1. Resistance and Lesson Planning
APRIL 2012 MTL MEETING
LAURA MALY
BERNARD RAHMING
CYNTHIA CUELLAR RODRIGUEZ

2. Learning Intention Success Criteria
We are learning to deepen our understanding of how to define and overcome resistance.
Success Criteria
We will know we are successful when we develop strategies to address resistance that hinder the implementation of the Instructional Design of the CMSP.

3. Overcoming Resistance (Ann Kilcher and Lawrence Ryan, Padaia Group, 1996)
People don’t know what to do (lack of knowledge).
People don’t know how to do it (lack of skills/ abilities).
People don’t know why they are doing it (the purpose).
The workload and work pressure are increasing.
People can’t see the benefits of changing.
People are not involved in decision making.
People don’t experience support.
The innovation conflicts with the school culture.
People are worried about failure.
People are satisfied with the way things are.
People don’t see the change agent or advocate as credible.
People have a negative past experience with change.
Review last months on why people resist

4. Listen with lens of coach to provide feedback
At table, turn and talk 10 mins
New partner at different table

5. Looking at the wrong knowledge
The most powerful teacher knowledge is not explicit:
That’s why telling teachers what to do doesn’t work.
What we know is more than we can say.
And that is why most professional development has been relatively ineffective.
Improving practice involves changing habits, not adding knowledge:
That’s why it’s hard:
And the hardest bit is not getting new ideas into people’s heads.
It’s getting the old ones out.
That’s why it takes time.
But it doesn’t happen naturally:
If it did, the most experienced teachers would be the most productive, and that’s not true (Hanushek & Rivkin, 2006).
WEIGHT WATCHER STORY
“Sustaining Formative Assessment Through Teacher Learning Communities,” Dylan Wiliams, Wisconsin Formative Assessment Conference March 7, 2012

6. Transfer to Classroom Practice
Percent of Participants
Attaining Transfer
Theory/Information Only 5%
Demonstration 10%
Practice 20%
Peer Coaching 90%
Joyce & Showers, 2001

7. Lesson Planning
Prepare an upcoming lesson that you will model, share and debrief with a teacher
Primary focus of your planning should be according to your assigned group
Group A: Launch
Group B: Explore
Group C: Summary
Group D: Apply
Group presentation
Where in the unit would this lesson fit?
Share things you may have previous done to prepare for this lesson
Share Learning Intention and Success Criteria

8. Lesson Planning Materials Needed
Pacing Guide
Curriculum Guide
Textbook
Instructional Design template
Primary focus of your planning should be according to your assigned group
Group A: Launch
Group B: Explore
Group C: Summary
Group D: Apply
Group presentation
What grade level is the lesson for?
Where in the unit would this lesson fit?
Share things you may have previous done to prepare for this lesson
Share Learning Intention and Success Criteria

9. Group Presentations What grade level is the lesson for?
Where in the unit would this lesson fit?
Share things you may have previous done to prepare for this lesson
Share Learning Intention and Success Criteria

10. Debriefing of a Mathematics Lesson
Review the debriefing handout
With the teacher you will model this lesson with in mind, highlight areas/discussion questions you might want to use in the debriefing of the lesson

11. Learning Intention Success Criteria
We are learning to develop an understanding of how to define and overcome resistance.
Success Criteria
We will know we are successful when we develop strategies to address resistance that hinder the implementation of the Instructional Design of the CMSP.

12. Reflection Question
As you work with teachers in your schools, what component(s) of the Instructional Design have you seen successfully implemented?
What component(s) of the Instructional Design is/are still challenging for you? Teachers?