Training the Trainer Framework for Common Core State Standards
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1 Training the Trainer Framework for Common Core State Standards August 30-31, 2011
2 Day 1 at a Glance Introductions and Opening Remarks Sessions at a Glance Opening Energizer Setting Expectations Introducing Content Activating Background Knowledge Exploring Content 2
3 Outcomes and essential questions, and preparing the participant SETTING EXPECTATIONS 3
4 Learning Outcomes Identify the fundamental content of the session; Recognize the profile and needs of the learner; and Explore content in the forms of questions. 4
5 Learner Needs The first step of any learning experience should start with either a diagnostic or self-reflection piece to create engagement, make emotional connections with the content, and to build on prior experiences. Adults learn when they feel respected, the new learning is related to their life experience, and the new learning has some immediate usefulness to them. 5
6 Trainer s Self-Analysis Think about your best attributes as a trainer and the questions that follow: What is your strongest attribute as a trainer? What is your weakest attribute as a trainer? Complete the self-analysis, and be prepared to use your responses for the next activity. 6
7 Outcomes Adults have a need to know why they should learn something. Thus, another step of any learning experience should be to develop a "need to know" in the learner to demonstrate relevance and allows learners to take responsibility of their own learning. Learning outcomes specify what learners new knowledge, skills, and dispositions will be after a learning experience. 7
8 Our Outcomes Review the session outcomes, and refer to the second column in your self-analysis. Which outcome(s) aligns with your desired trainer qualities? What is missing? What will be your primary outcome? How will you know when you have achieved it? 8
9 Essential Questions Direct choices in content and processes. Are important questions that recur throughout and timeless. Refer to core ideas and inquiries. Make sense of important, but complicated, ideas, knowledge, and know-how. Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: ASCD. 9
10 Characteristics Have no one obvious right answer. Raise other important questions. Address the philosophical or conceptual foundations of a discipline. Recur naturally and are important enough to show up several times. Are framed to provoke and sustain interest. Provides a continuum of learning from broad to more specific questions. 10
11 Our Essential Questions Why is it important to prepare a positive learning environment? How can adult learning principles improve the quality and effectiveness of professional learning? How does the Training the Trainers framework apply to the facilitation of the Common Core standards? What steps should be taken to model the very skills that are being presented? 11
12 What is essential for you? What questions are you seeking to answer in this session? Based on the characteristics above, write an essential question with your main outcome in mind. In a round-robin fashion, pose it to your group. Be prepared to select one question from the table to share with the whole group. 12
13 Learning Outcomes Define the behavioral expectations, performance indicators, and learning outcomes; Help teams to build trust by doing substantive work together; and Create structures that make it safe to ask challenging questions of each other and build space for listening. 13
14 Preparing the Participants Norms are ways of working together that help groups be more thoughtful and productive. They set the the standards or expectations that place responsibility on individuals for expected behaviors helping to build community and allow for risk taking. Characteristics: Positive, simple, and minimal in number. 14
15 Establishing Our Norms 1. Silent idea generation. 2. Round robin reporting of ideas. 3. Discussion for clarification and grouping. 4. Consolidate similar ideas, and assign a name form the norm described in the ideas. 5. Prepare to participate in a whole groups discussion to consolidate and agree on norms. 15
16 Considerations for Norms For Participants Time Listening Confidentiality Decision Making Participation Expectations For Trainers: Elicit participation Publicize norms Enforce Norms Evaluate Norms What other considerations would you add? 16
17 Roll & Reflect As a table group, roll the dice one time, and record the number. Generate a list, equal to the number rolled, of thoughts and key points to remember about setting expectations during training. Engage all table members in contributing to the list. 17
18 Training the trainer framework, principles of adult learning, change and its impact on learners, and audience diagnosis INTRODUCE CONTENT 18
19 Learning Outcomes Understand the components of the training the trainer framework. 19
20 TOT Framework Set Expectations Introduce Content Activate Prior Knowledge Explore Content Integrate Information Follow-up Create the learning culture and expectations Introduce learners to the content Activate background knowledge or schema Engage learners actively in the learning process Support application and integration of learning in the workplace Assess the effect of learning on educator practice and on students 20
21 Percentage of Time Spent Think about your role as a trainer. What percentage of time do you spend in each of the six components of the framework? Set expectations Introduce Content Activate background knowledge Explore Content Integrate Information Follow-up 21
22 Framework Implications Discuss each component of the framework below with an elbow partner. Together, identify specific things that describe what the trainer and participant are doing in each component. Write them on the appropriate side of the chart. Be prepared to debrief how the components are independently and collectively important. 22
23 See you back in 15 minutes BREAK 23
24 Learning Outcomes Stimulate conversation about adult learning principles and practices; and Apply adult learning principles to a training session. 24
25 Principles of Adult Learning Think of a time when you felt you learned something. The situation can be formal or informal, work related or personal, as long as it is memorable. Take 1-2 minutes to individually reflect on the conditions under which the learning took place before. Be prepare to share your thoughts with the entire group. 25
26 12 Adult Learning Principles 1. Needs Assessment 2. Safety 3. Sound Relationships 4. Sequence/ Reinforcement 5. Praxis 6. Respect for Learners 7. Ideas, Feelings, & Actions 8. Immediacy 9. Clear Roles and Role Development 10. Accountability 11. Teamwork 12. Engagement 26
27 Principles in Practice Select an adult learning principle card. Partner with someone that has the principle or quote that corresponds to your card. Once found (matched) introduce yourself, discuss your principle, and note the implications for the trainer and participant. Determine a team strategy to continue to focus on that principles and identify other examples over the next two days. 27
28 Learning Outcomes Understand the five levels of learning and how each contributes to change in practice; and Develop learning outcomes for a learning experience based on an analysis of the audience and the content. 28
29 Essential Questions What are the types of change? What is the process of teacher change? What are the stages of concern? How will I recognize and respond to various stages of concern? How will I recognize and respond to resistance at its earliest stages? What stage(s) of concern am I demonstrating about my role as trainer? 29
30 Change in Your Role Write about four or five sentences that describe how you feel about your role as a trainer responsible for assisting others to develop expertise with the implementation of Common Core standards. Be specific. Write in complete sentences. Be honest. 30
31 Concerns-Based Adoption Model Definitions Concerns: Feelings, reactions, attitudes; positive, neutral, and/or negative Innovation: Any program, product, or process new to an individual Intervention: Actions or event(s) which influence the use of an innovation 31
32 CBAM Assumptions Change is a process, not an event. An organization does not change until the individuals within it change. Innovations come in different sizes. Change is a highly personal experience. Change involves a developmental growth in feelings and skills. 32
33 Recognizing Stages of Concern Stages of Concern 6 Refocusing 5 Collaboration 4 Consequence 3 Management 2 Personal 1 Informational 0 Awareness IMPACT TASK SELF 33
34 Stages of Concern Jigsaw Read the descriptions of the stages you have been assigned. Describe the stage. Identify the evidence that helps a trainer know what kind of concern a person is expressing. Recommend strategies for addressing the stage. 34
35 Stages of Concern 6 Refocusing 5 Collaboration 4 Consequence 3 Management 2 Personal 1 Information 0 Awareness Describe the Stage How do You Know? (Evidence) Strategies/ Actions 35
36 Your Stages of Concern Based on what you know about the stages of concern now, what is your predominant stage of concern about being a trainer for Common Core? What is one strategy that might address your stage of concern? How would you enact that strategy? 36
37 Determining Stages of Concern Identify a participant you have encountered who expressed a concern. What was the concern? What is one new way you might address that concern if it were expressed again? 37
38 Notes to Self Write a tip you want to remember about how change impacts learners. Strategies and Interven.ons 38
39 Learning Outcomes Diagnose participants learning needs and readiness to learn; Determine expectations held by both participants and their supervisor(s) related to the outcomes of the learning experience; Determine what ongoing support participants will have to transfer their learning into practice; Determine what measures of their learning will be used; and Use the diagnosis to inform the design and facilitation of learning experiences. 39
40 Essential Questions What is essential for trainers to know about their participants before they design learning experiences? How do trainers diagnose participants learning needs, expectations, and motivation to learn? How do trainers determine what is expected by participants supervisors? How can trainers use the diagnosis process to build the expectation for ongoing learning and follow-up support? What do trainers consider when writing learning outcomes? How do learning outcomes influence the learning of participants? 40
41 Has this ever happened to you? 1. You went to a school to do a presentation and the principal was not present. 2. You were prepared to do a presentation on X and the participants expected a presentation on Y. 3. You assumed that everyone who was present wanted to learn. Others? 41
42 Has this ever happened to you? Write a statement summarizing an idea you are gaining clarity about as you think about these situations. 42
43 Advanced Information Participants Expectations Follow-Up Physical Space 43
44 Case Study Read the case study. With your team, complete the questions at the end of the case. 44
45 Reflecting on Your Learning What information from this section will be helpful for the next training you will be doing? How will you apply this information? How will you know if you have been successful? 45
46 Notes to Self Write a tip you want to remember about audience diagnosis. Strategies and Interven.ons 46
47 See you back in 45 minutes LUNCH 47
48 Content analysis and learning outcomes ACTIVATE BACKGROUND KNOWLEDGE 48
49 Learning Outcomes Determine enduring content related to the expected outcomes; Determine content appropriate for participants based on the audience diagnosis and expectations; Identify the most essential aspects of each content area; and Use the content to plan training. 49
50 Essential Questions What are the enduring understandings related to this initiative/program or these outcomes/expectations? How do I sequence instruction related to the enduring understandings based on the audience s background, need, skill, motivation, and expectations? Of all the content areas and the information within each content area, which is the most important part for this audience at this time? Where do I find information to use as I design learning experiences? 50
51 Top Five Messages Group four to five participants into mixed teams of ELA and math. Designate the roles: facilitator, timekeeper, recorder, and reporter. Reach consensus on the more important messages related to Common Core. 51
52 Debrief What parts of your work were easy and what parts were difficult? What insights did you gain about reaching consensus on the messages? What might have helped your team improve its work? 52
53 Worth being familiar with Important to know and do Enduring understanding 53
54 Determining What is Enduring To what extent does the information have value beyond the training and across multiple situations? To what extent is the core content essential for the full implementation of Common Core at the attitude, aspiration, and behavior levels? To what extent is the core content counterintuitive or easily misunderstood? What big ideas help move beyond the know about stage to the doing stage? 54
55 Advanced Information Difference between retired standards and Common Core Key aspects of ELA standards for elementary teachers Key aspects of ELA standards for secondary teachers Key aspects of math standards for elementary teachers Key aspects of math standards for secondary teachers Instructional processes essential to the implementation of Common Core in ELA and/or math Special needs students and Common Core Principals role in supporting Common Core 55
56 Worth being familiar with Important to know and do Enduring understandings Enduring Understandings about Common Core Select one area or create your own from the the examples of McTighe and Wiggins related to the topic. If there are more than four people in your group, split up into two teams so there are never more than four people working on the same topic. 56
57 Reflecting on Your Learning Think back to this segment of instruction. What were the enduring understandings? When you think about the next training you will do, what is one enduring understanding you want to be sure to incorporate? 57
58 Notes to Self Write a tip you want to remember about content analysis. Strategies and Interven.ons 58
59 Learning Outcomes Understand the five levels of learning and how each contributes to change in practice; and Develop learning outcomes for a learning experience based on an analysis of the audience and the content. 59
60 Essential Questions What are the five levels of learning outcomes? How do the learning outcomes affect the design of the learning? What do facilitators consider when writing learning outcomes? How do learning outcomes influence the learning of participants? 60
61 Think Back Think about a time when you participated in a training that did not prepare you to use the content at the level you were expected to use it. How did you feel? Now think about the opposite situation a time when you participated in a training that fully prepared you to use the content at the level you were expected to use it. How did you feel? What is the value of aligning the learning outcome with the expected level of use of the content? 61
62 Levels of Learning K= Knowledge A= Attitude S= Skill A= Aspiration B= Behavior 62
63 Process of Learning Build foundational knowledge. Develop skills. Develop a desire to become skillful with the practice. Practice the skills with feedback. Develop confidence with the practice. Develop a commitment to the practice. Develop fluency/automaticity with the practice. 63
64 Levels of Learning Practice Work with a partner Choose a content focus. For that content focus, write a learning outcome related to each level. Use the Bloom s Taxonomy chart to assist you. 64
65 Level of Learning K A S A B Design Rationale 65
66 Notes to Self Write a tip you want to remember about learning outcomes. Strategies and Interven.ons 66
67 See you back in 15 minutes BREAK 67
68 Principles of adult learning in practice and alignment with common core state standards content EXPLORE CONTENT 68
69 Learning Outcomes Gain a deeper understanding of how adult learning principles look in practice. 69
70 Principles of Adult Learning in Practice Reunite with the same partner from earlier in the session. Find one or two other pairs, focusing on the same principles, and create a group of four to six. Compare notes. Record any fundamental examples that have been identified or observed. Reorganize and find a another pair focusing on a different principle. Repeat the process. 70
71 Learning Outcomes Apply learning about training to Common Core State Standards content. 71
72 Shelf-Ready Training Purpose: To deepen understanding of how to design training to support implementation of Common Core State Standards. Time: 45 minutes Process: Work in subject- and level-specific teams. Product/Report Out: Chart with your work recorded. Be prepared to share comments on your team s work. Debrief: Answer questions. 72
73 Shelf-Ready Training Form five teams. ELA Elementary ELA Secondary Administrators Math Elementary Math Secondary In each group, list the topics about which you want to have shelf-ready training to share. 73
74 Shelf-Ready Training Identify the learning outcomes and key content bullets for each training you identified. Make a chart for each topic area as a reference for later work. Debrief: What was helpful to you in this task? What was frustrating? How will you develop the training you want? 74
75 Day 2 At a Glance Review Day 1 Explore Content Integrate Information Follow-up Reflections and Evaluation 75
76 Learning designs and guidelines for sequencing EXPLORE CONTENT 76
77 Learning Outcomes Understand the key learning principles that drive the choice of learning designs; Determine how to select learning designs to achieve the desired outcomes and align with learners needs; and Use selected learning designs to plan a learning experience. 77
78 Essential Questions What principles drive decisions about learning designs? What do I believe about how people learn? What are different learning designs? What does a learning facilitator consider in selecting a learning design? 78
79 How Learning Works Look at the image and read the statements below. What implications can you draw from both that relate to learning designs? 79
80 How Learning Works After one month, adults remember 10% of what they read. 20% of what they hear. 30% of what they see. 50% of what they see and hear. 70% of what they say. 90% of what they do and say. 80
81 How Learning Works 81
82 Learning Designs Formal vs. Informal Learning 82
83 Learning Designs Read your assigned design. Read your assigned design. Prepare to Describe it to your colleagues; Share advantages and disadvantages; and Recommend possible uses. 83
84 Selecting a Design Review the questions on Handout What would you add? 84
85 Level of Learning K A S A B Design Rationale K A S A B 85
86 Integrating Learning Integrating learning provides a structured, trainer-directed task that helps participants process information beyond the first two levels of Blooms to aid with retention, deepen understanding, facilitate application, and assess learning. Trainers use a variety of strategies from simple to complex to design integration of learning. 86
87 Reflecting on Your Learning Return to the content analysis you did and select one area of content. For that area of content and for each of the following levels of learning, identify which learning design(s) you might use. 87
88 Notes to Self Write a tip you want to remember about learning designs. Strategies and Interven.ons 88
89 Learning Outcomes Review basic guidelines for sequencing content. 89
90 Strategies for Sequencing Learning-Related Sequencing: Based on learner characteristics Identifiable prerequisite Familiarity Difficulty Interest Development Concept-Related Sequencing: Based on content that is consistent with organizing logically. Class relations Propositional relations Sophistication Logical prerequisite 90
91 Benefits of Sequencing Provides a structure for the designer and the learner. Reduces learner anxiety. Creates learner expectations. Helps produce positive outcomes. 91
92 Applying Effective Sequencing In preparation for your next Common Core State Standards training, think about the most appropriate sequence for presenting the content. Using the information above, how will you approach your training content differently? 92
93 See you back in 15 minutes BREAK 93
94 Learning tasks, facilitation of learning tasks, and alignment of common core standards content INTEGRATE INFORMATION 94
95 Learning Outcomes Design learning tasks that support integration of the learning and allow for differentiation for learners. 95
96 Essential Questions What role do learning tasks play in participants learning? How do trainers structure learning tasks? 96
97 Practice Makes Perfect, Revisited In a team of four, select one sentence that stands out for you. In turn, read your statement and explain why it resonates with you. 97
98 Learning Task Purpose: To discover what a learning task is. Time: 15 minutes Process: Complete the task as described in with a partner. Product/Report Out: Share your learning designs and rationale. Debrief: In your table group identify the attributes of a learning task. 98
99 Learning Designs Tasks Select one of the situations listed in For the selected situation, identify the learning design(s) that you consider most effective. You may use more than one design or parts of several. Explain your reasons for selecting the design(s) you choose. 99
100 Learning Tasks In your table group identify the attributes of a learning task. 100
101 Learning Task Practice Outline a learning task that might be incorporated into a three-hour session that focuses on helping teachers use instructional strategies aligned with Common Core standards. Feel free to add any details necessary to assist you with this task. 101
102 Notes to Self Write a tip you want to remember about learning tasks. Strategies and Interven.ons 102
103 Learning Outcome Apply facilitation skills to support participants success as they engage in learning tasks. 103
104 Essential Questions How do trainers ensure that participants are successful with learning tasks? How do trainers intervene when there are challenges in teams? 104
105 Facilitate fa cil i tate [ fə sílli tàyt ] 105
106 Facilitation of Learning Tasks Remind them of the norms State the purpose Set the time Describe the process Describe the product or report out expected Debrief the task 106
107 Facilitation of Learning Tasks Review the learning tasks you have experienced in this session. Identify examples of each of the facilitation steps. Debrief: What insights did you gain as you reviewed the facilitation of learning tasks? 107
108 Notes to Self Write a tip you want to remember about facilitating learning tasks. Strategies and Interven.ons 108
109 Aligning with Common Core #2 Apply learning about training to Common Core State Standards content. 109
110 Revisiting Training Framework Purpose: To deepen understanding of how to design training to support implementation of Common Core State Standards. Time: 45 minutes Process: Work in mixed groups. Product/Report Out: Be prepared to share comments on your team s work. Debrief: Answer questions. 110
111 Revisiting Training Framework Purpose: To deepen understanding of how to design training to support implementation of Common Core State Standards Time: 45 minutes Process: Work in mixed groups. Product/Report Out: Be prepared to share comments on your team s work. Debrief: Answer questions. 111
112 Reviewing Training Framework Choose one of the two training frameworks provided. Review it and comment on its appropriateness for your use. Recommend changes. Choose one of the other incomplete training frameworks provided. Make additions to it so that you could use it. Debrief: What did you find useful in this activity? How can you use the training outlines you examined? What was frustrating for you in this activity? 112
113 Shelf-Ready Training Form five teams. ELA Elementary ELA Secondary Administrators Math Elementary Math Secondary In each group, list the topics you want to have shelf-ready to share. 113
114 Shelf-Ready Training Identify the learning outcomes and key content bullets for each training you identified. Make a chart for each topic area as a reference for later work. Debrief: What was helpful to you in this task? What was frustrating? How will you develop the training you want? 114
115 See you back in 30 minutes LUNCH 115
116 Application tasks, feedback on application tasks, principles of adult learning in practice, and alignment of common core state standards content, and next steps FOLLOW-UP 116
117 Learning Outcomes Understand what interferes with integrating learning into practice; and Design application tasks that promote the transfer of learning into practice. 117
118 Essential Questions What prevents participants from integrating new learning into practice? What types of learning tasks support, encourage, and facilitate independent implementation of the learning in the workplace? 118
119 Force Field Analysis Create a Force Field Analysis of the barriers and enhancers that exist to application of learning from training. On the left-hand side, list all the factors that serve as barriers to participants application of learning. On the right-hand side, list all the factors that enhancer or facilitate application of learning. 119
120 Force Field Analysis Debrief: Select two of the greatest barriers you identified. Consider how to minimize them. Jot those strategies below for future reference. 120
121 Application Tasks Relevant Authentic Specific Accountable Differentiated 121
122 Notes to Self Write a tip you want to remember about application tasks. Strategies and Interven.ons 122
123 Learning Outcomes Acquire manageable strategies for providing feedback on application tasks that reinforce learning and hold learners accountable for applying their learning. 123
124 Essential Questions What kind of feedback do participants expect? How can trainers provide feedback to participants in a timely way without doing a significant amount of extra work? 124
125 Effective Feedback is... Number off 1, 2, and 3. Person #1 begins and each person adds in turn until you cannot add other ideas. People are allowed to pass after the first round. Speak quickly and specifically. Keep track of the number of rounds you make. Do not repeat ideas. 125
126 Feedback is best if it is Specific Timely Linked to the key learning Motivating Future-focused 126
127 Feedback Strategies 1. Ask participants to do a self-analysis based on criteria the trainer provides. 2. Use the rubric to score the application task. 3. Encourage participants to share feedback with one another. 4. Write a brief note about one strength and one suggestion for improvement in the task. 5. Recommend the next step for the participants. 127
128 Feedback Strategies 6. Ask a question about the work. 7. Review all of the application tasks and summarize the strengths and recommend improvements. 8. Review all of the application tasks and cite two or three exemplars in the group. 9. Post the application tasks and ask participants to comment on at least three. 10. Ask participants to specify which part of the task they want your feedback on. What would you add? 128
129 Notes to Self Write a tip you want to remember about giving feedback on application tasks. Strategies and Interven.ons 129
130 Learning Outcomes Gain a deeper understanding of how adult learning principles look in practice. 130
131 Principles of Adult Learning in Practice Exchange as many fundamental examples of principles by trainers and/or participants that have been identified or observed. Debrief: Which principle(s) will you work to be more conscious of in the future? How will you modify your design and delivery to incorporate it (or them) more? 131
132 See you back in 15 minutes BREAK 132
133 Aligning with Common Core #3 Apply learning about training to Common Core State Standards content. 133
134 Training Design Purpose: To deepen understanding of how to design training to support implementation of Common Core State Standards. Time: 45 minutes Process: Work in subject- and level-specific teams. Product/Report Out: Chart with your work. Be prepared to share comments on your team s work. Debrief: Answer questions. 134
135 Training Design Form five teams. ELA Elementary ELA Secondary Math Elementary Math Secondary Administrators 135
136 Training Design Option One: Use the topics and learning outcomes identified in Activity to design a training using the training framework you have learned. Option Two: Select an existing training and remodel it to align it with the training framework and principles of adult learning. 136
137 Next Steps Support implementation of Common Core State Standards; and Develop a 30-, 60-, and 90-day action plan. 137
138 Next Steps Purpose: To accelerate implementation of the Training of Trainers content and Common Core State Standards Time: 30 minutes Process: Form five teams. ELA Elementary; ELA Secondary; Math Elementary; Math Secondary; and Administrators Product/Report Out: Chart with your work. Be prepared to share comments on your team s work. Debrief: What was helpful to you in this task? What was frustrating? How will you develop the training you want? 138
139 Next Steps Time Task Talent Deliverables 30 Days 60 Days 90 Days 139
140 Thank you! Mid-Continent Comprehensive Center 1639 Cross Center Drive, Suite 354 Norman, Oklahoma The Mid-Continent Comprehensive Center at the University of Oklahoma is funded by the United States Department of Education. Portions of this presentation may have been developed under a cooperative agreement with the United States Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. 140
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