1. Open to Learning Stance
Knowledge Building Discourse
Please sit in groups no larger than 6

2. Our Goals To build a common understanding of Open to Learning Stance
Knowledge Building Discourse
2. Identify characteristics
3. Discuss implementation in our SIM plan

3. How does this illustration support and/or contradict the quote above?
“Knowledge Building Discourse serves to identify shared problems and gaps in understanding and to advance the understanding beyond the level of the most knowledgeable individual.” Scardamalia 2002
How does this illustration support and/or contradict the quote above?

4. How do we build knowledge through discourse?
The Community with whom you are learning today has an investment in the status quo that will manifest itself in resisting you in ways that may play into your vulnerabilities, not your strengths.
Heifetz, Grashow, Linsky Harvard Business Press
How will you manage this?

5. Professional Practices to assist with Open to Learning opportunities.
Focus on the purpose
Challenge courageously
Inspire
Experiment
Thrive
Graffiti walk/talk. Visit the chart papers around the room to engage in conversations about the questions that posted. Share your ideas, listen to others and challenge yourself.

6. Mining for Evidence of an Open to Learning Stance
Watch the video clip of a TDSB team involved in a collaborative inquiry.
Look for evidence of an Open to Learning Stance.

7. SIM Plan
How can your SIM plan reflect a commitment to remain focused on an Open to Learning Stance?

8. Synectics An open to learning stance is like…because…
4 mins
Deepen the understanding through synectic connections
Allow the participants a few moments to think about the prompt on the screen. If you feel they need an example share the following. Have them share their synectic with the others in their group. They can share one or two to the large group.
An Open to Learning Stance for me is like a herd of zebras because it involves a community of learners that must travel in a similar direction for the same purpose.