DAY 2. From Staff Room to Classroom Designing PD for Adult Learners Brian M. Pete Robin Fogarty & Associates

DAY2

From Staff Room to Classroom

Designing PDfor

Adult LearnersBrian M. Pete

Robin Fogarty & Associates

Chicago Lake Front

AMetaphor

“My error would be that I confused

ingredients for dinner with dinner itself.”

StandardsCurriculum

Instruction

Discuss . . .The Food – Standard Metaphor

Close:

Topic:

Capture:

Captivate:

# __

# __

# __

Tiny TransferBook

IdeastoGo . . .

NameDate

Cast of CharactersMagic Book6 Levels – Stories AB PartnersFour Corners – New Partners

Dice - ManipulativePointing Game

CL Roles: • Materials Manager• Recorder• Encourager• Spy

ABC GraffitiList Sort LabelI Appreciate . . .

Day 1 Strategies . . .

TinyTransfer

Book

IdeastoGo . . .

NameDate

From Staff Room to Classroom

The Four Rolesof the Staff

Developer

Birthdays . . .

Designer Presenter

Facilitator Mediator

PPP

CCC

III

TTT

Plan the workshop context, content and concepts for customized programs tailored to the needs of the group.

Prepare the site for an optimal learning. Experience that supports adult learning theory and best practices.

Provide for the “creature comforts” that make or break the workshop.

Designer at the SiteDesigning

What do you do?

Capture the audience and get their focused attention for the session; Tell them what you’re going to do.

Captivate the audience and keep them with you with expert information that enhances their understanding of the topic; Do it.

Close through comments that revisit and emphasize key learnings to take away; Tell them what you did.

Sage on the StagePresent

ing

Identify a great Presenter

Invite active participation through collaborative structures of pairs, trios, quads as well as whole group interactions.

Involve all participants in he interactions with skillful monitoring, interventions within the groups and facilitating questions.

Interpret the results of the collaborations and through reflective strategies; discuss how the team worked; pluses and minuses.

Facilitation

Guide on the Side

A good facilitator is always . . .

Coach in the Field

Team participants to build trusting relationships for job-embedded peer coaching, and sustained applications that structure for success.

Talk is structured through dialogue and articulations opportunities that foster reflective practices.

Transfer is promoted through explicit strategies for immediate, relevant and meaningful applications in the classroom.

Mediating

Good mediators are like _____ becauseboth _____.

Designer Presenter

Facilitator Mediator

PPP

CCC

III

TTT

ThreeMusketeers

High TechHigh Touch

High Thought

High TechHigh Touch

High Thought

Smart Phones iPads, Laptops

Tablets, Computers

High TechNot so much!

Share a

ChildhoodNickname

Coaching Conversations

Each share 1 thing they will

Transfer from this Staff Room

to your Staff Room . . .

2 Partners Share1 Observes

Propagate each

strategy at least three

ways . . .

Cathy, The Carrier Pigeon

Propagate

each strategy

at least three

ways . . .

Create a

Team Name

High TechHigh Touch

High Thought

High TechHigh Touch

High Thought

SCIENCEAstronomy

Apps:Digital-Rich

Tools

SSSurvey

ELAWriting

MATH3D-Geometry

“High Tech”

Digital LiteracyTech Vocab

Health/PEHealthy Diet

Art/MusicPerformance

Consumer EDResearch

3-DGeometry

DragonDictation

The NightSky

DietController

PollEverywhere

SketchbookExpress

QRCodes

Wordle

“APPY HOUR”

Selfies •

selfie noun, informal(also selfy; plural selfies)a photograph that one has taken of oneself, typically one taken with a smartphone or webcam and uploaded to a social media website

Oxford Dictionaries Word of the Year 2013

SELFIE

1. Get in the spotlight

2. Frame the subject

3. Avoid ‘photobombers’

4. Keep the background

interesting

5. Apply some effects

5 Steps to Take a Good

Selfie:

Take a Selfie

Laughing and Learning

Retention up 50%

Even an attempt at humor is effective

Grace Dearborn - Conscious Teaching

Create “Selfie” of Dynamic Duo

Send to Brian

[email protected]

Subject Line: Team Nickname

TEXT: 312-203-5919

Change

Evolutionaryor

Revolutionary

Escalator Video

Change is what teachers do and think…

It’s as simpleand as complex as that.Sarasan in Fullan

Change

•Let’s visit some schools that are successfully riding dead horses.•Let’s try a more experienced rider.

•I think we should raise the standards for riding dead horses.•I think testing the horse would help.

•What about implementing an Individual Equestrian Plan (IEP)?•The basic problem is the horse’s parents-poor breeding!

ChangeTheory

Change is what teachers do and think…

It’s as simple and as complex as that.

Sarasan in Fullan

Change

Elevator/Escalator

The times they are

“achanging”!

The Change Game

Professional Developme

nt

Change in

Practice

Change in

Beliefs

Change in

Student Achievement

Four Cards to Move Around

The Change Game

1. Professional Development 2. Change

inPractice

4. Change in

Beliefs

3. Change in

Student Achievement

Research says...

Other Examples

Keys to SuccessWho you

Know TalentLuckEffort

Classroom ObservationsPre PostObservation

Reading Listening

SpeakingWriting

Literacy

The Training

Model

Joyce and ShowersStudent Achievement Through Staff Development

On a scale of 1-10… IMPACT of each element…

Theory 1_2_3_4_5_6_7_8_9_10

Demonstration 1_2_3_4_5_6_7_8_9_10

Practice 1_2_3_4_5_6_7_8_9_10 Coaching 1_2_3_4_5_6_7_8_9_10

THE TRAINING MODEL

Percent of teachers that will transfer learning to classroom…

THEORY 0%

DEMONSTRATION 0%

PRACTICE 5%

COACHING 95%

THE TRAINING MODEL Joyce and Showers

Percent of teachers that will transfer learning to classroom…

Knowledge Skill Transfer

THEORY 10 5 0%

DEMONSTRATION 30 20 0%

PRACTICE 60 60 5%

COACHING 95 95 95%

THE TRAINING MODEL

Joyce and Showers’ Findings Coached adults…

•Practice more frequently/develop greater skill

•Use new strategies more appropriately

•Exhibit greater retention of knowledge/skills

•More likely to explain new strategies to students

•Greater cognition/think with new strategies

Student Achievement Through Staff Development - ASCD 2002

LUNCH

AB Pyramid

Game

High Five Walk

AB Pyramid Game

VocabularyEnergizer

ABPyramid Game

TransferDuplicate

ApplyPresenter

GatherMovementStandards

Coach

DesignerInnovateAuthentic

Scaffold

FacilitatorExpectationsGood Shepard

Soar

Free and Reduced Meal Rate PISA ScoreSchools with < 10%

551Schools with 10-24.9%

527Schools with 25-49.9%

502Schools with 49.9-74.9% 471Schools with >75%

446U.S. average

500OECD average

493

While the overall PISA rankings ignore suchdifferences in the tested schools, when groupingsbased on the rate of free and reduced lunch arecreated, a direct relationship is established.

CountryDenmarkFinlandNorwayBelgiumSwitzerlandCzech RepublicFranceNetherlandsGermanyAustraliaGreeceHungaryAustriaCanadaJapanPoland

PortugalIreland

ItalyUnited KingdomNew Zealand

United States

Poverty Rate2.4%

3.4%3.6%6.7%6.8%7.2%7.3%9.0%10.9%11.6%12.4%13.1%13.3%13.6%14.3%14.5%15.6%15.7%15.7%16.2%16.3%21.7%

PISA Score495536503506501478496508497515483494471524520500489496486494521500

CountryUnited StatesFinlandNetherlandsBelgiumNorwaySwitzerlandFranceDenmarkCzech Republic

Poverty Rate<10%3.4%9.0%6.7%3.6%6.8%7.3%2.4%7.2%

PISA Score551536508506503501496495478

SERVE&

Volley

What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So, now we test how well we have taught what we do not value.

Art Costa

To whom is the author directing this message?

Give 3 possible answers.

A PartnersB

SERVE&Volley

Who needs to hear this message? Explain

Partner # A

Agree or Disagree – Give at least 1 reason

Partner #B

Summarize both comments into one sentence.

Partner #A

Synthesize the conversation into three words or less.

Partner #B

Higher Order Thinking Skills

Preview the whole situation.Assess the individual parts.Reorganize by similarities & differences.Turn the analysis into a summary or synthesis. AnalyzeAccount for literal similarities and differences.Look again; don’t miss the obvious.Investigate the hidden details of likeness & difference.Know the categories.Express in alternating or dual descriptions.

CompareContrast

Begin with the big picture.Look at the elements.Extract the essence.Name the nuggets.Design a seamless image.

Synthesize

From Staff Room

to Classroom

The goal of all staff development is . . .

I would say to the House, as I said to those who have joined this government: "I have nothing to offer but blood, toil, tears and sweat." We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering. You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, victory in spite of all terror, victory, however long and hard the road may be; for without victory, there is no survival. Let that be realised; no survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge and impulse of the ages, that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. At this time I feel entitled to claim the aid of all, and I say, "come then, let us go forward together with our united strength.”

Grades 6–8 Text Exemplars Informational Texts: English Language Arts

Churchill, Winston. “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940.” Lend Me Your Ears: Great Speeches in History, 3rd Edition. Edited by William Safire. New York: W. W. Norton, 2004. (1940) From “Winston Churchill Braces Britons to Their Task”

Grade 6 Standards Addressed:

Key Ideas and DetailsReading - Key Ideas and DetailsRI 7-1. 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7-2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Reading - Craft and StructureRI 7-4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI 7-5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. Reading - Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Assess how point of view or purpose shapes the content and style of a text.

Reading


Presentation of Knowledge and IdeasSL 7-4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Speaking and Listening


Conventions of Standard EnglishL 7-1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Vocabulary Acquisition and UseL 7-5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Language

ARGUMENTATION Construct argument Develop ideas Build on others’ ideas Integrate Information Respond to others’ argument Compare arguments Explain flaws in arguments Decide if argument makes sense Decide if arguments are correct Determine domains to which an argument applies Clarify arguments Improve arguments Draw conclusions Justify conclusions

Coaching Conversations

Walk-throughs / Look-for’s

✔ Students using complete sentences

✔ Back and forth of conversation

✔ Evidence of student reasoning

Thinking at

Grade Level

AStandar

d is a Standar

d

VideoLouis C.K. on David Letterman

Bill has 3 goldfish, he buys 2 more.

How many dogs live in London?

That moment when you say “I don’t know what this is!” When you panic – that means you’re about to figure it out.

Common Core Georgia Performance Standards CCGPS

States that signed on to the Common Core State Standards accepted that the CCSS will account for 100% of the total number of standards in a subject area, meaning that states have the option to identify as much as 15% in additional standards once they have adopted the CCSS verbatim. (CCSSI, March 2010).

The 15% rule . . .

Career & College Ready.

The Goal . . .

AB PartnersTalk about what you think about when you hear Career & College Ready.

LESSIS

MORE

PAGE 7

Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language

They demonstrate independence.Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

AB PartnersWhich would be would be a challenge for your students?

To succeed in 21st Century college and careers, students need to be able to:

1. Solve problems2. Manage oneself3. Adapt to change4. Analyze/conceptualize5. Reflect on /improve performance6. Communicate7. Work in teams8. Create / innovate / critique9. Engage in learning throughout life

Shift from “What’s Taught” tp “What Students Need to Be Able to Do”

Describe: Provide a Specific Workplace Example

1☐ Solve problems2☐ Manage oneself3☐ Adapt to change4☐ Analyze/conceptualize5☐ Reflect on /improve performance6☐ Communicate7☐ Work in teams8☐ Create / innovate / critique9☐ Engage in learning throughout life

SolveProblems

Create Innovate Critique

CommunicateWorkIn Teams

ManageOneself

Adapt toChange

AnalyzeConceptualiz

e

Reflect on /Improve

Performance

Engage in Learning

throughout Life

Meet and GreetPick one, discuss what it

would look like in the job place.

Making the

Abstract Concrete

Applying this 21st Century skill is like _______Because both ________

Close:

Topic:

Capture:

Captivate:

# __

# __

# __

Career College Ready Goals

AB Partner

RankingInferencePrediction

Analogy

Prepare for the Test of Life not just for the test . . .

Thinking at

Grade Level

How to Teach

ThinkingSkills

Within the

Common Core

7 Key Student Proficiencies of the New National Standards

TALK THROUGH

WALK THROUGH

DRIVE THROUGH

Chapter 1: Analyze

No way of thinking or doing, however ancient, can be trusted without proof.

Henry David Thoreau

To analyze is to separate any material or abstract entity into its constituent elements. Related terms include:Diagnose, Examine, Classify, Differentiate, Distinguish.

PARTPreview the whole situation.Assess the individual parts.Reorganize by similarities and differences.Turn the analysis into a summary or synthesis.

Analyze

In the ELA Common Core State Standards the word

Analyze

In the ELA Common Core State Standards the word Appears 81 times

. . .

SCIENCEAnalyzeVelocity

Interdisciplinary Model

SSAnalyze

Point of View

ELAAnalyze Theme

MATHAnalyze

Statistics

“Analyze”

HEALTH/PEAnalyzeBenefits

ART/MUSICAnalyze

Style

CONSUMER ED

AnalyzePrices

Digital LiteracyAnalyzeWebsite

Analyze how visual and multimedia elements contribute to the meaning, tone, or beautyof a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Determine a theme or central idea of a text and Analyze its development over the course of the text; provide an objective summary of the text.

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; Analyze the impact of a specific word choice on meaning and tone.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; Analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Analyze

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussingan experiment in a text.

Craft and Structure

9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question theauthor seeks to address.

Craft and Structure

11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Craft and Structure

Analyze the impact of the author’s choices regarding how to develop and

relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Analyze

Analyze

In the MATH Common Core State Standards the word

Analyze

In the MATH Common Core State Standards the word Appears 28 times

. . .

Analyze, compare, create, and compose shapes.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes

Operations and Algebraic Thinking 4.OA

Generate andanalyze patterns.

Operations and Algebraic Thinking 5.OA

Analyze patternsand relationships.

Analyze the relationship between the dependent and independent variables usinggraphs and tables, and relate these to the equation.

Expressions and Equations 6.EE

Ratios and Proportional Relationships 7.0

Analyze proportional relationships and use them to solve real-world and mathematical problems.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Expressions and Equations 8

Analyze functions using different representations

Interpreting Functions

7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end ofa game).

Use probability to evaluate outcomes of decisions

Analyze

In the ELA Common Core State StandardsPerformance Tasks the word

Appears 28 times . . .

Analyze

In the ELA CCSSPerformance Tasks the word

Analyze

In the ELA CCSSPerformance Tasks the word 28

Times

Students summarize the development of the morality of Tom Sawyer in Mark Twain’s novel of the same name and analyze its connection to themes of accountability and authenticity by noting how it is conveyed through characters, setting, and plot. [RL.8.2]

Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g., setting and dialogue) to create dramatic tension in her play Sorry, Wrong Number. [RL.7.3]

Analyze

Students analyze Walt Whitman’s “O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]

Students analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text. [RL.6.5]

Students analyze how Anton Chekhov’s choice of structuring his story “Home” by beginning in “midstream” shapes the meaning of the text and contributes to its overall narrative arc. [RL.11–12.5]

Students provide an objective summary of Henry David Thoreau’s Walden wherein they analyze how he articulates the central ideas of living simply and being self-reliant and how those ideas interact and build on one another [RI.11–12.2]

TheGoal

SCIENCEAnalyzeVelocity

Interdisciplinary Model

SSAnalyze

Point of View

ELAAnalyze Theme

MATHAnalyze

Statistics

“Analyze”

HEALTH/PEAnalyzeBenefits

ART/MUSICAnalyze

Style

CONSUMER ED

AnalyzePrices

Digital LiteracyAnalyzeWebsite


Relevant Content with

Rigorous Thinking

Common Core Balances

Three-Phase Model

Talk ThroughWalk ThroughDrive Through

Explicit Teachin

g

TalkThrough

Adult Learners Thinking SkillsAnalyze

Teach Process as Content

Part to Whole / Whole to Part

Is the whole greater than the sum of the parts?

One meaning of “essential” involves important questions that recur throughout one’s life. A second connotation for “essential” refers to key inquiries within a discipline.

What is an essential question? An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue.

A question is essential when it: • causes genuine and relevant

inquiry• provokes deep thought, lively

discussion, • requires students to consider

alternatives, weigh evidence,• stimulates vital, on-going

rethinking of big ideas, • sparks meaningful connections

with prior learning • naturally recurs, creating

opportunities for transfer to other situations and subjects.

Motivational Mind Set:Through Emotions get their Attention

Skill Description:What Standard Requires

Menu of Operations:“How-to” Steps for Students

Instructional Strategy:“Process as Content”

Assessment:Judgment of Product or Performance

Reflection:Student Comment on Process


Look at your bill and decide what are the

parts that you will need to address . . .

Counterfeit. . .

Things we might consider . . .

• Size• Type of Paper• Ink• Designs• Serial Numbers







Copy a Dollar


EA B C D

1

2

3

4

5

Description

Analyzing is...

TAG

Think Pair Share

Analyze means . . .

• Examining• Taking apart• Appraising• Noticing Details• Dissecting• Discerning

Analyzing is . . .







Copy a Dollar

Analyze Analysisw/Optical Illusions

Menu of Operations“How-to” Steps for Students









Copy a Dollar


• Preview the whole situation.• Assess the individual parts.• Reorganize by similarities and

differences.• Turn the analysis into a summary or

synthesis.


Video Content

• 90 seconds long• Cell Phone Ad• From S. Korea

What things (elements) might you see that you will have to account for when analyzing this video

Disconnect to ConnectVideo

http://www.youtube.com/watch?v=7ae0tzVo8Fw



What is the same about each scene? Characters? Setting? Action?

What is the different about each scene? Characters? Setting? Action?


Video

What is the same about each scene? Characters? Setting? Action?

What is the different about each scene? Characters? Setting? Action?


Generate a Five word Synthesis of this video.







Copy a Dollar




synthesis.Disconnect to Connect Video- Mind Map / Synthesis








Copy a Dollar




synthesis.

Share Synthesis with Partner

Disconnect to Connect Video- Mind Map / Synthesis


Mr. Parne’s Question

1. How does this connect to something you already know?

2. How might you use it in the future?







Copy a Dollar




synthesis.

Mr. Parne’s Question

Disconnect to Connect Video- Fishbone

Share Synthesis with Partner

We must Coachfor

Transferof Thinking

Skills in CCSS

How to Teach

ThinkingSkills

Within the

Common Core

7 Key Student Proficiencies of the New National Standards

High FrequencyThinking

Verbs

Seven Key

Proficiencies

7 Proficiencies• Critical Thinking• Creative Thinking• Complex Thinking• Comprehensive Thinking• Collaborative Thinking• Communicative Thinking• Cognitive Transfer

Critical Thinking – Analysis Evaluation Problem Solving

Creative Thinking – Generate Associate Hypothesize

Complex Thinking – Clarify Interpret Determine

Comprehensive Thinking – Understand Infer Compare/

Collaborative Thinking – Explain Develop Decide

Communicative Thinking – Reason Connect Represent

Cognitive Transfer – Synthesize Generalize Apply

Syllabus of Seven(with rate of frequency in CCSS)

Read, revisit, resolve…Three alternative solutions…

Presenting

Trouble Shooting withProblem Scenarios

Presenting

#1 Time Trouble

#2 Difficult Participant

#3 Lost the Group

#4 Equipment Failure

#5 Too Much Texting

#6 Pacing Problems

Alternatives to Problem Based ScenariosUsing the Tiny Transfer Book…write 3 alternatives

#1 Time- Time and TroubleYou are scheduled for a 2 1/2 hourpresentation/workshop from 9:00-

11:30AMonDifferentiated Learning. You are well-

preparedand ready to go, with lots of small group

workand a full agenda of strategies. TheSuperintendent goes well over his time

with hisopening remarks and does not finish until9:30AM. Even though you have beenIntroduced and are beginning, people are

nowleaving for the restrooms. What will you

do?

#2 -Most Difficult Participant

You are being badgered by a participant who

feigns alignment to your position. Yet, he is really

a “blocker”, interrupting the flow of the

presentation and continually making a point,

raising an objection, and presenting alternative

perspectives. While the ideas presented have

some validity, you begin to realize that at this

pace, you will not meet your goals for the planned

PD. What do you do?

#3 - I’ve Lost the GroupYou know from the muffled tones, the

restlessness and the glazed-over look in their

eyes, that you have lost the group. They are

not with you in any way, shape or form. In fact,

they are noticeable unsettled and they are

looking around at each other as if to say,

“Should we just get up and leave?” What will

you do?

#4 Equipment Failure-Now, What?

You have a stunning Power Point presentation,

with visuals, animation and sound effects. You

are ready to WOW them! However, the projector

provided is not compatible with your computer.

You have tried everything and the time is short.

There seems to be no alternative than to

abandon the Power Point and move forward.

What will you do?

#5 Client – Too Much Texting

You are aware that, even though you have

asked participants to “turn off their cell

phones”, many of the younger staff, the

Millennials, continue to do constant texting

throughout the session. While they are

discrete about the texting, it is obvious to

others. What will you do?

#6 Pacing ProblemsYou are doing a presentation of fairly new

material and you do not have the depth of

knowledge to elaborate and go deeper into the

information. You are alarmed when you notice

that you have completed most of your

presentation activities and you still have an

hour to go. What will you do?

Presenting

#7 Write Your Own Problem Scenario

Presenting

Alternatives to Problem Based ScenariosUsing the Tiny Transfer Book…write 3 alternatives

#1Time Trouble#2 Difficult Participant#3 Lost the Group#4 Equipment Failure#5 Too Much Texting#6 Pacing Problems#7 Your Choice

The success of professional development or

professional learning can only be determined by

measuring the implementation of strategies, the

incorporation of concepts and changes in

attitudes that teachers are able to transfer from

the staff room to the classroom.

Too many times, professional learning is

judged based on evaluations filled out by

teachers as they are packing up their bags and

collecting their car keys.

As principals and teachers shift their

thinking about the goals of professional learning,

they understand that success is measured by the

number and level of applications in the classroom

following the professional learning sessions.

5 Words or Less

Documents

DAY 2. From Staff Room to Classroom Designing PD for Adult Learners Brian M. Pete Robin Fogarty & Associates