Strategy Harvest Find the Fiction Line Up Jot Thoughts Cycle of Learning ThinkWriteRoundRobin Stick to your Beliefs 5 Whys Gallery Walk True/False World Café 4 Corners Checkerboard StandUp HandUp PairUp ThinkTime Talking Chips Love it/Leave it/Lose it Co-constructing Criteria Strip & Sort Spin the Board

Find the Fiction “Participants write three statements and read them to teammates. Teammates try to “find” which of the three statements is the fiction.” Purpose: Get to know the people on your team a little better (build your site-based team). Share and model structure (Facilitator shares his 3 statements).    Each participant records 3 statements: 2 truths and one piece of fiction.  Person A, the person who woke up earliest this morning, will read his/her three statements.  The other participants at the table will attempt to guess the fiction.  Have group share out anything new or salacious they learned about a teammate.  Statement 1 Statement 2 Statement 3

Beliefs I believe… Think-Write-RoundRobin Individually reflect and record your beliefs about curriculum, instruction , and assessment (3-5 minutes). Your prompt is I believe… Person who was up the earliest time begins sharing one of their beliefs Other teammates record statements that are different than those on their own papers. Sharing moves in clockwise direction with participants sharing new belief statements only. In order to guide our thinking for the day, we would like your school teams to come up with some belief statements in a visual form to which we can refer. The strategy that we are going to use for this purpose is named Think-Write-RoundRobin. In this structure, the teacher poses a problem and provides think time Everyone writes on own paper Person up earliest time begins sharing one of their beliefs Other teammates record statements that are different than those on their own papers. Move in clockwise direction sharing new belief statements only.

Stick to your Beliefs One belief sheet is put in the middle Each person is given 3 stickers Silently each person stickers their top 3 beliefs You now have generated a list of your team beliefs As you move on in your work make sure that your work is guided by those beliefs Once everyone has had the opportunity to share out their belief statements, choose one of the sheets and place it in the middle of the table. Each person silently stickers their top 3 beliefs on the sheet, creating a bar graph type of visual of the beliefs of your team. You now have a visual of the top beliefs of your team that you can continue to refer to when planning the work and guide their thinking throughout the day.

5 Why Protocol Pattern Statement: The CIA initiative was created to support curriculum, instruction and assessment in our secondary school. Why: _______________________________________ Why? Now that all school teams have their first why, we are going to send you off to continue to dig deeper into understanding why the CIA initiative was created. We will leave it to your school teams to determine how you would like to continue the process. Some schools may find that the whys what were just shared might be the next why in the process. I would urge you to ensure that all members voices are heard and that you go back and read the pattern statement and why statements you have come up with as you continue to add to your list. We would ask that you assign someone in your group to be the recorder as before we go to lunch we will be doing a gallery walk to see any patterns that may arise from the various groups.

5 Why Gallery Walk Gallery Walk: Using the tape provided, participants post their work on the wall. Participants circle the room, viewing the other participants’/groups’ work. As participants circle, they look for patterns and trends, similarities and differences. Upon returning to their table, participants share observations with their group. Gallery Walk: participants post their work on the wall or leave on the table and walk around the room, viewing other participants’ work. It is encouraged that while participants "gallery walk" that they have a question that they can be thinking about (notice the similarities and differences). This strategy is useful for learners to see what other groups have done and to self-assess their work. In addition, facilitators may want to modify this strategy to include giving peer-feedback to other groups.

JotThoughts & RoundRobin Facilitator provides prompt or question for participants. Participants have 1 minute: Individually record the questions/answers/observations they have on a post-it – 1 item per post-it. ROUND ROBIN: In their groups, participants take turns sharing their JotThoughts. The person with the next birthday in the group will start. If participants have any duplicate items, stack them together to avoid repetition.

True or False Facilitator posts TRUE/FALSE signs in the room. Facilitator posts or reads out a statement to participants, instructing them to turn the appropriate direction. Participants: If you believe the statement is true turn to your left. If you believe the statement is false turn to the right. The ILT will be working to support you with your work, both on site and as a network of leaders, throughout the coming year.  Because of this we thought we’d share a little about ourselves.  There are quite a few misconceptions about who we are and what we do.  Let’s see what you know about us…  We will read a statement aloud.  If you believe the statement is true turn to your left.  If you believe the statement is false turn to your right. Statement:  Lindsay Gibson can’t get a word in edgewise working with six women. Statement:  The ILT worked with every school that had a collaborative group requesting support. Statement:  The ILT has worked on site in 34 of SD No. 23’s 42 schools. Statement:  The ILT has worked on site in all six of the secondary schools. Statement:  The 8 schools that the ILT has not worked on site with are elementary schools. Statement:  ILT members each have separate portfolios according to their past teaching experience (content specific, grade level specific)

World Cafe Teams disperse evenly amongst the tables. Everyone moves except one anchor at each table. Round 1 = 5 minutes Anchor at the table begins by sharing their group’s work in response to a question/prompt provided by the facilitator. Other participants at table respond and share their connections, ask questions. Round 2 = 5 minutes Process is repeated with a new question or prompt. Round 3 = 5 minutes Process is repeated a final time with a new question or prompt. Teams return to their group to debrief. We are now going to into a sharing protocol called World Café. This strategy will allow schools to share rough plans for the upcoming school year and give and receive feedback. Choose one person to act as your anchor. This person will stay at the table and share with other schools. We intend for this to be a conversation. Everyone else will disperse to other tables. We suggest school teams split up so collectively you will hear all of the school plans. Round 1: the anchor person will discuss question 1 (How will you begin to build an urgency around student engagement, achievement and learning?) (6 minutes) Round 2: anchor person remains, and teachers move to another table. Anchor person discusses question 2 (How will you begin to create common understanding around curriculum, instruction and assessment?) Round 3: teachers move again. Anchor person discusses question 3 (How will you provide opportunities for all voices and perspectives on staff to heard when building a school focus around curriculum, instruction and assessment?)

4 Corners… Facilitator posts chosen images in each of the four corners. Facilitator provides a stem statement: If _________ was a _______ (e.g. If adult learning was a beverage, then it would be a…) Structure: Participants get up and move to their chosen corner. In their corner group, participants share their reasons for choosing their corner to complete the stem. Ask CIA to think about the prompt “If adult learning was a beverage, it would be milk, cocktail, coke or tea.  After 30seconds of think time inform them that they can move to the corner of the room that best represents their thinking.  In your corner, share with one another why you have chosen this corner.  Be prepared to share out with the larger group why you have chosen this corner.  Debrief with the group, having a member from each corner share their thoughts for the group.   This is a strategy that we have used with adult learners to get participants up and moving and interacting with one another.  The prompt we chose to use allowed us to activate your thinking about today’s learning.  Judy Willis, neurologist turned teacher suggests that activities like four corners activate learners thinking preparing them to make connections with new learning and allows them to easier store this information in their long term memory.  This is a strategy that you can use in your classroom with students when beginning a new unit, taking a temperature check on their understanding, when discussing a debatable topic etc.  

Checkerboard Find a checkerboard quote that you connect with. Participate in a StandUp-HandUp-PairUp. In front of you is a checkerboard of quotes and they all centre around current research on adult learning.  We would ask that you silently read over the quotes and circle or highlight 2-3 quotes that resonate with you.   After they have read… We are now going to participate in a strategy called standup-handup-pairup.  Everyone will stand up, put their hand up, lock eyes with someone in the room, preferably outside of your table grouping, and when you meet high five each other, introduce yourself and then share one of your quotes and why you chose it.  We will say that the person who is the tallest will begin first.  We will rote 2-3 times talking with different people. This is a great strategy that can be used with adult learners or students to activate their thinking on a topic.  We have seen it in English classes where teachers choose quotes from novels or short stories.  We have also seen teachers use it to synthesize their learning of a unit.  The teacher can make up the checkerboard or you can have students give you the quotes. “Professional renewal…colleagues and friends” (pg 53, Transforming Barriers) StandUp-HandUp-PairUp: “Participants stand up, put their hands up, and quickly find a partner with whom to share or discuss”

Talking Chips “Participants each receive a specific number of talking chips. Each time a participant contributes to the group conversation, they must place one of their chips at the center of the table until they are out of talking chips.” Facilitators often use bingo chips or poker chips for talking chips. Variations: colour-coded chips to dictate responses to specific questions (e.g. question 1 is a red chip, question 2 is a blue chip, and questions 3 is a white chip) colour-coded chips to dictate type of response (e.g. blue is a question, red is a connection, and white is an original idea) Statement 1 Statement 2 Statement 3

Consensus Structures Strategy: Round Table Consensus Each member of the group verbally shares a their contribution with the group. The entire group must approve with a thumbs-up before the criterion is recorded or accepted. Strategy: Love it, Leave it, Lose it Participants silently reflect on their group’s work. Participants record what they love, what they would modify, and what they would eliminate. Participants can share these with the group using a structure like RoundRobin or Talking Chips. Love it Leave it, but edit Lose it

Co-constructing Criteria Participants individually record the criteria for the given topic on the strips of paper provided. Facilitators may use structures like RoundRobin and consensus structures like RoundTable Consensus or Love it, Leave it, Lose it to ensure all voices are heard as participants share their criteria.

Strip and Sort Look at the brainstormed criteria and begin to categorize like criterion Determine if there are any missing items and add additional strips where necessary Determine the “big ideas” for each category Once your team has reached consensus on the criteria built by the team, it is time to Strip and Sort. Begin by sorting out the criteria based on similarities of ideas. Once that is sorted, beginning to categorize by determining a title to identify the big ideas for each category. Add or remove criteria according in accordingly. Be ready to share your categories and criteria with the other  members of the network  

Spin the board On a large whiteboard or a piece of chart paper, participants record their responses to a prompt or question. Participants spin board. They will spend 2 min reading & reacting. Try to reserve judgment. Date #1: 2 mins Date #2: 2 mins Date #3: 2 mins Add comments,questions, feedback, suggestions, etc. Make a square in center of you board. leave room around the outside, this will be area that you do own personal brainstorming.  1. Make personal brainstorm on: enduring understandings what you want your staff to have at the end of the day? What learning targets or goals will help you achieve this? Each school has own colour. 2. You will then have 3 X 2 minute visit to cross pollinate on other team members brainstorm. Refrain from judgment, add too, jump off of. 3. Then return to own spot and find themes, common ideas.

Activate Acquire Apply Reflect 4 Corners Find the Fiction Line Up Jot Thoughts Cycle of Learning Think Write Round Robin Stick to Your Beliefs Gallery Walk Spin the Board Co-Constructing Criteria/Strip and Sort Checkerboard True/False World Cafe 5 Whys