Explicit Instruction - Engaging Teachers at Staff Meetings ...Engaging+Teachers+at+Staff+Meeti… · Explicit Instruction - Engaging Teachers at Staff Meetings. ... • 6-8 thinking

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Explicit Instruction -

Engaging Teachers

at Staff Meetings.

November. 2013

Presented by Eric Frangenheim

It’s the

VERB!!!

© ITC Publications Pty Ltd

• Major Goal

for the

session

RAS Alert. Inside cover

Engaging Staff Meetings

To avoid this!

..%5C..%5Cbigcat.wmv


• Your Context. Meetings

• Thinking Skills Framework

• 6-8 thinking skills/tools

• Reflection on these tools

• Transfer of these tools to your context

RAS Alert for Engaging

Teachers at Staff Meetins

TYPES OF STAFF MEETINGS

1. INDIVIDUAL

2. SMALL GROUP

3. WHOLE STAFF

© Eric Frangenheim

• PROF REVIEW

• INTERVIEW-POSITION

• COURAGEOUS

CONVERSATIONS

• PASTORAL CARE – HOH

• CURRICULUM – HOD

• MANAGEMENT-SLT

• ADMINISTRATION

• INFO DISSEMINATION

• INITIATIVE-CONSENSUS

• IMPROVEMENT-

OWNERSHIP

© Eric Frangenheim

Get involved!!! (p 3)

List the impediments or barriers to

• Innovative thinking

•engagement

•discussion,

•questioning,

•involvement at staff meetings

•How? Noisy Round Robin


Th

ink

Driv

e

www.itcthinkdrive.com.au

© Eric Frangenheim

© Eric Frangenheim

Reflecting on our staff

meetings Inside front cover.

Please complete these four questions

No feedback required

Sharing OK


Activity 1.

Who is more crucial here? P2.

How? Think:Pair:Share

Prin

ciple

s - Thin

king

C

lassroo

m Who is more

crucial here?

1. Think:-3 reasons

2. Pair:

3. Share:

A B

Explicit

instructions • Think:Pair:Share

or ?



Explicit thinking

intentions and

explicit thinking

instructions

Maps

Moral/spiritual/ethical

Values

Family/relationships

Financial

Career

“Excuse me

teacher. Why are

we learning this?”

Common language for

road users?

Mr Majola’s Question

Acting like an internet

database to recall facts,

information and data. LIST

DEFINE MATCH

Acting like an expert, showing

understanding of words, concepts,

cause and effect and ‘reasons for’!

EXPLAIN CLASSIFY

INTERPRET COMPREHEND

Acting to apply new skills, rules and

concepts to related and new

situations.

SOLVE PLOT CALCULATE PRACTICE

Fo

un

da

tion

Th

ink

ing

Acting like a magnifying glass to closely

examine and identify the component

parts of an issue, situation or object.

INVESTIGATE DEBATE DISCUSS

IDENTIFY

Acting like the scales of justice to

weigh up

the evidence to make and justify a

decision.

DETERMINE / DECIDE JUSTIFY JUDGE

Acting like an inventor, experiencing

‘light bulb’ moments to generate new

products, ideas or ways of doing

things.

DEVELOP CREATE INVENT MODIFY

PROPOSE

Hig

he

r ord

er th

ink

ing

It’s the VERB!!!

Ownership leads to Motivation


APPLY

acting like a

‘How To

Manual’–

applying

previously

learnt data in

similar or novel

situations

applying, calculating,

classifying, compiling,

completing,

constructing,

demonstrating,

dramatising,

employing, illustrating,

inferring, operating,

practising, showing,

solving, using, writing

Applying previously learned knowledge, construct…

Using your knowledge of…, formulate 6 questions…

Write a letter to the editor pointing out…

Classify the following…into their correct…

Write a news report…

Construct a flow chart for…

Interview a group of people…to identify…

Silent Card Shuffle

POE

Role Plays

UNDERSTAND

acting like a

Dictionary

understanding

words,

concepts,

cause-effect

and ‘reasons

for’

classifying,

comprehending,

describing, discussing,

explaining, interpreting,

outlining, paraphrasing,

recognising, restating,

translating

Explain how…has impacted on…

Describe in clear logical steps…

Paraphrase in your own words…

Give reasons for…

Using words, pictures and icons, restate what you

know about…

Use the metaphor of…to help you understand…

Research songs to help you understand…

State three things you know about…

Concept Maps

Cause–Effect Maps

Double-Bubble Maps

PCQ

Silent Card Shuffle

Jigsaw

Y-Chart

REMEMBER

acting like an

Encyclopaedia

where one finds

information,

facts, data

defining, describing

(facts), finding,

labelling, listing,

locating, matching,

memorising, naming,

quoting, recognising,

repeating, reproducing,

retelling, stating, telling

Describe what happened at…

List all the…

Name all the…

What is… (facts/definition etc)?

List the attributes of…

Write 10 facts about…

Make an A-Z list of…

Recall…

Mnemonics

Rhymes/Music

Acronyms

KWHL

Silent Card Shuffle

Pairs & RAS Alert

Ownership leads to Motivation


CREATE

acting like

Thomas

Edison,

always

improving,

designing,

planning

creating, devising,

embellishing,

extrapolating,

forecasting,

formulating

generalising,

generating,

hypothesising,

improving, inventing,

modifying, planning,

predicting, proposing,

synthesising,

Design an improved…for…

Formulate a set of criteria to judge…

Compose a song, jingle or rap to…

Modify…in order to create a fairer…

Develop an argument to persuade people…

Generate key questions for…

Create a role play/experiment to…

Devise a new code for…

1:4:P:C:R

Y-Chart

MAS

Round Robin/Hot Potato

Image Associated Ideas

Word Association

EVALUATE

acting like

a Judge,

based

on the

evidence

arguing, assessing,

concluding, deciding,

critiquing, debating,

determining, grading,

judging, justifying,

prioritising, ranking,

recommending,

selecting, verifying

Which of the two…would be better for…

Choose and justify a theme song for…

Justify the decision of…

Determine which is the more effective…

Evaluate the effectiveness of…

Select which is the best option…or…

Rank the following from…to most…

Debate the issue…

Decision-Making Matrix

Human Continuum


Judge Jury

PCQ

Elimination Draw

Y-Chart

ANALYSE acting like a

Sorting Tray,

examining and

breaking up an

issue into its

component

parts

analysing, arguing,

categorising,

comparing,

contrasting, critiquing,

debating, deducing,

differentiating,

discussing,

distinguishing,

examining, explaining,

identifying, inferring,

investigating,

separating

From at least 4 peoples’ viewpoint, analyse…

Discuss the similarities and differences between…

Compare and contrast…

Investigate all the factors that could influence…in…

Summarise the reasons for…

Deduce how the parts interact in…

Conduct research on the issue of… in order to gain

a deeper understanding of…

List the pros and cons of…

Decision-Making Matrix


Judge Jury

KWHL

PCQ

Icon Prompt

Double-Bubble Maps

T-Chart

Y-Chart

Jigsaw

Which picture am I asking my

students to act like?

The ‘WHY’

Cognitive

outcome

Four Choices for a Unit. P 2

Choice 1. Largely information and

skills based

Choice 2. Largely aimed at in-depth

research/investigation/explanation

Choice 3. Largely at judging material

investigated

Choice 4. Generating

alternatives. Improvements,

new ideas

Unit: Our Community

Four Choices for a Unit

Choice 1. Largely

information and skills

based

Choice 2. Largely

aimed at in-depth

research/investigation/

explanation

Choice 3. Largely at

judging material

investigated


alternatives.

Improvements, new

ideas

Unit: Our Community

Show the basic history,

commerce and facts about

our community/society and

how it works

What is our community

really about? Go beyond

the obvious.

To what extent is this a great

place to live? How does it

compare to x?

Recommend improvements to

your city council

Classify your types of meeting

interactions in terms of Blooms


Page 2. Four topics

for staff meetings

Four Choices for purpose of a Staff

Meeting. P 2

Choice 1. Largely information and

skills based

Choice 2. Largely aimed at in-depth

research/investigation of a local issue

Choice 3. Largely at judging a situation

or proposals


alternatives/improvements, new

ideas

Staff Meeting

© Eric Frangenheim

Noisy Round Robin. P 3 • Aim, Purpose (Mr Majola’s Question!)

• To generate a large number of ideas

quickly

• Rules

• Teams of 2-4

• Declare the topic

• I scribe per team

• Brainstorm Rules apply

© Eric Frangenheim

The Tyranny of ‘THE’

• Paul McCready &

The Gossamer

Albatross

• Conventionality,

Big Wings at the

Front

• Originality

© Eric Frangenheim

© Eric Frangenheim

The Problem with Brainstorming

• Only 1 participant out

of 50 = 2%

• Not all are engaged

• Too bright

• Too confused

• >15 seconds – energy

nosedive

Good news – all

strategies or

thinking tools are

better forms of

Brainstorming –

more engagement

© Eric Frangenheim

Noisy Round Robin. P 3 • Aim, Purpose (Mr Majola’s Question!)

• To generate a large number of ideas

quickly

• Rules

• Teams of 2-4

• Declare the topic

• I scribe per team

• Brainstorm Rules apply

“Excuse me

teacher. Why are

we learning this?”

Common language for

road users?

Mr Majola’s Question

© Eric Frangenheim

Noisy Round Robin

• Yoplait (swap sheets

clockwise –French!)

• Rule

– Read all responses

– Add new ideas BUT

– Do not repeat what you

have already generated

– Yoplait again

Topic: Barriers to Engagement

at Staff Meetings

© Eric Frangenheim

Noisy Round Robin.

• Value Add by:

• A) Ask participants to decide on top 2-

4 ideas on their sheet – facilitator adds

these to white board – discuss –

facilitator adds own ideas at end

• B) Ask participants to find 1. Most

Difficult to solve, 2. Easiest to solve

and 3. Most Dangerous Impediment.

Record all answers and discuss

© Eric Frangenheim

Noisy Round Robin

• Value Add to the lists

• How? Suggest activities

1.Prioritize

2.Categorise

3.T Chart of Problem-Solution

Mr Majola’s Question –

Reflection and Transfer


Reflection

•Why is this useful?

•How did it promote learning

and engagement?

•How did this address our

school’s learning outcomes

•Skills employed?

Transfer to RAS Alert

•Where would you use it in

your Staff Meetings

•Where could you use this at

home/professional meetings?


© Eric Frangenheim

Elimination Draw (p 3)

This only finds the ‘Core’ value, element, reason, problem, solution, etc.

How?

1. Generate a LIST

2. Seed the list and enter on TP (4-24 or more on a list)

3. Play out the Elimination Draw (1, 2, 3, or 4 in a group)

4. Feedback and discuss


Elim

ina

tion

Dra

w

VERB- Decide

Question: - Which coin has the greatest value?

TOOL: Elimination Draw

http://en.wikipedia.org/wiki/File:Australian_Five_Cents_Rev.png

http://en.wikipedia.org/wiki/File:Australian_10c_Coin.png




http://en.wikipedia.org/wiki/File:Australian_$1_Coin.png












© Eric Frangenheim

Elimination Draw (p 3)

This only finds the ‘Core’ value, element, reason etc

How?

1. Generate a LIST

2. Seed the list and enter on TP (4-24 or more on a list)

3. Play out the Elimination Draw (1, 2, 3, or 4 in a group)

4. Feedback and discuss




Reflection



and engagement?



•Skills employed?



your Staff Meetings






© Eric Frangenheim

Pros, Cons, Questions. cont

Value Add by (below PCQ table)

1. Asking learners to rate their best 2-4

responses per column (behave like judges)

2. Learner feedback to facilitator –

whiteboard – discuss

3. At end of discussion, facilitator adds own

ideas, learners can record these




Reflection



and engagement?



•Skills employed?



your Staff Meetings



© Eric Frangenheim

Decision Making Matrix (p 6)

• Use when comparing two or more choices

and deciding (Analyse and Evaluate)

• Poor decisions – too few criteria or factors

• 2 features

• Criteria (Analyse)

• Rating (score) (Evaluate)

END OF YEAR STAFF PARTY?



NATIONAL ELECTION

Criteria

Score

(1-5)

Education NBN Hospital

Waiting

lists

Law &

Order

Leadership Total

Party A

Party B

Party C

Other Criteria: Carbon, Gonski

© Eric Frangenheim

Critical Thinking

Analysis

+

Evaluation

=

“Critical Thinking”

Critical from Greek: kritikos: capable of judging

© Eric Frangenheim

Leasing Photo copying machines

Criteria Cost Brand Processor Hard Disc Total

Type A

Type B

Plus Ram, Screen, Screen Size

POSSIBLE TOPICS FOR DECISION

MAKING AT STAFF MEETINGS

• 1. INDIVIDUAL

• SMALL GROUP

• WHOLE STAFF

© Eric Frangenheim

• PROF REVIEW

• INTERVIEW-POSITION

• COURAGEOUS

CONVERSATIONS

• PASTORAL CARE – HOH

• CURRICULUM – HOD

• MANAGEMENT-SLT

• ADMINISTRATION

• INFO DISSEMINATION

• INITIATIVE-CONSENSUS

• IMPROVEMENT-

OWNERSHIP

© Eric Frangenheim




Reflection



and engagement?



•Skills employed?



your Staff Meetings



© Eric Frangenheim

The Y Chart (p 7)

• A sensate response (right brain?)

• Looks, Sounds, Feels Like (Taste and Smell)

• Start obvious, superficial, concrete

• Encourage, model and move on to implied, related, abstract, conceptual – Deeper thinking (HOT)

• Pre-product stage

• Art, design, poetry, persuasive genre, written response

© Eric Frangenheim

© Eric Frangenheim

© Eric Frangenheim


SPLIT Y CHART



YJWB to determine 7 conditions for

optimal engagement at staff meetings

• How?

• Split Y Chart and 1:4:P:C:R


© Eric Frangenheim

1:4:P:C:R (p 9)

• To design, define, embellish, clarify, express

• Step 1. Write, draw – solo – silent (2-10 min)

• Step 2. Share in groups of 4

• Step 3. publish joint product – on wall

• Step 4. Circle and take notes

• Step 5. Return and refine

• Step 6. Debrief






Reflection



and engagement?



•Skills employed?



your Staff Meetings



Discussion at end of this workshop

HOW?

3:2:1:RIQ

3 x Recalls (Facts)

2 x Insights

1 x Question

Insights? e.g.

I now realise that .....

It was interesting to note that ....

I was surprised to notice that ....

This affirms

Questions. e.g.

I wonder …

What if …

How does this relate/impact …

In the future …

Avoid the

Danger of

‘Think’.

What do you

think about

your holidays?

I want you to think about your

holidays by

• Listing all the things you did

• Explaining why we need holidays

• Showing how one event has changed the way you think or act now



Discussing a challenging incident

Extended PCQ or SWOT Analysis

Judging this holiday compared to the

previous two.

Decision Making Matrix

Suggesting improvements for your next

holiday to make it even better.

MAS or Y Chart after the

Extended PCQ


Explicit Instruction - Engaging Teachers at Staff Meetings ...Engaging+Teachers+at+Staff+Meeti… · Explicit Instruction - Engaging Teachers at Staff Meetings. ... • 6-8 thinking

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