Ready, Set, Synergize!

Diane LauerThompson School District

Agenda

• Investigating ideas related to Synergy• Making connections to Learning Synergy• Applying new thinking to our learning tools• LUNCH• Learning about Peer Conferring Conversations• Peer Conferring Model & Reflection• Peer Conferring Practice

Pairs Come Together

• Letter off, A…B….A…B at your table group

• Find a partner from across the room who has the same letter you do – A or B

• A’s read Article A (page 2-3) B’s read Article B (page 4). Come to consensus on key ideas

• Be prepared to share the ideas from your text back at your table

A B

Definition of Synergy

State in which two or more agents, entities, factors, processes, substances, or systems work together in a particularly fruitful way that produces an effect greater the sum of their individual effects. Expressed also as ‘the whole is greater than the sum of its parts.’

In what ways does synergy occur now in Broadway Elementary?

An Example of Learning Synergy

• Please listen to the Read Aloud “Emily’s Story”

• Jot down key ideas and connections during the reading on the notes section in your handout (page 5)

• What are your thoughts about what is causing learning synergy between the teacher and student in this story?

What might be some ways we can create similar learning synergy for teachers and staff?

Using Innovation Configurations

Similarities Differences

“What I’ve Learned About Effective Reading Instruction”

• Read Richard Allington’s article

• Underline key ideas, phrases or sentences

• Prepare to share your thinking with a group

First Turn, Last Turn

• Gather into groups of three or four• 1st person shares a phrase or sentence from the text

without any further explanation• 2nd, 3rd and 4th person respond to the phrase making

personal connections without cross talk • 1st person explains why this phrase or sentence was

important• 2nd person begins and process continues until each

person takes first and last turn

Understanding the K-5 IC• Count off by 6• Assign Groups by the 6 T’• Read with the purpose of becoming “experts” in

order to present to whole staff• Present learnings to whole staff and be certain to

share– Concrete examples of what it might look like in the

classroom at the most sophisticated level– Lingering questions you still have related to

understanding the “vision” of the criteria

Agenda

• Investigating ideas related to Synergy• Making connections to Learning Synergy• Applying new thinking to our learning tools• LUNCH• Learning about Peer Conferring Conversations• Peer Conferring Model & Reflection• Peer Conferring Practice

Training Components

Knowledge SkillTransfer of

Training

Theory 10% 5% 0%

Above +Demonstration

30% 20% 0%

Above

+Practice60% 60% 5%

Above +Coaching

95% 95% 95%

The Effect of Peer Coaching

Joyce, B., Showers, B. (1995). Student achievement through staff development, White Plains, NY: Longman Publishers, p. 112.

Peer Conferring Conversations

• Are non-evaluative• Are designed to support self-directedness• Create opportunities for reflection• Create opportunities for new learning• Assist peer by helping to mediate their

thinking

Peer Conferring Conversation Tools

• Follow the Peer Conferring Conversation Roadmap

• Pause• Paraphrase• Probe or Inquire

(Use What and How – instead of Why)• Listen with the intent to understand

Peer Conferring Conversation MapSummarize holistic impressions

What are some of your thoughts about teaching literacy?

Identify existing practice, provide supporting evidence, describe desired state

Looking at the map, what are your thoughts about where your current practice might lie? What are some examples of practice that supports your thinking?What are your thoughts about where you would like to go?

Create student learning connections

When you think about your learning journey, what might be some of the benefits to student learning if you were able to move to the next level of practice?

Identify indicators of desired state

If we were able to fly over a classroom where that level of practice was occurring, what might it look like?

Describe support needed to attain desired state

Knowing what you know about how you learn best, what supports might best enable you to put those practices in place?

Reflect on Conferring How has this peer conferring conversation supported you?

Personal Think Time

Model & Debrief

Peer Conferring ConversationPractice and Debrief

Give One and Get One

• Take an index card• Write your name on the top of the card• Write an idea that you will take away from today’s

learning experience and how it might apply to your future work

• Find a peer from across the room, share your ideas with each other, share cards

• Continue sharing ideas and trading cards until time is called

• Share new ideas with the whole group