PROFESSIONAL CONVERSATIONS: INTEGRATING ALL KINDS OF MINDS INTO PRACTICE Facilitator Guide

PROFESSIONAL CONVERSATIONS: INTEGRATING ALL KINDS OF MINDS INTO PRACTICE Facilitator Guide

November 2007 Updated May 2009 Copyright 2009 ALL KINDS OF MINDS All rights reserved. No part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from All Kinds of Minds. All Kinds of Minds and Schools Attuned are registered marks of All Kinds of Minds. www.allkindsofminds.org

MODULE SUMMARY PARTICIPANT OBJECTIVES: As a result of participating in this module, participants will be able to: 1. Find value in having professional conversations about student learning from a neurodevelopmental perspective. 2. Recognize that implementation of All Kinds of Minds can be done through using the philosophy, beliefs, next day applications, tools, processes, or habits of mind in their educational practice. 3. Use the neurodevelopmental approach as a basis for professional conversations about student learning. 4. Engage in structured professional conversations with other educators. MODULE OVERVIEW: In this module, participants will begin their transition from the Applying phase of All Kinds of Minds implementation to the Integrating phase by reflecting on authentic practice. During the Sharing Experiences activity, participants will reflect upon and share their experiences using the knowledge gained through AKOM course work in their classroom, perhaps with an All Kinds of Minds process or tool. The purpose of this activity is to help participants gain confidence in using the neurodevelopmental approach as a basis for the professional conversations they are having, and to define implementation as encompassing many facets of All Kinds of Minds, from the signature tools and processes to the habits of minds reflected in the beliefs or philosophy. Participants may also share experiences with other new strategies they tried. After participants complete Plus/Delta/Advice charts, they will participate in a gallery walk to explore colleagues experiences. The Professional Conversations Overview provides participants with a context for the remainder of the session. Preparation for the professional conversation begins during Part 1 Preparation for Group Discussion. In this section, participants will become familiar with vital tools that guide a professional conversation framing (or focus) questions, clarifying questions, and probing questions. As they prepare for the group discussion, participants will have an opportunity to create an overview and framing question related to an issue of importance to them and to share this information with their small group. Then the small group will select one framing questions to center their group discussion around during the workshop. Each group member will have the opportunity to push their colleagues thinking by using the discussion techniques of clarifying and probing questions. Professional Conversations: Integrating AKOM Into Practice (Fac) 1

The purpose of Part 2 Group Discussion is for group members to expand the thinking of their colleagues through the dialogue of a professional conversation. The consolidation of discussion notes should provide new insights, perspectives, or possibilities and not necessarily result in a solution. Following completion of the group discussion, participants will reflect on Integrating All Kinds of Minds into Practice, and how they can sustain their integration through the formation and/or engagement with learning communities. PRE-REQUISITES: > Completion of Schools Attuned, Schools Attuned to All Kinds of Minds or Teaching All Kinds of Minds Professional Conversations: Integrating AKOM Into Practice (Fac) 2

ACTIVITY 1. Introduction/ Overview MODULE AT-A-GLANCE PROFESSIONAL CONVERSATIONS: INTEGRATING ALL KINDS OF MINDS INTO PRACTICE FACILITATOR MATERIALS Facilitator pages 6-7 PPT-2-4 2. Sharing Experiences Facilitator pages 8-11 PPT 5-8 Prepared flip charts (see page 4) 3. Professional Conversations Overview 4. Part 1 Preparation for a Group Discussion: Framing questions 5. Part 1 Preparation for a Group Discussion: Clarifying Questions 6. Part 1 Preparation for a Group Discussion, Probing Questions 7. Part 2 Group Discussion Facilitator pages 12-16 PPT-9-17 Facilitator pages 17-20 PPT-18-21 Facilitator pages 21-22 PPT-22-23 Facilitator pages 23-25 PPT-24-25 Facilitator pages 26-28 PPT-26-27 8. Closing Facilitator pages 29-30 PPT 28-29 PARTICIPANT MATERIALS Participant pages 1-2 Participant pages 3-6 Participant page 7 Participant page 8 Participant page 9 Participant page 10-13 Participant page 14 Participant page 15 GROUPING Core group Individuals Triads Core group, Individuals, Quads Core group, Individuals, Quads Core group, Individuals, Quads Core group, Individuals, Quads Core group Quads Core group TOTAL SUGGESTED TIME* 5 min. 30 min. 4 min. 27 min. 13 min. 8 min. 23 min. 10 min. 2 hrs. *Please note that times for activities may vary based on facilitation style and group dynamic. Professional Conversations: Integrating AKOM Into Practice (Fac) 3

MODULE PREPARATION WHAT TO DO (FACILITATORS): Facilitators may wish to improve their own understanding of different types of questioning by visiting the following web sites: www.nsrfharmony.org/resources.html www.essentialschools.org/cs/cespr/view/ces_res/137 www.sedl.org/secac/rsn/thinkquest-ho.pdf www97.intel.com/au/projectdesign/design/curriculumquestions/developing_good_ Questions.htm www.criticalthinking.org/articles/the-role-socratic-questioning-ttl.cfm WHAT TO BRING (PARTICIPANTS): N/A SET-UP INFORMATION: ACTIVITY SET-UP REQUIREMENTS 1. Introduction/Overview > Arrange for laptop and LCD projector > Set up PowerPoint presentation 2. Sharing Experiences > Create a chart for each group of 3 participants (see sample below). You may want to write horizontal on the chart paper so that the participants have adequate space to write. What I Tried Impact Level + Went Well Change Advice 3. Professional Conversations Overview 4. Part 1-Preparation for a Group Discussion, Framing questions > No set-up required. > This activity requires group to be divided into quads by developmental/grade level. Look at your roster to determine whether you d prefer to divide by elementary, middle, high or by more specific grade levels. > Consider assigning groups before session. Note: Please be aware of social dynamics when dividing participants into quads (e.g., participants from different schools, a principal and one of his/her teachers, new teachers vs. experienced teachers). Professional Conversations: Integrating AKOM Into Practice (Fac) 4

SET-UP INFORMATION (continued): MODULE PREPARATION (continued) ACTIVITY 5. Part 1 Preparation for a Group Discussion, Clarifying Questions 6. Part 1 Preparation for a Group Discussion, Probing Questions 7. Part 2 Group Discussion/Debrief 8. Closing SET-UP REQUIREMENTS > No set-up required. > No set-up required. > No set-up required. Professional Conversations: Integrating AKOM Into Practice (Fac) 5

Introduction/Overview FACILITATOR MATERIALS Facilitator pages 6-7 PPT-2-4 PARTICIPANT MATERIALS Participant pages 1-2 GROUPING: Core group SUGGESTED TIME: 5 minutes DIRECTIONS FOR ACTIVITY: 1. Display PPT-2 (Phases of Implementation), refer participants to page 1, and give module context. Phases of Implementation > Developed skills during prior AKOM course work 2 > Currently in the Applying phase (i.e., incorporating into practice what was learned during prior AKOM course work) > Module focuses on moving into Integration phase, where participants begin incorporating the All Kinds of Minds approach into own practice independently. 2. Display PPT-3 (Module Overview) and give overview of module. Module Overview > Share Experiences (Applying Phase) > Professional Conversations Overview > Part 1 Preparation for Group Discussion > Part 2 Group Discussion > Integrating All Kinds of Minds into Practice Next Steps 3 Professional Conversations: Integrating AKOM Into Practice (Fac) 6

3. Display PPT-4 (Module Objectives), refer participants to page 2, and review the objectives. Module Objectives As a result of participating in this module, participants will be able to: > Find value in having professional conversations about student learning from a neurodevelopmental perspective. > Recognize that implementation of All Kinds of Minds can be done through using the philosophy, beliefs, next day applications, tools, processes or habits of mind in their educational practice. > Use the neurodevelopmental approach as a basis for professional conversations about student learning. > Engage in structured professional conversations with other educators. 4 TRANSITION 1. Direct participants to page 3, and highlight the impact levels (school, classroom, student) on the All Kinds of Minds Conceptual Model. FACILITATION POINT: Please note that participants may have had different prior course work experiences. Some references may be familiar to them, others may not. Professional Conversations: Integrating AKOM Into Practice (Fac) 7

PARTICIPANT OBJECTIVE: Sharing Experiences 1. As a result of participating in this activity, participants will be able to recognize that implementation of All Kinds of Minds can be done through using the philosophy, beliefs, next day applications, tools, processes, or habits of mind in their educational practice. FACILITATOR MATERIALS Facilitator pages 8-11 PPT-5-8 Prepared flip charts (see p. 4) PARTICIPANT MATERIALS Participant pages 3-6 GROUPING: Individuals, Triads SUGGESTED TIME: 30 minutes 2 minutes AKOM Conceptual Model 3 minutes Reflection 17 minutes Small Group Discussion 8 minutes Gallery Walk DIRECTIONS FOR ACTIVITY: AKOM CONCEPTUAL MODEL 2 minutes 1. Display PPT-5 (AKOM Conceptual Model) and remind participants of the 3 scopes of impact All Kinds of Minds can have at each level. This graphic is also on page 3 in the participant booklet. > Integrating ND vocabulary into a school policy > Book study > Parent newsletter > Management by Profile > Student Learning Partnership > Learning about Learning lesson > Differentiation > Subject Analysis > Individual students Management by Profile Student Learning Partnership > Classroom Learning about Learning Lesson Differentiation Subject Analysis 5 Professional Conversations: Integrating AKOM Into Practice (Fac) 8

> School Integrating ND vocabulary into school policy Book study Parent newsletter 2. Ask participants How have you put the knowledge gained during your AKOM course work to use?. FACILITATION POINTS: Encourage participants to think about this question in broad terms for example, they may not have implemented a specific tool or process they learned during the course, but they may have incorporated the Principles or Beliefs into their teaching practice. Emphasize that implementation of the All Kinds of Minds approach can be as simple as being conscious of labeling or as complex as Attuning a Student. 3. Chart participant responses. 4. Ask participants to determine which impact level (student, classroom, or school) their implementation strategy may reflect. REFLECTION 3 minutes 1. Display PPT-6 (Sharing Experiences: Reflection), ask participants to turn to page 4 in the participant booklet, and review activity instructions. FACILITATION POINT: The goal of Sharing Experiences: Reflection 1. Answer reflection questions. > What worked? > What would you change? > What advice would you give to others using this process/tool? 2. Prepare presentation for small group. 6 this activity is to give people an opportunity to reflect on the experience of trying something new in their practice. The focus should be on the actual experience. > Individually reflect any new strategy implemented after AKOM course work was completed > Example of advice Set aside time to review the ND constructs before talking with parents Professional Conversations: Integrating AKOM Into Practice (Fac) 9

SMALL GROUP DISCUSSION 17 minutes 1. Ask participants to find two other people who implemented at the same impact level (student, classroom, or school). See PPT-5 (AKOM Conceptual Model) for reference. FACILITATION POINT: They do not all need to discuss the same strategy. Ensure that each group has at least three participants. Allow cross-impact level groups if needed. 2. Distribute pre-made charts to each group (see Module Preparation on page 4). 3. Display PPT-7 (Sharing Experiences: Discussion), direct participants to page 5, and review activity instructions. Sharing Experiences: Discussion 1. Presenter #1 presents his/her experience based on the reflection questions. 2. While presenter is speaking, a group member jots keywords from presentation onto chart. 3. After each group member has completed their presentation, post chart on wall. 7 > Each group member should have equal time (e.g., 5 minutes per person if in Triads) > One group member should serve as time keeper > Do not try to scribe every word; just get key points FACILITATION POINT: Show participants where to record each piece of information (well, change, advice) on chart. Also, help participants manage time. GALLERY WALK 8 minutes 1. Encourage participants to use space on page 6 to record ideas and reflections as they do a walking tour of colleagues charts. FACILITATION POINT: There is not a break built into the Facilitator Notes. Consider using this time as a Gallery Walk/Break. Participants personal motivation and style may determine whether they choose to record ideas, engage in discussion with others, or take a break. Professional Conversations: Integrating AKOM Into Practice (Fac) 10

TRANSITION 1. Display PPT-8 (Module Overview) and reorient participants. Module Overview > Share Implementation Experiences (Applying Phase) > Professional Conversation Overview > Part 1 Preparation for Group Discussion > Part 2 Group Discussion > Integrating All Kinds of Minds into Practice Next Steps > Click on the mouse again to highlight the second bullet. > Next, participants will begin to work with group discussion guidelines in order to have a structured professional conversation. 8 Professional Conversations: Integrating AKOM Into Practice (Fac) 11

PARTICIPANT OBJECTIVE: Professional Conversations Overview 1. As a result of participating in this activity, participants will be able to find value in having professional conversations about student learning from a neurodevelopmental perspective. FACILITATOR MATERIALS Facilitator pages 12-16 PPT-9-17 PARTICIPANT MATERIALS Participant page 7 GROUPING: Core Group, Individuals, Quads (Participants can sit in Quads in order to avoid moving twice during the next section.) SUGGESTED TIME: 4 minutes DIRECTIONS FOR ACTIVITY: 1. Ask participants: > What comes to mind when you hear professional conversation? > When you have these conversations, how do you structure them? > In what situations might you find or might you have found professional conversations to be beneficial? FACILITATION POINTS: Some participants may be familiar with protocols. Protocols provide a structure for group interaction. There are a variety of protocols that your participants may know by different names (e.g., conversation template, consultancy protocol, collaboration assessment protocol, coaching protocol, conversation guidelines). You can find out more about protocols in the Appendix of the participant booklet. We have purposely chosen not to introduce the term protocol in this module, but refer to the structure for the group discussions as guidelines for conversations about student learning. Your participants may find that these guidelines are similar to the steps within protocols with which they are familiar. We are using the term framing question in this module. Equally valid is the term focus question and either may be used. Professional Conversations: Integrating AKOM Into Practice (Fac) 12

2. Model the thinking and structure of a professional conversation by using an example that demonstrates it. We have provided a scenario of an art student to use if desired. SCENARIO: The student is perplexed that his/her painting did not come out the way it was supposed to. He or she initiates a conversation with fellow students this way: I m not happy with this painting. Something s off and it doesn t look like I thought it would. I m not sure if it s the paint, the composition, or what. I d like to try getting my vision down on canvas again but I m unsure of how. > Display PPT-9 (Detail: Van Gogh Two Little Girls). Clicking on the slide again frames the picture and adds the art student s framing (or focus) question. What should I consider as I approach my new painting? Detail: Van Gogh, Two Little Girls 9 > Display PPT-10 (Framing Questions). Briefly describe the nature of a framing question, referencing the question posed by the hypothetical art student. Emphasize that the student is NOT asking for a solution. Framing (or Focus) Question: A problem, issue, dilemma, or concern on the part of the presenter, stated in the form of a question 10 Professional Conversations: Integrating AKOM Into Practice (Fac) 13

> Display PPT-11 (Clarifying Questions). Briefly describe the nature of a clarifying question. Clarifying Question: Requests to the presenter for additional, factual information related to the framing question 11 > Display PPT-12 (Clarifying Questions: What other information ). Suggest that these are factual questions posed to the art student by his or her fellow students. Clarifying Questions: What other information do you need as you consider the framing question? How accurate are the colors? What kind of paint did you use? How long did you spend on the painting? NOTE: This slide is animated. Click on the mouse to display each question. Did you use a real girl or was it your imagination? 12 > Display PPT-13 (Probing Questions). Briefly describe the nature of a probing question. Probing Question: Help a presenter think deeply, examine alternatives, consider novel viewpoints, and provide time to reflect. 13 Professional Conversations: Integrating AKOM Into Practice (Fac) 14

> Display PPT-14 (Probing Questions: Designed to expand ). Suggest that these are questions fellow students posed as they helped the art student consider the issue from alternative viewpoints. Emphasize that the questions are NOT posing possible solutions. Probing Questions: Designed to expand and challenge a presenter s thinking What might happen if you painted from imagination? Would changing the medium from paint to watercolor have an impact? What did you hope a viewer would feel when they looked at the painting? How might your previous experiences have affected your painting? NOTE: This slide is animated. Click on the mouse to display each question. 14 > Display PPT-15 (Paintings). Describe how the art student might go in a number of different ways with the new painting based on changes in thinking. 15 3. Display PPT-16 (Professional Conversations Overview). Professional Conversations Overview Part 1 Preparation for Group Discussion > Select a framing/focus question > Ask clarifying questions > Create probing questions Part 2 Group Discussion > Engage in discussion > Presenter consolidates information > Point out the two main sections Part 1 and Part 2. > Walk participants through the big picture overview of the professional conversation. 16 Professional Conversations: Integrating AKOM Into Practice (Fac) 15

4. Display PPT-17 (Conversations for Student Learning) and ask participants to turn to page 7 in their participant booklet. Conversations for Student Learning > Give participants a few moments to independently read through the detailed version on page 7 of their participant booklet. 17 5. Tell participants that they will be going into more detail about the steps within Part 1 and Part 2 as they participate in the upcoming activities. Professional Conversations: Integrating AKOM Into Practice (Fac) 16

Part 1 Preparation for Group Discussion: Framing Questions PARTICIPANT OBJECTIVES: As a result of participating in this activity, participants will be able to: 1. Find value in having professional conversations about student learning from a neurodevelopmental perspective. 2. Use the neurodevelopmental approach as a basis for professional conversations about student learning. FACILITATOR MATERIALS Facilitator pages 17-20 PPT-18-21 PARTICIPANT MATERIALS Participant page 8 GROUPING: Core Group, Individuals, Quads SUGGESTED TIME: 27 minutes 7 minutes Introduction to Framing Questions 5 minutes Formulate Overview and Framing Questions 12 minutes Share Framing Questions 3 minutes Select Framing Question DIRECTIONS FOR ACTIVITY: INTRODUCTION TO FRAMING QUESTIONS 7 minutes 1. Display PPT-18 (Module Overview). Module Overview > Share Implementation Experiences (Applying Phase) > Professional Conversations Overview > Part 1 Preparation for Group Discussion > Click on the mouse again to highlight the third bullet. > Explain to participants that we will begin preparing for our group discussion. > Part 2 Group Discussion > Integrating All Kinds of Minds into Practice Next Steps 18 > Our first step is to create framing questions for the discussion. Professional Conversations: Integrating AKOM Into Practice (Fac) 17

2. Ask participants to turn to page 8 of their participant booklet. > On the next few slides, we will look at some examples and non-examples of framing questions in order to identify some key characteristics. 3. Display PPT-19 (Framing Question Example/Non-example) and PPT- 20 (Additional Framing Question Examples) and review examples. FOCUS QUESTION Example Teachers at my school are familiar with All Kinds of Minds vocabulary. However, despite my attempts to integrate this vocabulary into schoolwide practice, they aren t using it. What barriers might I be overlooking? > Encourage participants to generate key characteristics of framing questions. FOCUS QUESTION Non-example Teachers at my school are familiar with All Kinds of Minds vocabulary. However, they refuse to use it. It might be because they just have too many other things to do or don t agree with the philosophy. How can I make them cooperate? 19 Additional Examples of Framing Questions Issue: This particular piece of student work puzzles and intrigues me. I am confident that other teachers often face similar situations with their students. Question: What can we do to support each other in understanding our various students? What additional information would you want to know before engaging in a professional conversation? 20 4. Ask participants to record responses that resonate with them on page 8 of their participant booklet. Some possible characteristics are: > Open-ended questions > Invitation to engage in thinking > Vague language > Plural forms > Approachable voice > Positive presupposition > Exploratory or tentative language > Helps get everyone on same page > Focuses on student learning Professional Conversations: Integrating AKOM Into Practice (Fac) 18

> Does not seek definitive answer or solution > Does not focus on preconceived notions or lead (i.e., it s probably because ) 5. Check for comprehension. Make sure that the characteristics of framing questions are well understood before moving on the next section. FORMULATE OVERVIEW AND FRAMING QUESTIONS 5 minutes 1. Display PPT-21 (Framing Question Stems) and review. Framing Question Stems > What are some ways to...? > What could be? > How well does? > In what ways does this? 21 > These are some possibilities. > There are other possible stems (e.g., How do I?, What would others do? ). > Participants can use these to help them write their own framing questions. 2. Explain that participants will now have an opportunity to create their own overview and framing question on page 8 of the participant booklet. > Their question should reflect their implementation experience discussed earlier in the session. > They should ask themselves, As a result of that experience, in what way(s) do I want my thinking pushed/challenged?. > Their question should focus on student learning. > The overview will provide the necessary background information and context for the framing question. > If their implementation experience did not generate an issue, problem, concern, dilemma, etc., suggest they use another area of concern for their overview and framing question. Professional Conversations: Integrating AKOM Into Practice (Fac) 19

SHARE FRAMING QUESTIONS 12 minutes 1. Individuals share overview and framing questions with other group members. > Each person will have approximately 3 minutes to share. SELECT ONE FRAMING QUESTION 3 minutes 1. Group members select one framing question to further explore during the group discussion. > Record the selected framing question at the bottom of page 8. FACILITATION POINT: The individual whose framing question was selected becomes the Presenter for the remaining preparation activities and group discussion. Professional Conversations: Integrating AKOM Into Practice (Fac) 20

Part 1 Preparation for Group Discussion: Clarifying Questions PARTICIPANT OBJECTIVES: As a result of participating in this activity, participants will be able to: 1. Find value in having professional conversations about student learning from a neurodevelopmental perspective. 2. Use the neurodevelopmental approach as a basis for professional conversations about student learning. FACILITATOR MATERIALS Facilitator pages 21-22 PPT-22-23 PARTICIPANT MATERIALS Participant page 9 GROUPING: Core Group, Individuals, Quads SUGGESTED TIME: 13 minutes 3 minutes Introduction to Clarifying Questions 5 minutes Share Overview & Write Clarifying Questions 5 minutes Ask Clarifying Questions DIRECTIONS FOR ACTIVITY: INTRODUCTION TO CLARIFYING QUESTIONS 3 minutes 1. Display PPT-22 (Additional Framing Question Example) and review. Additional Examples of Framing Questions Issue: Teachers at my school are familiar with All Kinds of Minds vocabulary. However, despite my attempts to integrate this vocabulary into schoolwide practice, they aren t using it. Question: What barriers might I be overlooking? What additional information would you want to know before engaging in a professional conversation? > Initiate a core group discussion around the question posed on the bottom of the slide. > Explain that the types of questions they just generated are clarifying questions. 22 > Ask participants to identify and record key characteristics of clarifying questions on page 9 of their participant booklet. Professional Conversations: Integrating AKOM Into Practice (Fac) 21

2. Check for comprehension. Make sure that the characteristics of clarifying questions are well understood before moving on the next section. SHARE OVERVIEW AND WRITE CLARIFYING QUESTIONS 5 minutes 1. Display PPT-23 (Clarifying Question Stems) and review. Clarifying Question Stems > Who was involved...? > What happened when you? > These are some possibilities. > Individuals can use these to help them write their clarifying questions. > How did you approach? > At what point did you? > How much time? 23 2. The Presenter will share his/her overview and framing question again. > Group members write related clarifying questions on page 9 of their participant booklet. ASK CLARIFYING QUESTIONS 5 minutes 1. Group members will ask the Presenter their clarifying questions. The Presenter responds to these questions. FACILITATION POINT: The dialogue should be a Question & Answer format between a group member and the Presenter. This is NOT the group discussion and NOT an opportunity to brainstorm, share insights, or discuss the merit of various solutions. Professional Conversations: Integrating AKOM Into Practice (Fac) 22

Part 1 Preparation for Group Discussion: Probing Questions PARTICIPANT OBJECTIVES: As a result of participating in this activity, participants will be able to: 1. Find value in having professional conversations about student learning from a neurodevelopmental perspective. 2. Use the neurodevelopmental approach as a basis for professional conversations about student learning. FACILITATOR MATERIALS Facilitator pages 23-25 PPT-24-25 PARTICIPANT MATERIALS Participant page 10-13 GROUPING: Core Group, Individuals, Quads SUGGESTED TIME: 8 minutes 5 minutes Introduction to Probing Questions 3 minutes Create Probing Questions DIRECTIONS FOR ACTIVITY: INTRODUCTION TO PROBING QUESTIONS 5 minutes 1. Direct participants to pages 10-12 in their booklets. Introduce the Pocket Guide to Probing Questions article. Convey the following points: > We will use these in our group discussion. > This is the last preparation step before we engage in the actual group discussion. > Allow 2-3 minutes for participants to read through the article. 2. Ask participants to describe key characteristics of a probing question and record them on page 13 in their booklet. 3. Check for comprehension. Make sure that the characteristics of probing questions are well understood before moving on the next section. Professional Conversations: Integrating AKOM Into Practice (Fac) 23

CREATING PROBING QUESTIONS 3 minutes 1. Display PPT-24 (Probing Question Stems) and review. Probing Question Stems > What might you see happening in your classroom if...? > How might your assumptions about influence your thoughts about? > These are some possibilities. > Individuals can use these to help them write their probing questions. > What would you have to change in order for? > What sort of impact do you think? 24 2. Ask each group member to individually write 2-3 probing questions that will expand and deepen the Presenter s thinking around the framing question. These will be used during the group discussion. > Group members write their individual probing questions on page 13 of the participant booklet. > The probing questions you create will be related to the selected framing question. > This is NOT a group activity. FACILITATION POINT: Encouraging group members to independently write their probing questions will ensure that each person has an opportunity to think about the upcoming discussion prior to engaging in the discussion. Some groups may have a tendency to plunge right into the discussion, so the independent nature of this activity may need to be re-emphasized. Professional Conversations: Integrating AKOM Into Practice (Fac) 24

TRANSITION 1. Display PPT-25 (Module Overview). Module Overview > Share Implementation Experiences (Applying Phase) > Professional Conversations Overview > Part 1 Preparation for Group Discussion > Part 2 Group Discussion > Integrating All Kinds of Minds into Practice Next Steps 25 > Click on the mouse again to highlight the fourth bullet. > Part 1 focused on preparing for the group discussion. > In Part 2, the small groups will focus on the actual group discussion. > Group members responsibility will be to help presenter expand thinking around the framing question. It is not to provide a solution. Professional Conversations: Integrating AKOM Into Practice (Fac) 25

PARTICIPANT OBJECTIVES: Part 2 Group Discussion As a result of participating in this activity, participants will be able to: 1. Find value in having professional conversations about student learning from a neurodevelopmental perspective. 2. Use the neurodevelopmental approach as a basis for professional conversations about student learning. 3. Engage in structured professional conversations with other educators. FACILITATOR MATERIALS Facilitator pages 26-28 PPT-26-27 PARTICIPANT MATERIALS Participant page 14 GROUPING: Core Group, Quads SUGGESTED TIME: 23 minutes 10 minutes Group Discussion 5 minutes Presenter Consolidation 8 minutes Group Discussion Debrief GROUP DISCUSSION 10 minutes 1. Display PPT-26 (Engage in Group Discussion). Engage in Group Discussion > Group members can build the discussion around one or several probing questions. > Group members are not trying to solve a problem. > The Presenter listens and takes notes. > Majority of discussion should be between group members. > Presenter will actively listen and take notes on page 14 of the participant booklet. 26 Professional Conversations: Integrating AKOM Into Practice (Fac) 26

2. Cue the participants to begin their discussions. Provide time checks when there are 5 and 2 minutes remaining. 3. Circulate around the room to ensure conversations stay on track, redirect those who might dominate conversations, and engage with groups having difficulty with the conversation because of social dynamics. FACILITATION POINT: You may want to suggest the Presenter turns away (i.e., not sustain eye contact) from the group in order to actively listen. This also helps the Presenter and group members not feel compelled to engage in the discussion or interact socially with each other during the discussion. This is especially helpful if there are unique social dynamics within a group. PRESENTER CONSOLIDATION 5 minutes 1. After the group discussion ends, the Presenter consolidates his notes and reflects aloud on what he s heard, any new insights gained, and any different perspectives to consider. > The Presenter does NOT need to share what he plans to do as a result of this experience or any solution. 2. Cue the Presenter to begin sharing their consolidated thoughts with their group. Provide time checks when there is 1 minute remaining. GROUP DISCUSSION DEBRIEF 8 minutes FACILITATION POINT: The group discussion debrief is an opportunity to reflect on the idea of using a structure for a professional conversation and the value of having ongoing professional conversations in their practice. The focus of the group debrief should NOT be on the content of each group discussion. 1. Suggested questions: > How did you feel as you participated in the professional conversation? (e.g., comfortable, authentic, confused, motivated) > How would you incorporate professional conversations in your educational practice? > How do professional conversations impact student learning? Professional Conversations: Integrating AKOM Into Practice (Fac) 27

> What kind of support would you like to have in order to continue to incorporate professional conversations in your practice? FACILITATION POINT: Participants will have an opportunity to write out their personal next steps at the end of this module. 2. There are two versions of the Guidelines for Conversations for Student Learning diagram in the Appendix, the same detailed version that was included on page 7 of the participant booklet and a simpler flowchart version. 3. A few other resources to support professional conversations are listed on the last page of the Appendix. TRANSITION 1. Display PPT-27 (Module Overview). Module Overview > Share Implementation Experiences (Applying Phase) > Professional Conversations Overview > Part 1 Preparation for Group Discussion > Part 2 Group Discussion > Integrating All Kinds of Minds into Practice Next Steps > Click on the mouse again to highlight the last bullet. > In Part 2, Group members helped the Presenter expand thinking around a framing question. > Next, we ll look at some specific ways to integrate All Kinds of Minds into your practice. 27 Professional Conversations: Integrating AKOM Into Practice (Fac) 28

Integrating All Kinds of Minds into Practice Next Steps (Closing) PARTICIPANT OBJECTIVES: As a result of participating in this activity, participants will be able to: 1. Find value in having professional conversations about student learning from a neurodevelopmental perspective. 2. Use the neurodevelopmental approach as a basis for professional conversations about student learning. 3. Engage in structured professional conversations with other educators. FACILITATOR MATERIALS Facilitator pages 29-30 PPT-28-29 PARTICIPANT MATERIALS Participant page 15 GROUPING: Core Group SUGGESTED TIME: 10 minutes DIRECTIONS FOR ACTIVITY: INTEGRATING PHASE DISCUSSION 10 minutes 1. Display PPT-28 (Phases of Implementation) and reorient participants. Phases of Implementation > Individuals are now moving from Applying phase to an Integrating Phase > Integrating phase means an independent use of AKOM concepts in one s own practice 28 Professional Conversations: Integrating AKOM Into Practice (Fac) 29

2. Ask the group what kinds of support they would desire as they move into the integrating phase of All Kinds of Minds tools and processes in their schools and classrooms. > Some may mention a learning community, colleagues, or friends. > Ask the group if anyone is currently engaged in a learning community and have individuals share the value of that learning community. FACILITATION POINT: Research has shown that new practices are more likely to become integrated if supported by a learning community. Discuss the value of this support in implementing new tools/processes and expanding thinking. 3. Display PPT-29 (Your next steps) and direct participants to page 15 in their booklet. Your next steps > For connecting with a community of learners > For using Professional Conversations > Ask participants to take 2-3 minutes to reflect upon how they plan to connect to a learning community and their intentions for using Professional Conversations in their own practice. 29 Professional Conversations: Integrating AKOM Into Practice (Fac) 30

What went well in this module: Facilitator s Journal What I would change in the future: Professional Conversations: Integrating AKOM Into Practice (Fac) 31