1. A305: Week 8 Deeper Learning for Adults

2. Context At some level, everything about deeper learning is about moving adults to be able to do things that they can’t currently do Leadership in deeper learning is about becoming a teacher of adults about deeper learning

3. Goals for Today (+ Section) Understand/analyze: Identify, drawing on readings and own experiences, design principles for developing adults to lead deeper learning environments Evaluate: Evaluate adult learning experiences using the principles you have developed Create: Develop problem/context/solution triangle for your project

4. Plan: Two Parts Part I: Deeper Learning for Adults Develop criteria for good learning experiences for adults Watch rounds debrief and evaluate against those criteria Revise criteria; brainstorm powerful adult learning experiences; share Part II: Projects Learn problem/context/solution triangle Apply to your project Get feedback

5. A Little Warm Up Reflect on own best and worst adult learning experiences Jot some notes – best and worst

6. Form Groups of 4

7. Adults Learn Best When… Complete this sentence stem (individually, and then share with the group): Adults (teachers, school leaders, district folks) learn best when ______ (Brainstorm on post-its and then put up on wall) Possible inputs: Bransford/Darling Hammond NRC framework Readings for this week Readings on expertise Your own deeper learning paper

8. A Question for Discussion To what degree is your theory of deeper learning for adults parallel to your theory of deeper learning for students? Are there ways in which it departs? How? Why?

9. Define: Design Principles for Adult Deeper Learning Sort and clump your post-its. Then… Complete this prompt on the wall as a group A good deeper learning experience for adults will adhere to the following design principles: a) b) c) d)

11. Developing the Discipline of Seeing Seeing is a discipline It’s like a muscle—it gets stronger with repetition Foundation for collaborative conversation and barn raising Sometimes you have to “unlearn” judging to learn “seeing” 11

12. Ladder of Inference

13. For Us: Keep a Two column table Low inference observation Ways it does or does not exhibit characteristics of deeper learning for adults as developed by your criteria

14. To Discuss in Your Groups Did you see qualities of good adult learning experiences in this task and the subsequent discussion? Or not? What would it have taken to have gone deeper?

15. Look Back at Your Principles Are there ways you want to amend them in light of what you saw? Do you need to change or add to your criteria?

16. Design: Brainstorming Stage Beyond PLCs: Brainstorm question (post-it note and then choose 1-3) What kinds of powerful experiences would generate deep learning on behalf of adults with whom you work? Really free brainstorm – we’d love to get some good and new ideas for teaching deeper learning Add the ideas to your wall and be ready to share one idea by 2:45

17. Project Timeline Today is October 28th Empathy/field memo due November 2nd Prototypes due November 16 th (draft 1) Optional workshop day December 2 nd (draft 2) Presentation day December 9 th (draft 3): Please hold the day

18. Design Process

19. Project Timeline Today is October 28th Empathy/field memo due November 2nd Prototypes due November 16 th (draft 1) Optional workshop day December 2 nd (draft 2) Presentation day December 9 th (draft 3)

20. Start with the Problem SolutionProblem Context

21. Start with the Solution ProblemSolution Context

22. Start with the Context SolutionProblem Context

23. Value Proposition SolutionProblem Context

24. Value Proposition SolutionProblem Context You! (In what role?)

25. Strategic framework 201 Evidence Roots Problem Vision/Goal Leader Environment Stakeholders Capacity Connections Context Possible Solutions Combinations / Synergy Causality Leverage Placing Bets Solution Value Proposition Context

26. Design Process

27. Iteration is Key SC P P Initial propositionDesign process SC P P Revised proposition

28. Individual/Group Try to make a problem/context/solution triangle that embodies your idea. SolutionProblem Context

29. To Remember In Giving Feedback Working as a team to help the presenter develop the best version of their work Listen – try to think about their goals and whether the proposed project would achieve them Resonance – Tell them what particularly resonates, what you heard that you wanted to learn more about Constructive criticism – If there big holes/gaps in what is being proposed, gently name them Barn raise – Help them create a better project; don’t just tear down existing ideas

30. To Remember In Receiving Feedback Frame where you are and what kind of feedback would be helpful The more honest you are in where you are struggling the more help people can be The more you talk, the less feedback you are getting Take notes as you go – you won’t remember it all later Raise your hand if you need help from the teaching team!

31. More specific queries Problem What is the evidence of the problem? Do the stakeholders involved think they have a problem? Can you help the presenter sharpen the definition of the problem? Solution Does the solution fit the problem? Do the person or group have the needed resources to address the problem? Is the proposed solution doable? Overall Is there a fit between problem, context and solution? Do you see a value proposition? Is the project as a whole at the right size? Can it be done by this person? If not, can it be revised to make it the right size?

32. Protocol for Feedback Step 1: Designate a timekeeper Step 2: Presenter summarizes problem, context, solution, role, and defines what kind of feedback would be useful (4 minutes) Steps 3: Feedback (3 minutes) Step 4: Open discussion (3 minutes) Step 5: Repeat, with other partner sharing (10 minutes per round, 20 minutes total for pairs, 30 minutes for trios)

33. Plan for the Next 45 Minutes Part I: Work in project groups – Next steps Where do you have it figured out? What do you still need to brainstorm about? Part II: Giving feedback Part III: Receiving feedback Timing (pairs) 3:15 – 3:30 Own group work 3:30 – 3:45 Sharing and feedback I 3:45 – 4:00 Switch: sharing and feedback II Timing (trios) 3:15 – 3:30 Own group work 3:30 – 3:40 Sharing and feedback I 3:40 – 3:50 Sharing and feedback II 3:50 – 4:00 Sharing and feedback III

34. To Remember In Receiving Feedback Frame where you are and what kind of feedback would be helpful The more honest you are in where you are struggling the more help people can be The more you talk, the less feedback you are getting Take notes as you go – you won’t remember it all later