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

2. Housekeeping Expectations Bike Rack Folder Overview Group Agreements PDU Credit Logistics

3. 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

4. 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

5. Effective Professional Learning 5

6. 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. 7 Process of Educator Change

8. 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

9. 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

10. Standards for Professional Learning Increases Educator Effectiveness and Results for All Students Learning Communities Leadership Resources Data Learning Designs Outcomes 10 http://learningforward.org/standards

11. Adults As Learners 11

12. 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

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

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

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

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

17. 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

18. 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

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

20. BREAK

21. Facilitation Strategies 21

22. 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

23. 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

24. 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. 25 Professional Learning Strategies http://teach.oetc.org/strategies

26. How to Handle Facilitation Challenges 26

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

28. 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

29. Change Is Difficult 29

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

31. http://www.polleverywhere.com/ multiple_choice_polls/NjU2MzI4 ODgy

32. 32

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

34. LUNCH

35. Schedules for In-District Workshops 35

36. 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

37. 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

38. 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

39. 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.

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

41. Buying Materials and Creating Classroom Kits 41

42. CO 2 Cannon

43. Closing Goals Expectations Bike Rack Plusses/Wishes – Leave sticky notes www.padlet.com 43