Big Footprints, Little Steps

Workbook

Welcome! I am excited to facilitate this process with you. Inside this workbook, you will find several graphic organizers that have worked for my co-teacher and I. Feel free to adapt to your needs. Additionally, I have included directions and notes to activities that we will use during the workshop.

High Tech High

Deeper Learning Conference 2017

Wednesday, March 29, 2017

1:00pm - 4:30pm

Shannon McClung,

English Language Acquisition Teacher, Anne Arundel County Public Schools

I. Guiding Question(s):

II. Reading Materials:

III. Reading Comprehension Activities:

IV. Directions: Individually, brainstorm areas of improvement in your community for

1 minute. Share with group.

Directions: Work with your group to write 4 different styles of survey questions for students to answer centered around areas for improvement in your/their community. Use brainstorm ideas in your questions.

Teacher’s Improvement Project Survey (Model)

1.
2.
3.
4.

V. Administer Survey - How and when will you give your survey to your students?

VI. Tally Survey Results and Analyze

Teacher’s Improvement Project Survey Results - Tally Sheet

1. / ______/ ______/ ______
2. / ______/ ______/ ______
3. / ______/ ______/ ______
4. / ______/ ______/ ______

Survey Analysis:

Students want ______

______.

VII. More Survey Models - Find 3-5 example surveys for students to review.

Copy and paste links to example surveys here:

Student Climate Sample Survey
Example Survey

VIII. Directions: Work with team members to write 10 survey questions, with the same answer format, focused on improving the playground at your school. Use a variety of general and specific words/phrases if you wish to compare them as a discussion topic with your students.

(Student directions: Choose your 5 favorite survey questions.)

Playground Improvement - Student Survey Questions

IX. Directions: Analyze the survey results.

*(If you do not have a chance to complete an improvement survey with your students prior to this workshop, use the Building Community with Gaga - PBL Example Appendix D on page 7).

Write down what you notice:

Based on the results, what do the students want?

X. Decide on Product Idea: Post-It Note Brainstorm & “2 Votes and a Veto”

Directions:

First, each team member thinks about playground improvement product ideas and an authentic audience. Then each person writes down 3 product ideas (1 per post-it note) and sticks them on the wall. Group similar ideas together.

Next use “2 Votes and a Veto” process where each person votes by putting a checkmark on their favorite 2 ideas and 1 X on their least favorite idea. Then eliminate all the ideas with an X. See what ideas are left. If only one idea is left, that is the project product. If 2 ideas are left, then each group member gets one vote with the teacher voting to break a tie if need be. If 3 or more ideas are left, then use the “2 Votes and a Veto” process again. Repeat until one product is chosen.

Write authentic product idea here:

XI. Manageable Chunks: Post-It Note Brainstorm & “2 Votes and a Veto”

Directions: Each team member thinks about what do you want students to focus on and what parts can this project be broken down into. Each person writes these ideas down, one on each post-it note. Write as many ideas as possible in 2 minutes. Put post-it notes on the wall, group similar ideas into categories, and see how many categories develop. Use the “2 Votes and a Veto” process if needed to decide on 2-3 phases of the project with 8-10 lessons each.

Phase 1:______ / Phase 2:______ / Phase 3:______

XII. Directions: Draft a timeline for completing the phases of your project. Start by back mapping from Exhibition Day. Use your 2017-2018 school calendar to work around days off and special events, as well as any assessment periods you are aware of like the 5-6 week WIDA for English language learners in January to mid-February.

______Project Timeline with Due Dates

Done / # / Phase / Description / Timeline -
Finish Date / Who’s responsible?

XIII. Directions: Draft a weekly calendar for your project. Use your Project Timeline and your 2017-2018 school calendar to work around days off, special events, assessments, etc. Think about your projected due dates, space out your lessons, add in review days after school breaks, add in project work days, and remember to stay flexible.

Project Calendar Worksheet

Project ______

Grade(s) ______Unit ______

Week 1 / Day 1: / Notes:
Day 2:
Day 3:
Week 2 / Day 1: / Notes:
Day 2:
Day 3:
Week 3 / Day 1: / Notes:
Day 2:
Day 3:
Week 4 / Day 1: / Notes:
Day 2:
Day 3:
Week 5 / Day 1: / Notes:
Day 2:
Day 3:
Week 6 / Day 1: / Notes:
Day 2:
Day 3:
Week 7 / Day 1: / Notes:
Day 2:
Day 3:
Week 8 / Day 1: / Notes:
Day 2:
Day 3:
Week 9 / Day 1: / Notes:
Day 2:
Day 3:
Week 10 / Day 1: / Notes:
Day 2:
Day 3:

Next steps after workshop:

❏Review PBL handout

❏Use these notes to develop your weekly objectives and lesson plans.

❏Add standards into lessons where they fit best.

❏Write a “to do” list of important deadlines you, the teacher, need to meet to make this project a success.

Practice protocols for Project Tunings and Dilemma Consultancies with coworkers.

❏

PROJECT TUNING Protocol

Norms:

●Hard on the content, soft on the people

●Be kind, helpful and specific

●Share the air (or “step up, step back”)

Protocol:Total time: Approximately 30 minutes

1.Overview(4 min) - Presenter gives an overview of the work and explains what goals they have in mind when designing the project. It may be helpful for the presenter to put the project into the broader context of what is happening in their classroom or school. Participants then may have an opportunity to quietly look at “the work” (e.g. project handout, student work, etc.). Finally, the presenter shares a dilemma by framing a question for the group to address during the discussion.

2.Clarifying Questions(5 min) – Group members ask clarifying questions of the presenter. Clarifying questions have brief, factual answers and are intended to help the person asking the question develop a deeper understanding of the dilemma. An example of a clarifying question is “How will groups be chosen for this activity?”

3.Probing Questions(5 min) – Group members ask probing questions of the presenter. Probing questions help the presenter expand their thinking about the dilemma. However, probing questions should not be “advice in disguise”, such as “Have you considered…?” An example of a probing question is “What evidence will you gather to determine the extent to which the goals of your project were met?”

4.Discussion(10 min) - The presenter reframes the question if necessary and then physically steps back from the group. The group discusses the dilemma and attempts to provide insight on the question raised by the presenter.

●Positive feedback: It is helpful to begin with positive feedback, such as “What strengths do we see in the project design?”.

●Opportunities for growth: Next, the group takes a more critical analysis of the work, using the question proposed by the presenter to frame the discussion. For example, “What isn’t the presenter considering?” or “I wonder what would happen if…”.

The presenter is not allowed to speak during the discussion, but should listen and take notes. It is a good idea for the presenter to physically sit outside of the circle and for the group to close in the circle without the presenter. Resist the urge to speak directly to the presenter.

5.Response(3 min) – The presenter has the opportunity to respond to the discussion. It is not necessary to respond point by point to what others said. The presenter may share what struck them and what next steps might be taken as a result of the ideas generated by the discussion.

6.Debrief(3 min)– The facilitator leads a conversation about the group’s observation of the project tuning process.

Questions posed to the group might include:

●Did we have a good question? How well did we stick to the question?

●To what extent was this process helpful for the presenter? Did our probing questions really push his/her thinking? Did our ideas from the discussion provide insight into possible next steps?

●Was there a moment when the conversation made a turn for the better? Was there any point where we went off track?

●How did we do embodying our norms? (e.g. “hard on the content, soft on the people”, “step up/step back”, etc.)

●Resist the urge to turn the debrief back to a discussion of the dilemma.

Tips for facilitation:
○Work with the presenter to frame a good question beforehand ~ meet beforehand to discuss the dilemma and wordsmith a question that is open-ended and not easily solved. Write the question on the whiteboard so that it is visible during the entire conversation.
○Stick to the time for each section ~ use a timer to keep track of time or ask a volunteer to help.
○Don’t be afraid to keep the group focused on the protocol ~ if a probing question is asked during clarifying questions, gently ask the participant to write it down and wait until you have moved on to that point in the conversation.
○Redirect the conversation when necessary (without unnecessarily monopolizing airtime) ~ if the discussion jumps straight into responding to the dilemma question before sharing positive feedback, make sure to take time to celebrate the thinking or work first.
○Resist the urge to skip the debrief ~ the debrief is a crucial way to deconstruct the conversation and improve the quality of our dialogue w/colleagues over time. Value this part of the process by honoring the time dedicated to it.
○Be courageous and confident ~ strong facilitation is the key to having successful dialogue about our work and is appreciated by everyone in the group. If it helps to literally read each step to the group, by all means do so. And remember to “cowboy up” or take full ownership of your important role as facilitator!

DILEMMA CONSULTANCY PROTOCOL

Norms:

●Hard on the content, soft on the people

●Be kind, helpful and specific

●Share the air (or “step up, step back”)

Protocol:(30 min total)

Overview (3 min) - Presenter gives an overview of the dilemma and frames a dilemma question for the group to consider. It is helpful to post the dilemma question somewhere everyone can see and give time to review any related “artifacts”.

Clarifying Questions(4 min) – Critical friends ask clarifying questions of the presenter. Clarifying questions have brief, factual answers and are intended to help the group develop a deeper understanding of the dilemma. An example of a clarifying question is “How many times a week does the entire faculty meet?”.

Probing Questions(4 min) – Critical friends ask probing questions of the presenter. Probing questions help the presenter expand his/her thinking about the dilemma. However, probing questions should not be “advice in disguise”, such as “Have you considered…?” An example of a probing question is “What is your hunch about how to handle this issue?”.

Discussion(11 min) - The presenter reframes the question if necessary and is then physically removed from the group. The group discusses the dilemma and attempts to provide insight on the question raised by the presenter.

●Positive feedback: It is helpful to begin with warm feedback, such as “What strengths do we see in the presenter’s thinking?”.

●Opportunities for growth: Next, the group takes a more critical look at the dilemma, using the question posed by the presenter to frame the discussion. For example, “What isn’t the presenter considering?” or “I wonder what would happen if…”.

The presenter is not allowed to speak during the discussion, but should listen and take notes. The presenter physically sits outside of the circle, while the group closes in the circle without the presenter. Resist the urge to speak directly to the presenter.

Response(3 min) – The presenter has the opportunity to respond to the discussion. It is not necessary to respond point by point to what others said. The presenter may share what struck him/her and what next steps might be taken as a result of the ideas generated by the discussion.

Debrief(3 min)– The facilitator leads a conversation about the group’s observation of the consultancy process. One mark of a good facilitator is his or her ability to lead a good debrief.

Questions posed to the group might include:

● Did we have a good question? How well did we stick to the question?

●To what extent was this process helpful for the presenter? Did our probing questions really push his/her thinking? Did our ideas from the discussion provide insight into possible next steps?

●Was there a moment when the conversation made a turn for the better? Was there any point where we went off track?

●How did we do embodying our norms? (e.g. “hard on the content, soft on the people”, “step up/step back”, etc.)

Resist the urge to turn the debrief back into a discussion of the dilemma.

Closing the loop (2 min) – Participants have the opportunity to each share one “take away” from the discussion or something they will bring back to their own practice.