2/14/2013 OPENING PURPOSE WORKSHOP FOR MASTER TEACHERS IN BOYS SCHOOLS

Transcription

1 WORKSHOP FOR MASTER TEACHERS IN BOYS SCHOOLS February 2013 THE BUCKLEY SCHOOL, NEW YORK CITY OPENING 21 FEBRUARY, 4:00 4:30 P.M. 2 PURPOSE The IBSC Workshop for Master Teachers brings together teachers nominated for their excellence in effectively teaching boys in order to better understand what they do in this capacity how they learned it what it contributes to our knowledge of boys learning, and what this capacity and knowledge might mean for the development of other teachers on the journey toward this kind of excellence 3 1

2 WORKSHOP FOCUS What we do and how we engage as master teachers of boys What we know, collectively, about teaching boys and for boys learning Growth trajectories when learning how to teach boys and for boys learning 4 WORKSHOP What it means for others Who we are as boys teachers RHYTHM What we do as boys teachers What we know collectively Which questions we want to ask 5 DYNAMIC SYSTEM Teachers (Us) Boys Learning School Organization & Climate Parents/ Others 6 2

3 ACTION RESEARCH & INQUIRY Collecting information about what we know Individual input, including sentence completion activities Flip charts & other artifacts Notes taken by facilitators & recorders Video & audio recording Processing what we learned Sharing what we learned Reports Video / audio products Presentations A word about confidentiality 7 NAVIGATING YOUR AGENDA When Tonight until 8 p.m. Friday 8:00 a.m. to 5 p.m. / free evening Saturday 8:00 a.m. to 3 p.m. Where Mostly in the library area and auditorium Rules of the road What & why Who Co-inquirers Facilitators, recorders, & staff 8 MAPPING OUR LIFE TRAJECTORIES AS TEACHERS 22 FEBRUARY, 4:30 6:00 P.M. 9 3

4 DYNAMIC SYSTEM Teachers (Us) Boys Learning School Organization & Climate Parents/ Others 10 MASTER TEACHERS Who we are What we do 11 MAPPING INFLUENCES ON ME AS A TEACHER Which life experiences shaped us as teachers? Name experiences & when they occurred Place experiences on a life map using shape to show relationships, i.e. line, circle(s), etc. Highlight events that are especially important, i.e., highs, lows, turning points How are our lifelines alike or different? Any patterns? Any shared principles? High Steady up Plateau Present Low 12 4

5 HOMEWORK Reflect on patterns you noticed in life experiences that shaped you and others as teachers Think of a story you can share about what you do as a master teacher of boys in any of your many roles in engaging with boys in or outside of the classroom Think about which areas of focus (pre-workshop starter list and your additions) you consider most important for our inquiry 13 STORY TELLING, CAPTURING, PATTERNING 22 FEBRUARY, 8:45 10:45 A.M. 14 STARTING WITH STORIES Why story? My story. Your story Our stories 15 5

6 CRAFTING YOUR STORIES In pairs Think about an experience that represents what you do as a master teacher of boys in any of your many roles in engaging with boys in or outside of the classroom When you have the scene in mind, turn to someone nearby with whom you would like to share your story 16 ROUND 1: SHARING YOUR STORY First person tells his / her story in 2 minutes Second person listens actively What seems important in their partner s story? How is their partner interpreting this experience? Switch and repeat when time is called 17 DEBRIEF & PREP FOR NEXT ROUND Share with your partner What made each story come alive? What stood out? Get ready for the next round Find two other pairs and form a story circle 18 6

7 STORY CIRCLES Retell your stories in groups of six (3 pair) 2 minutes each What name or title would capture the essence of each story? What themes / patterns do you see? Which stories will you share with everyone to highlight range of experiences? 19 STORY CAPTURING & PATTERNING Sharing / video of stories from story circles Reflect & discuss Connections Similarities Patterns Outliers Sentence completion activity (individuals) My story is about.. It shows that what is important is What stood out for me about patterns and outliers across stories is. 20 FOCUSING OUR INQUIRY 22 FEBRUARY, 11:00 A.M. 12:00 P.M. 21 7

8 DYNAMIC SYSTEM Teachers (Us) Boys Learning School Organization & Climate Parents/ Others 22 FOCUS QUESTIONS Free write (individual): which questions should we use to begin inquiry into what we know, collectively, about teaching boys and boys learning? Small discussion groups Straw vote: each person s top 3-5 questions and why Discuss, add, modify, focus Plenary Sharing views about priority questions to begin our inquiry 23 EXPLAINING FLOW 22 FEBRUARY, 12:00 12:15 P.M. 24 8

9 WHAT FLOW LOOKS LIKE You work organically Questions come from what you think is critical to know about boys education and learning You move in and out of groups ( law of two feet ) You follow your interests and work where you think you can best contribute (butterflies & bumblebees) You and your knowledge are the resources There are no right or wrong answers and a lot of questions Take advantage of the diversity in the room and the experience of others 25 AWARENESS/PRIORITIES THE FLOW FLOWER Purpose: What we know, collectively, about teaching boys and boys learning Outputs t For us? IBSC? Resources Us: Starter Question List Process: FLOW groups Inputs: for prioritized questions PURPOSE PROCESS RESOURCES 26 THREE BASIC REQUIREMENTS FOR FLOW TEAM DYNAMICS 1. Agreement to collaborate for rapid prototyping (design thinking) 2. Many views guided by a common vision 3. Willingness to selforganize and manage chaos 27 9

10 FLOW THEORY Mihaly Csikszentmilhalyi* Chaos Challenge Skill * Pronounced: Mee-HIGH Cheek-sent-me-HIGH-ee Order Balance between order/chaos and challenge/skill is Flow 28 FLOW STATES Natural Cycles Predictable Order Thriving Environment Tension Between the Two is where Change Occurs Total Chaos 29 WHOLE BRAIN THINKING All of our senses Visualization Metaphors Colorful, musical, vivid, poetic imaginative words Slogans 30 10

11 Learning about your audience RAPID PROTOTYPING FROM DESIGN THINKING Rapid prototype through Discovery Interpretation Ideation Brainstorming & developing creative solutions With a view toward Experimentation Evolution Testing ideas on user group & getting feedback EMPATHIZE DEFINE IDEATE PROTOTYPE TEST Redefining and focusing questions Building a representation of ideas 31 COMMUNICATION - SOFT RULES Yes and Reflecting Activating questions Active listening I statements 32 KEEPING OPEN: JUDGER VS. LEARNER Judger Self Problem focused Rational Inflexible Reactive Blame Judgment Defend Know it already Afraid of change Win-lose Learner Self Solution seeking Possibilities Open Proactive Explore Acceptance Discover Inquiry Intentional change Win-win Source: Marilee C. Goldberg, The Art of the Question (1998, pp ) 33 11

12 IN/OUT Time out for process Flip out to reflect (snap fingers) Integrate newcomers / latecomers Speed presentation for new ideas 34 [Pictures for Visualization] ] 35 ENGAGING IN FLOW 22 FEBRUARY, 1:00 4:15 P.M

13 YOUR TASK Look at the questions we created Select and post flip chart with energizing question for you talk with others who also choose this focus Form initial groups Begin your FLOW Move among groups Law of Two Feet Rapid prototyping using speed presentations at least one per group as you need feedback & new ideas Give and receive feedback using post-it notes for input 37 GROUP S FLOW FLOWERS Purpose: Your group s focus question(s) PURPOSE Inputs Outputs PROCESS PROCESS: FLOW RESOURCES: EACH OTHER RESOURCES

14 FLOW SYNTHESIS 22 FEBRUARY, 4:15 5:00 P.M. 40 WHAT I NOW KNOW Free write (individuals): What I now know about teaching boys and boys learning based on our FLOW discussions Large group R & D (Reflection & Dialogue) 41 R & D: PURPOSE & RULES Purpose: See what we all, collectively, think Rules: Not a conversation avoid discussion or debate Build on one another s ideas Share from the heart and head Listen to your listening Silence is OK 42 14

15 WHAT WE NOW KNOW Sentence completion activity (individuals) What we now know that is critically important. What most surprised me is. Questions we still need to answer are Homework for tonight: Which 3-5 questions should we examine more deeply? Think of stories of how you have grown to share in considering how to help other teachers grow as boys teachers 43 HARVESTING OUR LEARNING 23 FEBRUARY, 8:30 10:45 A.M. 44 DYNAMIC SYSTEM Teachers (Us) Boys Learning School Organization & Climate Parents/ Others 45 15

16 HARVESTING OUR LEARNING & MAKING DEEPER SENSE OF WHAT WE NOW KNOW Decide on 3-5 questions for a deeper dive Everyone gets 5 votes You can put all of your votes on one slide or divide them up Select the top questions for a deeper dive Small groups form Discuss lessons learned and implications for their specific question Be ready to continue your conversation in the next session highlights to convey? 46 HARVESTING OUR LEARNING & MAKING DEEPER SENSE OF WHAT WE NOW KNOW Fishbowl discussions group by group Group continues discussion in center of circle We listen in take the view of different stakeholders as boys, parents, headmasters, (& others?) Stakeholder members add questions and comments Sentence completion activity: what we now know from our deeper dive 47 STAR STORIES 23 FEBRUARY, 11 A.M. 12:00 P.M

17 IDENTIFYING YOUR STAR STORY? STAR stories capture the following about critical incidents Situation Task or purpose Actions you took Results you experienced Free write: what STAR stories describe people or experiences that helped you grow in your role and may help others in similar ways? 49 ROUND 1: SHARING YOUR STORY When you have your story in mind, find a partner First person tells his / her story in 2 minutes Second person listens actively What seems important in their partner s story? How is it helpful for teacher growth? Switch and repeat when time is called Find two other pairs with whom you can next share your STAR stories 50 STAR STORY CIRCLES Retell your stories in groups of six (3 pair) 2 minutes each What themes / patterns do you see? Nominate 2-3 STAR stories for Academy Award sharing 51 17

18 ACADEMY AWARDS 23 FEBRUARY, 12:45 1:45 P.M. 52 ACADEMY AWARD STORY SHARING / VIDEO WHAT CAN WE LEARN ABOUT GROWING TEACHERS? 53 STAR STORY PATTERNS Reflect & discuss Connections Similarities Patterns Outliers Sentence completion activity (individuals) Teachers need. in order to grow as skilled boys teachers and supporters of boys learning What stood out for me about our Academy Award stories is

19 SYNTHESIS & SENSEMAKING 23 FEBRUARY, 1:45 2:45 P.M. 55 IMPLICATIONS FOR OUR & OTHERS GROWTH TRAJECTORIES What experiences help boys teachers grow and develop What support do teachers need from Other teachers Headmasters Schools Professional development 56 Q + A & CLOSING 23 FEBRUARY, 2:45 3 P.M

20 LOOKING FORWARD TO GROWTH OUR OWN, OTHER TEACHERS, OUR SCHOOLS 58 20