Workshop+Outline

Outline for Cheltenham SD Workshop, June 20, 2011 2 3/4 hours


 * ~ Start ||~ Activity ||~ Time (min) ||
 * > **8:00** || **Slides with Quotes** ||= **5** ||
 * > **8:05** || **Things That Suck** ||= **20** ||
 * > **8:25** || **Bread**
 * 1) Extended bread metaphor: description vs. photo vs. actual bread
 * 2) School is usually reduced to a linear process
 * 3) We travel "Proficiency Road" to the "Land of AYP" on the "Standards Bus": we drive, students are just along for the ride
 * 4) Reality is more complex, messy, and chaotic
 * 5) Goal for today is to begin to answer this question: "How do we transform the **learning** in our classrooms to move towards deeper **understanding** of our students?" ||= **10** ||
 * > **8:35** || **Knowing Our Students**
 * 1) To transform student learning, we must first know the students.
 * 2) Small group activity: record on post-its the specific things we would want to know about our students (5 min)
 * 3) Compile ideas onto large-group sheets: Know it (we already have the information somewhere), Learn it (I know how to find this out), Where is it? (no clue how to learn this about my students)
 * 4) Not going to try to tackle the "Where is it?" problem today, but it will go on the discussion list for ongoing conversation. ||= **15** ||
 * > **8:50** || **Features of a Nonlinear Learning Environment**
 * 1) Form groups of 4: each group generates a list of characteristics of a nonlinear learning environment using graphic organizer (7 min)
 * 2) Each group member then takes one category (assessment, instruction, community, and space) and brings it to a larger group that compiles a list on chart paper.
 * 3) Post charts around the room for reference ||= **15** ||
 * > **9:05** || **Assignment Analysis**
 * 1) Form pairs
 * 2) Teach "think aloud pair problem solving" technique: one partner solves the problem, other one reflects back. Rules are as follows:
 * Problem solver works on solving the problem. **DO** think aloud as you solve, including explaining the reasoning behind your choices. **DO NOT** fall silent--keep talking as you think.
 * Listener observers the problem solver. **DO** ask clarifying questions when you don't understand the solver's thought process. **DO** prompt the solver to keep talking if they resort to "stealth thinking". **DO NOT** offer advice or help or make suggestions about the actual problem being solved.
 * 1) Distribute copies of an assignment that was shared, or permit participants to use one that they brought with them.
 * 2) Problem: redesign this assignment in a more nonlinear way, incorporating characteristics from the list generated earlier. Solver works on the redesign, listener reflects back at the solver. ||= **15** ||
 * > //9:20// || //Break// ||= //10// ||
 * > **9:30** || **Ken Robinson: Bring On the Learning Revolution!** ||= **20** ||
 * > **9:50** || **Design a Nonlinear Learning Environment**
 * 1) Form groups of 4 people. Each group gets a laptop (may have more than one if you like). Each group member gets a specific specialization role.
 * 2) Task: work together to design a nonlinear learning environment. Options:
 * Choose an actual situation/classroom and redesign it to be nonlinear within whatever constraints actually exist for that situation
 * Begin from scratch and design the "ideal learning environment". Be as broad/general or as specific as you like. ||= **30** ||
 * > **10:20** || **Sharing Out:** Highlights of your nonlinear environment. (1 min per group) ||= **10** ||
 * > **10:30** || **Nonlinear Top Ten**
 * 1) Within the same groups, generate a "Top Ten" list of words or phrases that you believe best capture the conversation and work that took place today.
 * 2) Post the lists and do a walkaround to see other group's lists. ||= **10** ||
 * > **10:40** || **Ticket Out:** Two options to express what you learned today:
 * 1) Summarize your learning **in exactly 5 words**. Your words can be a phrase or a list.
 * 2) Write a haiku that encapsulates your learning. ||= **5** ||