Engineering Design Workshop Day 4 Copyright 2013, Oregon University System, All Rights Reserved

Housekeeping Expectations Bike Rack Folder Overview Group Agreements PDU Credit Logistics

Workshop Goal and Objectives Develop knowledge and skills for effective facilitation of professional learning Examine key components of effective research-based professional learning practices Learn a variety of teaching/learning strategies to effectively manage both content and process components in professional learning Explore strategies for dealing with conflict Plan schedules, buy materials, and create kits

Agenda Day 4 8:00-8:15 8:15-8:30 8:30-9:25 9:25-9:45 9:45-10:00 10:00-10:30 10:30-11:10 11:10-11:30 11:30-12:15 12:15-12:45 12:45-1:05 1:05-2:05 2:05–2:30 Welcome and Overview Warm-up - Human Scatter Plot Effective Professional Learning Adults as Learners Break Facilitation Strategies How to Handle Facilitation Challenges Change is Difficult Lunch Schedules for In-District Workshops Buying Materials and Creating Classroom Kits CO 2 Cannons Evaluation and Closure

Effective Professional Learning 5

Professional Learning The purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels. 6 Learning Forward, 2011

7 Process of Educator Change

Components of Effective Professional Learning Sustained and Intensive Content Focus Active Learning Coherence of Learning –Consistent with Goals –Aligned with Standards and Assessments –Collective Participation 8

Professional Learning: Research to Application Change is a learning process. Change is gradual and difficult. Regular feedback on student learning progress is required to sustain change. Continued support and follow-up is crucial. 9

Standards for Professional Learning Increases Educator Effectiveness and Results for All Students Learning Communities Leadership Resources Data Learning Designs Outcomes 10

Adults As Learners 11

Adult Learning Principles Learning Enhanced when Self-directed Learn from Processing Experience Must be Meaningful Ready to Learn = Need to Learn it Must be able to Apply Tomorrow 12

Engaging the Brain Experience Drives Learning Practice Increases learning and strengthens connections Emotion Drives attention 13

Engaging the Brain o Use n o v e l t y and incongruity Arouse curiosity 14

Engaging the Brain Draw on past experiences Provide opportunities to engage in hands-on, minds –on, and meaningful real- life activities 15

Engaging the Brain Overlooked and Underutilized Strategies  Visuals  Room Set-up 16

Engaging the Brain Has an Emotional Hook Provide optimal level of emotion (High Challenge – Low Threat) Use stories, examples, color, questions, quotes, pictures, music, drama, suspense, celebration, fun, and friendships. 17

Engaging the Brain - Visually Charting Use Borders Use Bullets Use Icons and Images Use LARGE Print Use Color Use Yellow for highlighting Use RED for Title 18

Engaging the Brain - Visually PowerPoint De-clutter –Short sentences –Only key points Photographs Diagrams or Charts LARGE Font 19

BREAK

Facilitation Strategies 21

Critical Questions to Ask When Planning the Workshop Audience? Expected result? Is follow-up built in? New learning or refining existing knowledge and skills? 22

Seven Tips Build community Link concepts and content Be human-use your sense of humor Less is more Pay attention to your audience Provide clear directions 23

Maintaining Productive Presenter-Audience Relations Pay Attention Model Professionalism Practice Non-Adversarial Behaviors Acknowledge/Clarify Non-judgmentally Be Responsible to Audience Needs Be Human and Humane Maintain Focus 24

25 Professional Learning Strategies

How to Handle Facilitation Challenges 26

Challenging Cases Hidden Agendas Broken Records Attackers Doubters & Headshakers Know It Alls & Dominators Off-The-Walls Non-Stop Talkers Ramblers Arguers Blockers Helpers 27

Levels of Intervention (From least to most intrusive) Level 1Do Nothing Level 2Present Your Observations Level 3Describe How You Are Feeling Level 4Ask For Help Level 5Direct The Process 28

Change Is Difficult 29

Change is Difficult Encourage –Small steps Expect –Participation –Engagement –Success 30

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Change is Difficult Overlooked and Underutilized  Action Steps  Commitments  Follow-up 33

LUNCH

Schedules for In-District Workshops 35

Right Before the Workshop Check Equipment and Room Set Up Set out Materials at Appropriate Locations Organize Handouts for Easy Distribution Set out your Small Group Discussion tools

Uses for the Workshop Materials To provide workshops to teachers Train-the-trainer in a box system Available separately for those who don’t or can’t attend a workshop

Grade Level Participants can be same grade-level band or mixed. Lessons available in three versions – elementary, middle school and high school. Arrange groups by table so the activities and discussions are more applicable. Partner by grade level band during the workshop activities

Formats for Holding Workshops The workshop is designed to be a 2 1 / 2 -day event but can be split into 10 self-contained units of 2 hours each. Delivery options: Three-day summer training. Series of half-day workshops. Series of one-day workshops one month or more apart where teachers would be encouraged to try out what they learned and come back to engage in reflection, etc.

Planning Reference Two facilitators for 30 participants Workshops of 60+ need extra facilitation, space, and materials

Buying Materials and Creating Classroom Kits 41

CO 2 Cannon

Closing Goals Expectations Bike Rack Plusses/Wishes – Leave sticky notes 43