Attributes of Adult Learners

• Adults need to be honored for the experience that they bring to the opportunity

• Adults respond positively to learning in which the information has some personal meaning

• Adults benefit by relating what they are studying to what they need to know

• Adults learn best when they are “active” participants in the learning process

• Adults require learning sessions where time is used wisely

The principles of Adult Learning Theory were drawn from Joyce and Shower (1995), the National Staff Development Council (1995), and Little (1993).

A Guide for Collaboration

I. Planning and Development of Lessons

II. Examining Student Data

III. Problem Solving Activities to Use While Learning New Strategies

IV. Other

Collaboration ChecklistA Demonstration of Planning and

PracticeA. Sharing desired student outcomes (putting the lesson

in the context of your class and discussing what you want students to take away from the lesson

B. Studying student work to decide what to do next Sharing how students responded the last time the activity/strategy was used

C. Sharing or showing the materials to be used and why they were selected

D. Asking for ideas about:E. Planning the lesson and completing the planning guideF. Rehearsing the lesson and/or strategyG. Jotting down ideas or reflections about the rehearsalH. Observing and listening to a partner’s rehearsal

Davenport Community School District: Revised

Adapted from E.F. Calhoun, The Phoenix Alliance Every Child Reads

Collaboration Checklist (cont’d)

J. Asking questions for clarificationK. Making suggestions based on what a partner said she/he wanted

students to experience Deciding when to meet next and what to work on

L. Recording your implementation dataM. Setting a time to observe a partner using the activity/strategy with

her/his studentsN. Observing a partner using the activity/strategy with her/his

studentsO. Working with your students and modeling an activity/strategy

Watching a videotape of a partner using the activity/strategy with her or his students

P. Studying a document that describes the attributes of the activity/strategy and deciding what to work on next

Q. Reviewing, organizing, or analyzing general school dataR. Enjoying studying and working together

Davenport Community School District : Revised

Adapted from E.F. Calhoun, The Phoenix Alliance Every Child Reads

Example adapted from Reading First , IA DE, 2004Explicit Instruction Implementation Log (Jan. 2004)

Date: ________________District: ____________ School: __________Name/Grade level or role: ______________Check one:____ I am using this log to plan or record notes for my lesson____ I am using this log as I observe my collaborative partner:

__________________ I am using this log as I observe a live or videotaped

demonstration during staff development: ____________________1. Lesson focus2. Resources3. Lesson introduction4. Teacher models and Demonstrations5. a. Students’ Practice and Application Activities

Example adapted from Reading First , IA DE, 2004Explicit Instruction Implementation Log (Jan. 2004)

6. b. Data Collection7. c. Reflections on Student Responses 8. Items to Address or Emphasize in the Next Lesson9. Monitoring Transfer

Collaboration DataIn the last five school days, have you worked with your collaborative

partner to select and rehearse explicit instruction component?___ Yes ___ No If “Yes,” how many times?

___In the last five school days, have you demonstrated an explicit

instruction lesson (with students) for your collaborative partner?___ Yes ___ No If “Yes,” how many times?

___Questions about explicit instruction lesson:

E.F. Calhoun, The Phoenix Alliance

Collaboration

• Collaborate: The “What”– To work together, especially in joint

intellectual effort

• Collaboration Partners: The “Who”– Are flexible– Are active, participatory, productive– Are respectful and appreciative of other

colleague

• Collaboration: The “How”

Collaborative team strategies for success:

• Regularly scheduled meeting times• Time limits for meeting• Written agendas or forms to use• Keeping meeting minutes or complete forms

together• Assigning tasks to be competed prior to next

meeting• Face-to-face contact• Celebrating team successes

What’s Worth Fighting for Out There?

• Teachers no longer have the luxury of freedom to ignore change.

• The changes are not going away.• The “out there” is now “in here”.

Michael Fullan and Andy Hargreaves

Change

• Teachers are both the objects of change and the subjects of change.

• Change adds to the uncertainty and anxiety of teaching.

• Yeah, Change!

Cynical Veteran Teacher...Why?

• As we age, we realize our power to change the world is...well, limited.

• “I’ve seen it all before.” Each new innovation is touted as "the best,” even when it contradicts the previous one.

Resist-O-Meter

How to Detect Change Resisters1. We just need to go back to the

basics.2. It worked before. That's the way we

have always done it.3. We’re just fine they way we are.4. Not my job. I didn’t sign up to be a ________.5. It won’t work.

Two Levels of Resisters

Passive Active

Passive Resisters: The Bad News

• Perceive change as a problem• Complain a lot, marked by grumbling

and whining• Critical and untrusting of something

new imposed upon them• See only the negative side

Passive Resisters: The Good News

• Complaining stops when new process is enjoyed by majority

• Followers, not leaders• Will do what they see most people

doing

Active Resistors: The Bad News

• Does not take a lot of them to slow down the entire change process

• Feel the need to resist change, the status quo or authority

• Their behavior brings them attention that rewards their resistance.

• Stick out and attract attention

Active Resisters: The Good News

• Change can occur by using a soft touch

• Change can occur by using a stick

• Change most often occurs when using the most powerful motivators of human behavior: peer pressure

How ???

1. Set up situations that allow for peer influence: critical mass.

2. Empower resisters to lead/ be on a committee/ report findings.

3. Don’t give opportunities to say no.4. Invite them to participate;

incorporate their ideas whenever possible.

5. Key is to get resisters to perceive that they chose to get involved.

Remember…

Resisters are our friends.

They spend energy where you and I will not:

finding the flaws.

Incorporate Key Elements of Training to Include Changers and Resisters

• Theory

• Demonstration

• Collaboration, Planning and Practice

• Feedback/ Follow up

To overcome resistance…

• Supply teachers with the tools or skills to handle change.

• Supply training and practice.

• Support teachers with resources, time and opportunity.