Eachcirclecanhaveupto8par2cipants

Direc)ons

1.Wholegroupreadsthear2cle,story,etc.

2.Par2cipantsaredividedinto2groups:outsidecircle&insidecircle

3.Facilitatorposesaques2ontothegroup.

4.InsideCirclediscussesfollowingtheserules:

• Youonlystatesupportedideas,agreewithaspeakerbyaddingsuppor2nginforma2on,or

disagreewithaspeakerbyofferingrefu2nginforma2on.

• Noonemayinterruptaspeaker.

• Noonemayspeakasecond2meun2leveryonehashadachance.

5. Outsidecircledoesthefollowing:

• Listenquietly.

• Takenoteondiscussionskills.

• Shareobserva2onsaboutthediscussionwheninsidecircleisfinished.

6.Circlesswitchrolesandrepeatprocesswithsameornewques2on/topic.

15

Category:WriZenText

Standardsfor


LearningCommuni)es

Data

LearningDesignsTips(Op)onal)

Canbeusedtoreflectondata.Varia)ons(Op)onal)Thishasalsobeencalled

InsideOut.

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Learning = Change

GiveOne-GetOne

Purpose

Tos2mulatethinkingarounda

topicordrivingques2on.

Prepara)on

Pre-work:Preparedocumentwithtwocolumns.Onthe

leScolumn,listideasorstrategies.Ontherightcolumn,

recordwhosharedthisidea.

Materials/Supplies:

•Worksheet

Time:10-15

Groupings:Individual,thenpairs,thentablegroups

Direc)ons

1. Distributeworksheettoeachpar2cipant

2. Givethem3-5minutestogenerateTHEIRanswerstotheprompt.

3. Havepar2cipantsstandand—withtheirlistsinhand—talk,oneonone,withasmanyother

par2cipantsastheycaninaperiodofthreetofiveminutes.

4. Havestudentsstandand—withtheirlistsinhand—talk,oneonone,withasmanyotherstudentsas

5. theycaninaperiodofthreetofiveminute

6. Op2on:Attheendoftheac2vity,createalistofideascompiledfromtheindividuallists.

17


Standardsfor


LearningDesigns

• Ac2veEngagement

Tips(Op)onal)

• Par2cipantsmayuseablankpiece

ofpaper,divideitinhalfwithGive

andGetoneachhalf.

• Sampletopics:

• WaystoaddressSECD

(charactered)inourschool

• Keystocrea2ngaschool

improvementplan

• Componentsofeffec2ve

professionallearning

Varia)ons(Op)onal)Adjustthepromptstoyour

context/content.

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Learning = Change

GroupGroan

PurposeInclusion,TeamBuilding,buildinga

cultureoftrust.

Prepara)on

Pre-work:None

Materials/Supplies:ChartPaper

Time: Tobeusedthroughoutamee2ngor

professionallearningexperience

Groupings: 4-6pergroup

Direc)ons

1. Eachgroupliststhebestandworstthingsthatcanhappeninthissession

2. Eachgroupsharesafewandthefacilitatorrecordsthemonchartpaper

3. Theen2regroupmakesanagreementthatshouldanyoftheworstthingsoccur,allwill

par2cipateina“groupgroan.”

4. Prac2cethegroanonce.

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Category:TeamBuilding

Standardsfor


LearningCommuni)es

Tips(Op)onal)Withgroupsof12orfewer,

elicitboththebestandworst

fromthefullgroupandrecord

intwocolumns.

Varia)ons(Op)onal)Couldalsobeusedwith“banned

words”-wordsthatthegroup

wouldlikebannedfromthe

session.Forexample:never,

should,but,others.

MightalsouseaNerfballoneach

tableandthrowittooneswhoare

nega2ve.Fun!

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PurposeJigsawisusedwhenthereisalotof

informa2ontolearnandshare.Eachgroup

memberisgivenadifferentsec2onofthe

materialtobelearned,soeachmemberis

dependentontheothersforinforma2onto

dowellontheassignmentorassessment.

•Tocreateinforma2oninterdependence

amongpar2cipantstoincreasetheirsenseof

collec2veresponsibility.

•Toensurethatpar2cipantsorallyrehearse

andcogni2velyelaboratetheinforma2on

beinglearned.

Direc)ons

• Dividetheinforma2on/readingtobelearnedinapproximatelyequal-lengthsec2ons.

• Askteammemberstoassignasec2ontoeachpar2cipant.Thispersonwillberesponsiblefor

learninghis/hersec2onandbecominganexpert.TheHHH(homogenous,heterogeneous,

homogenous)jigsawisdesignedtohavegroupmembersbecomeexpertsbyjoiningotherexperts.

• Par2cipantsjoinwithotherexpertsfromotherteamstostudytheirsec2on.

• Par2cipantsreturntotheiroriginalteamandsharetheinforma2ontheylearnedwiththeir

teammatessothatallpar2cipantswillhavetheneededinforma2on

19

Prepara)on

Pre-work:

Facilitator:Facilitatordividesreading

into3-4sec2ons.

Materials/Supplies:

• Highlighters

• Timingdevice

Time:45-60minutes

Groupings:

4-6par2cipants(dependingonthe#of

sec2onsinthematerial.

HHHJigsaw(mul5pleways)

Category:Wri\enText

Standardsfor


Leadership

LearningDesigns


• Ac2veEngagement

Tips(Op)onal)

Usea2mertokeepevery

“expert”teammoving

forward.

Varia)ons(Op)onal)

•Ifasmallnumberofpar2cipants,

haveonlyONEgroup.

•Allpar2cipantsstayintheir

group,thenshareout,sharing

themes,Ahhas,surprises,etc.

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PurposeThisstrategyisanenergizing,engaging

strategyforgatheringinforma2onaboutyour

par2cipants.Italsoprovidesanopportunity

forthelearnerstofindoutsomethingsabout

eachother.JustLikeMe!!Isespecially

effec2veearlyintheschoolyear,orjustaSer

vaca2onbreaks.

Itmightalsobeusedasa“goingdeeper”with

thecontentworkofthegroup.

Direc)ons• Tellpar2cipantsthatyouaregoingtomakean“I”statement,andifit’strueforthem,theystand

upandsay“Justlikeme!!”;andthenlookaroundtoseewhoelseinthegrouphasthatsame

thingincommon.• Calloutastatement,pausingbetweenitemstogivepar2cipantsachancetolookaroundbefore

sixng.Varytheitemsthatyouusetobesurethatallpar2cipantswillhaveanopportunityto

standupatsomepoint.

29

Prepara)on

Pre-work:

Createalistof“JustLikeMe”statements


Time:8-10minutes

Groupings:wholegroup

JustLikeMeCategory:TeamBuilding

Standardsfor


LearningCommuni)es

Tips(Op)onal)PersonalExamples:

• Ihavetraveledoutsideof(state,city,or

• country)withinthelasttwoyears.

• Ihaveapetathome.

• Iamcurrentlyworkingonanadvanced

• degree.

• IwasborninKansas.

• Iwasthefirstpersoninmyfamilytograduate

• fromcollege.

Issueexamples:

• Ihavepreviousexperiencewith_________

• (topicofsession).

• Ihavebeenchallengedwith......

• Ihavehadsuccesswith.......

Varia)ons(Op)onal)

ASerseveral“I”

statements,have

par2cipantsmakean“I”

statement....JustLike

Me.

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JustSaySomething

FinalWord

PurposeConstruc3ngmeaningfromtext-based

informa2on.Throughstructuredexchanges,

educatorsdeveloprela2onshipsbetweennew

informa2onandwhattheyalreadyknowor

believe.Thinkingoutloud,supportedby

aeen2velistening,increasesindividualand

sharedunderstanding.

Prepara)on

Pre-work:Copiesofthear2cle.

Facilitatorchunksar2cle.Mightputastar

bythebeginningofeachsec2on.

Materials/Supplies:Copies

Time:30-40minutes

Groupings:groupsof4-5

Direc)ons

JustSaySomething1. Dividear2cleinto3-4sec2ons.

2. Readtoadesignatedpoint

3. Wheneachpartnerisready,stop,and“justsaysomething.”

4. “Something”mightbeaques2on,abriefsummary,akeypoint,aninteres2ngideaora

personalconnec2on

5. Con2nueun2lyouhavecompletedeachsec2on.

FinalWordAttheend,eachgroupreflectsontheen2rear2cleandpreparedtosharewithlargegroup.

1Eachpersonstatestheirtakeawayfromthear2cleinonestatement.

2.Groupselectsbigideas/themesfromar2cleandisreadytosharewiththelargegroup.

Tips(Op)onal)

Mightusea2merforeach

sec2on.

Varia)ons(Op)onal)

AddReflec2on:Eachgroup

discusseswhattheyheardfrom

theen2regroup.

Standardsfor


LearningDesigns–inspired

ac2on!

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Category:WriZenText

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M&M’s

PurposeTogeneratemul2pleideas.Share

withcolleagues

Itcanbeusedasanopeningwarm-up

oraclosure/summaryattheendofa

session.

Prepara)on

Pre-work:BagsofM&M’s,Listofprompts/ques2ons

Materials/Supplies:•SmallbagsofM&M’sforeachpar2cipant

•Markers/S2ckynotes

•Listofcolorswithprompts

Time: 15-20minutes

Groupings: Groupsof4-6

Direc)ons

1. Withoutlooking,takeoneM&Mfromyoursmallbag.

2. Usingtheguidebelow,respondtothepromptthatcorrespondswiththecolor.

3. Eachpersoninturnatyourtablerespondstohis/herdesignatedprompt.

4. Appointa2mekeeperineachgroup.Allow2minutesperperson.

5. ASergroupshavecompletedsharing,eachcolorofM&Mwillmeetandsharetheirlearnings.

Red Shareastrategyforbuildingacultureofcollabora2on.

Green Describehowyouusetechnologywithyourteam.

Orange Shareabook,ar2cle,tweetthatmadeaconnec2onwithyouandyourprac2ce.

Yellow Ifyoucouldmeetaneducator/leader/author,whomightyouwanttomeetandwhy?

Blue: Asyoureflectonyourbuilding,whatPLstandard/prac2ceisyourSTRENGTH?

Brown:Asyoureflectonyourbuilding,whatPLstandard/prac2ceisyourchallenge?

22


Standardsfor


LearningDesigns


• Ac2veEngagement

Tips(Op)onal)

• Usea2merandsetfor2

minutesforeach

par2cipant.

• Par2cipantsmayselecta

differentcolorifthey

cannotthinkofaresponse

totheonetheyselected.

Varia)ons(Op)onal)

• Adjustthepromptstoyour

context/topic/par2cipant

• Thiscanbeusedforaget-to-

knowyou/icebreaker.

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Prepara)on

Pre-work:Preparesimpleoutline(slide)ofthe5steps/rounds

Materials/Supplies:

• Chairsinacircle

• Eachpersonhaspapertotakenotes

Time: 10minutestosetupac2vity

40minutesforthe4rounds

5minutesforreflec2on

Groupings:Eachgroupwillbecomprisedof4educators.

Membersselfselect.Eacheducatorwillhaveatotalof10minutes.

Direc)ons

ROUNDS

RoundOne—Educatorsharesissue,problem,goal,ques2on,idea,challenge,celebra2on(1minute)

RoundTwo—Groupmembersaskclarifyingques2ons.Byhelpingtheeducatorgetclearabouthis/her

situa2on,wecanbeassuredthatthepossibili2esgeneratedbythegroupareinalignmentwiththetopic

expressed(1minute)

RoundThree—Educatorasksforthekindofinputs/hewantsfromthegroup:encouragement,support,

cri2que,strategies/possibili2es,etc.(1minute)

RoundFour—Thisistheopportunityfortheothermembersofthegrouptoshareasmanycomments,

solu2ons,possibili2es,etcthatthegroupcangenerate. Thisisnota2mefordialogue.

•Groupmemberssharetheirbestthinkingandtheideasflowfromonemembertoanother.Do

NOTgiveadvise.....possibilitythinking.

•Leaderjustlistensandtakesnotesifhe/shewishes,doesNOTanswerorrespondtogroup

members(6minutes)Note:Pretendthereisawallbetweenyouorhavetheleader

turntheirbacktothegroup.

RoundFive—Educatorshares“take-away”and/orrequestsmore2me/informa2onfromspecificgroup

members.Thisconversa2onwilltakeplaceatalater2me.(1minute)

Rotatetothenextgroupmemberandrepeattheprocess.

MastermindCategory:GroupProcess

PurposeProvideaforumfor

brilliantthinkingarounda

topiceachofusbringsto

ourgroup.

(1of2)

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Varia)ons(Op)onal)

Possibletopicsinclude:

• PLCManagementissues—keepingtrackof

agendas,takingnotesduringourplc2mes,

preparingforour2metogether,technology

issues,etc.

• Professionallearningtopics—selec2ngthe

“right”topic/learningdesigntosupportour

schoolimprovementplan.

• TechnologyIntegra2on.

• Data–what/howtousedatawithteam/

building.

• Curriculumissues.

• Interac2onwithteam/buildingmembers,

especiallyNEWmembers(rela2onships!)

• ANYtopic!

• Modelaprocessthatwemaywanttouse

“backattheranch.”

MastermindCategory:GroupProcess

Direc)ons-con)nued

Group’sresponsibility:

• Stayfocusedononeperson’sissueata2me.

• Listentothespeaker’sissue/goalbeforeofferingfeedback.

• Makesuretheteamisclearabouttheissue/goalbeforefeedbackisoffered.

• Keepthefeedbackconstruc2ve.

• Movequicklyfromoneeducatortoanothersothatlotsofideas/possibili2escanbegenerated

withoutsteppingonsomeone’sthinking.

• Keepconversa2onsconfiden2al.

• Enforcethegroupnorms.

Reflec)ons(10minutes)

• Howdidourgroupdousingthisprocess?

• Whatwashelpfulaboutthisprocess?

• Whatareyourpersonaltake-awaysfromthisprocess?

• Howmightthisprocessbeusedwithyourdistrict/organiza2on?

• Wholegroupshareatleast3sampleresponsesfromthesmallgroups.

Tips(Op)onal)BenefitsgleamedfromaMastermindgroup:

• Youarelistenedtoinasafeandnonjudgmental

environment.

• Youhavethesupportandencouragementof

yourgroup.

• Youcanbounceideasoffofthegroupbefore

youimplementac2on,savingyourself2meand

energy.

• Youreceivehelpfulfeedbackfromproac2ve,

objec2ve,passionatepeoplewhoareinvestedin

YOURsuccess.

• Youdevelopdeeperrela2onshipswithothers.

Standardsfor


• LearningCommuni2es

• LearningDesigns

(2of2)

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Direc)ons

QuickWritescanbeusedbefore,during,oraSernewlearning.

Herearesomesuggestedprompts.

1.BeforeNewLearning: •Whatdoyoualreadyknowaboutthis?

•Whatques2onsdidyouhavefromyourreading?

•Whatissomethingimportantforyoutoknowaboutthistopic?

2.DuringNewLearning: •Whatdoyouthinkaboutthisinforma2on?

•Howisthislike_____?

! •What is asignificantques2onyouwouldask?Why?

•Whatdoyouthinkwillhappennext?

•Iden2fyapoten2alproblemorissue.

3.AherNewLearning: •Whatissomethingimportantyoulearnedtoday?

•Whatdoyouthinkarethetwomostimportantpoints?

•Whatdidyoudotopar2cipatetoday?

•Whatwouldyouliketoknowmoreabout?

•Whatdidyouenjoyand/ornotenjoyaboutthisdiscussion?

•Whatissomethingyouaredoingtohelpyourselflearn?

QuickWrite

Purpose

• Ac2va2ngPriorKnowledge

• Reflec2on

• TrackingUnderstanding

• Blogreac2ons

• Microbloggingwith140

characters

Prepara)on

Pre-work:None

Materials/Supplies:Paperandwri2ng

utensilforeachpar2cipant

Time: Upto20minutes

Groupings: Individuals

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Category:Reflec&ons

Standardsfor


LearningCommuni)es

LearningDesigns

Tips(Op)onal)

• S2ckynotesona

posterboard

• Quickisthekeyso

2mingthewri2ng

sessionisimportant.

Varia)ons(Op)onal)Silentdebate:Par2cipantsrespondtoa

two-sidedorcontroversialaspectofthe

topicbyformingpairs.Onemember

supportsonesideoftheissueandthe

partnersupportstheother.Thentheytrade

papersandrespondtoeachothers

thoughtsandopinions.Paperscanbe

passedbackandforthforseveralrounds.

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SocratesCafe

Purpose

Toopenthinkingaboutatopic/

issueinasafeenvironment

Prepara)on

Pre-work:None


Time: Flexible

Groupings: Wholegrouporsmallergroups

Direc)ons

1.Thefacilitatorposesanopen-endedques2ononanygiventopic.

2. Par2cipantsmayrespondwithanswers,thoughts,ornewques2ons,butmustconcludeany

remarksbyposinganewques2on.

3. Thefacilitatorsaysaslieleaspossible,modelingcomfortwithgapsofsilence(wait2me).

26


Standardsfor


LearningCommuni)es

Leadership

Tips(Op)onal)Thisprotocolhelps

par2cipantsfeelfreetothink

aboutmul2plealterna2ves,

informa2on,andoutcomes.

Thefacilitatordoesnotjudge

orevaluate,onlyques2ons.

Varia)ons(Op)onal)Par%cipantstakenotesand

summarizeattheend

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Purpose3-2-1offersastructuredapproachfor

par2cipantreflec2on.Attheendofa

learningsession,askpar2cipantsto

respondinwri2ngwitha3-2-1

structure.

Direc)onsAttheendofyoursession,sharethreestatements.

Somepossibili3esmightinclude:

3–importantideasthatyouwanttoremember.

2–thingsyouwouldliketoknowmoreabout.

1–ideathatyouwillwriteabouttonight.

Share:Thepar2cipantsmaysharewiththeen2regrouporwithgroupsof3-4.

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Prepara)on

Pre-work:

Selectthethreestatements

Materials/Supplies:Cancreatea

handoutwiththe3statements

Time:8-10minutes

Groupings:Wholegroup

3-2-1Category:Reflec)on

Standardsfor

Professional

Learning

LearningDesigns

Tips(Op)onal)Use3-2-1tohave

par2cipantsprocesstheir

ownlearning.Forexample:

3strategiesyouusedduring

thisac2vity,2thingsyou

no2cedaboutyourown

thinking,1thingyoumight

dodifferentlynext2me.

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Varia)ons

• Usethisstrategybeforeintroducinganew

topic,viewingademonstra2on,or

readingapieceofliterature.Youmight

askpar2cipantsfor3thingstheyknow

aboutthetopic,2predic2ons,and1thing

they’relookingforwardto.

• 3-2-1+1:Par2cipantssharetheir

individualworkwithasmallgroup.As

theylistentoeachother,placeaddi2onal

itemsintheir+1columns.Thisvaria2on

reinforceslisteningskillsandenhances

thegroup’sknowledgebase.

PurposeProcessingInforma2oncollabora2vely

Prepara)on

Pre-work:None


Time:20minutes

Groupings:Greatforalargegroup-pairingswillchangeduringtheprocess.

Direc)ons1. Takeasmallpieceofpaper

2. Writethedefini2onoforwhatyouknowabouttheprompt,(examples:Whatisthedefini2onof

Twieer?Howdoyoudefineprofessionallearning?Describelearningcommuni2es.)

3. Exchangeyourpaperwithsomeone,thenexchangethatpaperwithanotherperson.Dothis

several2messoyoudon’thaveyourownpaper.

4. Whenpromptedbythefacilitator,getwithapartnerandsharethedefini2onsonthepaperyou

have.

5. Youhaveatotalof7pointstodividebetweenyourtwodefini2onsbasedontheirquality(i.e.

4+3,2+5,etc.).Writethenumberofpointsforyourdefini2ononthepaper.Tradepapersand

getanewpartner.

6. Repeat#5three2messoyourdefini2onhasatotalpossibleof21points.

7. Cometogetherasagrouptoseewhichdefini2onhasthehighestnumberofpoints-share

defini2ons.

Tips(Op)onal)Thismightbeusedbeforeor

aSerreadinganar2cle

(predic2ng/summarizing)

Varia)ons(Op)onal)

• Couldbeusedtogenerate

ideasforhowtoaddressan

issueornewini2a2ve.

• Couldbeusedtoevaluate

ideastosolveaproblem.

Standardsfor


LearningCommuni3es

LearningDesigns

28

Twenty-OneCategory:Genera)ngIdeas/ProblemSolving

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PurposeThisstrategyworkswellasanopeningac2vity

withagroupofpeoplewhoareacquainted

withoneanothertocreateunitythrougha

funac2vity.

Prepara)on

Pre-work:Createarecordingsheetthathasalineforthenameofthepersoncomple2ngthesheet,

twolinesunderthe2tle,“Truths”andoneline

underthe2tle,“Lie.”

Materials/Supplies:Pens,recordingsheet(above)

Time:15-30minutes

Groupings:Idealforgroupsof10-15;splitlargergroups.

Direc)ons1. Giveeachpersonarecordingsheet.

2. Facilitatormodelanexample.

3. Privately,eachpersonwritestheirnameonthesheetandliststwo“truths”abouther/himself

thatothersmaynotknow,aswellasone“Lie”abouther/himself.

4. Thesheetsarecollectedandtheleaderreadsasheetoutloudtothegroup.Thenameisnotread

andthetwotruthsandtheoneliearereadinrandomorder.

5. Thelargegrouptriestoguesswhothesheetisabout.

6. Oncethegroupguessesacorrectperson,thepersonrevealsthetruthsandthelies.

Tips(Op)onal)

• Useanotecard

• Canalsobeusedfor

reviewcontent(asa

beginningorending

ac2vity.

Varia)ons(Op)onal)

• 3TruthsandaLieisanother

op2on.Doingroupsof4-5and

havethemreadtheirownlist,

thenthegroupguesses.Also

knownand3FactsandaFib.

• Insteadofsharingatatable,they

keeptheircard/paperandmove

aroundtheroom,stoppingoncue

andsharingwiththeperson

closesttothem.Repeat3-42mes.

Standardsfor


LearningDesigns

29

TwoTruths

andaLieCategory:TeamBuilding

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Purpose

• Synec2cs,literallytranslatedmeans

“bringingtogetherdiverseelements.”

• Par2cipantssynthesizetheirknowledgeofa

conceptbycomparingittoanunrelated

objectorpicture,drawinganalogies,

metaphorsorsimiles.

• Thisstrategyfocusesaeen2ononthetopic/

issueunderconsidera2on.Itsurfaces

underlyingissues,axtudesand

understandings.

• It’salsofun.

Prepara)on

Pre-work:Preparepicturecardswithphotographsand/orreallifeobjects.Onepicture

card/reallifeobjectisgiventoeachgroup.

Materials/Supplies:Paper,pens/markers,

printoutsofsimplelinedrawingsorbasicshapes.

Time:10-15minutes

Groupings:Tablegroupofatleast4

Direc)ons

1. Randomlydistributeapicturecard/reallifeobjecttoeachgroup.

2. Givethestarter:(Yourtopic)islikethispicture/objectbecause….

3. Giveeachgroup3-4minutesofbrainstorming2me.

4. Eachpar2cipantsharesattheirtable.

5. Offeranotherminuteortwoforeachgrouptochoosetheirfavoritecomparisontoshare.

6. Eachgroupsharesthepictureandmakestheconnec2ontothetopic.

Tips(Op)onal)CangiveEACHpar2cipanta

pictureandhavethem

complete:_____islike____

because.Then,eachtable

willselecttheirfavoriteand

sharewiththeen2regroup.

Varia)ons(Op)onalThisstrategycanbeusedas

areflec2on/review/

summaryofatopicor

discussion.Youcanalsouse

thesamepicture/reallife

objectfortheen2regroup.

Standardsfor


LearningCommuni3es

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VisualSynec5csCategory:TeamBuilding

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Addi5onalResources

31

OtherGreatStuffonourJourneyTherearemanyresourcesthatsupportour

learning.Hereareafewforyoutoexplore.

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BecomingALearningSchool,JoellenKillionandPatriciaRoy,2009

BecomingaLearningSystem,StephanieHirsh,KayPsencik,andFrederickBrown,LF,2014

DesigningSchoolsforMeaningfulProfessionalLearning:AGuidebookforEducators,JaniceBradley,Corwin,2015

PlaybookforProfessionalLearning:Pu^ngtheStandardsintoAc9on,StephanieHirshandShirleyHord,2012

Adap9veSchoolsSourcebookandLearningGuide,RobertGarmstonandBruceWellman,2016

PowerfulDesignsforProfessionalLearning,LouisBrownEaston,LF,2015

ProtocolsforProfessionalLearning,LouisBrownEaston,LF,2009

LearningForwardhaswriHenaseriesofbooks,eachfocusingononeofthesevernStandardsofProfessionalLearning.

EachbookbeginswithReachingtheHighestStandardinProfessionLearning:

★ LEARNINGCOMMUNITIES,ShirleyHordandPatriciaRoy,CorwinandLF,2014

★ LEADERSHIP,KarenSeashoreLouis,ShirleyHord,ValerieVonFrank,CorwinandLF,2014

★ RESOURCES,KarenHawleyMiles,AnnaSommers,PatriciaRoy,ValerieVanFrank,CorwinandLF,2016

★ DATA,ThomasGuskey,PatriciaRoy,andValerieVonFrank,CorwinandLF,2014

★ LEARNINGDESIGNS,EleanorDrago-Severson,PatriciaRoy,ValerieVonFrank,CorwinandLF,2015

★ IMPLEMENTATION,MichaelFullan,ShirleyHord,ValerieVonFrank,CorwinandLF,2014

★ OUTCOMES,DeloresLindsey,RandallLindsey,ShirleyHord,ValerieVanFrank,CorwinandLF,2016

Websites:

★ LearningForwardhHps://learningforward.org/

★ LearningForwardKansashHp://learningforwardkansas.org/

★ S%ckyStandardshHp://s%ckystandards.org/

★ Na%onalSchoolReformFacultyhHp://www.nsrYarmony.org/

★ LookingatStudentWorkhHp://www.lasw.org/index.html

★ ThinkingCollabora%ve(Adap%veSchools)hHp://www.thinkingcollabora%ve.com/

http://learningforward.org/

http://learningforward.org/

https://learningforward.org

https://learningforward.org

http://learningforwardkansas.org




http://stickystandards.org




http://www.buhlerschools.org/


http://www.nsrfharmony.org

http://www.nsrfharmony.org



http://www.lasw.org/index.html

http://www.lasw.org/index.html

mailto:[email protected]?subject=email%20subject

mailto:[email protected]?subject=email%20subject

http://www.thinkingcollaborative.com

http://www.thinkingcollaborative.com

32

AddYourOwnFavoritesPossibilityThinking.....Solu5onsThinking

Walking the territory is

a lot different than

reading the map.

~Suzanne Bailey

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Learning = Change

professional learning tips, tools, and protocols · 2018-08-20 · kansas educators, kansas...

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