Workshop / Session Title: Designing and Facilitating a Dynamic TLLP Workshop: A Workshop in Five Acts Workshop Description: Join me as we navigate the ebb and flow between the art and science of workshop development and facilitation. Together, we’ll explore, in an engaging, hands-on and interactive way, practical, research and experience-based protocols and strategies that you can harness to support you in developing and facilitating your own meaningful TLLP workshops for adult learners. Facilitated by: Ian Pettigrew Date: Offered May 7 and 8, 2015 Audience: TLLP experienced teachers (Carousel segment) Time / length: May 7 - 1:30 – 2:40 (70 minutes) / May 8 - 10:45 – Noon (75 minutes) Location: TLLP Leadership Skills for Classroom Teachers, Sheraton Toronto Airport Hotel Conference Centre Learning Goals: (Relational and Rational) Relational: To provide a safe space to learn and work together. Rational: To deepen knowledge about, and use, of structures, strategies and protocols to support you in the design of your own professional learning opportunities. Master Materials List: Masking Tape Markers Traceable Chart Art Sticky Notes Chart Paper Pens WC = Working Copy PT = Participant Takeaway Laptop, LCD projector, Screen 4 ledger-sized quotations WC: Colour (Ledger-sized) Booklet WC: “Chapter 1 Understanding Facilitation” (from Ingrid Bens’ Facilitating With Ease) WC: “What Protocols Are and Why to Use Them” (from Lois Brown Easton’s Protocols for Professional Learning) PT: Tweet, Bumper Stickers, etc. (from Lipton & Wellman’s Groups at Work)
Conduct Who’s in the Room? (Stand Up If) to build community Use last question from Who’s in the Room? (Stand Up If...) as transition to review of, and agreement on, working assumptions (group norms): Everyone has wisdom, experience and something valuable to contribute. We learn more when we share our ideas, wisdom and experience(s) with each other. Everyone has a voice (and this voice will be heard by others).* All voices will be heard (each person will hear others). Mutual respect is essential. *This is a tweet-friendly space. Out of courtesy/respect, please Tweet only when it doesn’t undermine your learning or that of others. Refer to and articulate relational and rational learning goals/aims Connect EDS Airplane commercial: to rational learning goal and purpose of workshop: This session will support you so that you don’t have to plan on the fly....or during take-off. It will equip you with a sample flight plan to follow before you leave the ground. Key follow-up messages: typically, the content of a workshop is different from the process. However, in this session the process IS the content. So keep your eye on the process, and feel the flow, and you’ll pick up the content; effectively you’ll be learning by doing / experiencing. throughout the session, I’ll be turning the facilitation process inside out so you can see how the seams are stitched together - how the session is put together (contrast my approach with the magician eviscerated for spoiling the secrets to magic tricks and illusions). I will “facilitate out loud” and share WHAT (definition/key attributes), HOW (process) and WHY (purpose and Learning Goals chart paper and participants’ working booklet EDS Airplane commercial:
Time (mins.) Segment and Activity Sequence PPT Slide # Materials Required 15 Act III.i: Action - Thinking & Learning, Part One 17-20 Reference concept of the “third point” – provides a common focus for the learning and the group (TLLP participants might substitute “student work” for this reading) This reading helps to reinforce the process/content in THIS session. Invite participants to find their ROBIN learning partner (bring reading “Chapter 1 Understanding Facilitation” reading and their working booklet) Refer to handout of excerpt from Ingrid Bens’ Facilitating with Ease: “Chapter 1 Understanding Facilitation“ Use Say Something with 4 stopping points to chunk the reading Ingrid Bens’ “Chapter 1 Understanding Facilitation” 4 Stretch Break Time (mins.) Segment and Activity Sequence PPT Slide # Materials Required 10 Act III.ii: Action - Thinking & Learning, Part Two 22-26 Conduct working assumptions check-in. Prompt: review the 5 working assumptions and self-assess how you are doing in terms of following them. As a debrief, indicate that re-surfacing the working assumptions helps to keep them alive and explicit for the group. Refer to handout version of excerpt from Lois Brown Easton’s Protocols for Professional Learning: “What Protocols Are and Why to Use Them” Working Assumptions (chart paper) Lois Brown Easton’s “What Protocols Are and Why to Use Them”
Identify the sections to read: Reasons for Using Protocols Why Protocols Work Explain code-the-text protocol (talk mark) stacked with roundrobin as protocols to help structure a table group discussion. After reading the sections, and coding the text, participants, at their tables, share ONE new learning (!) or wondering (?) from the reading Time (mins.) Segment and Activity Sequence PPT Slide # Materials Required 15 Act IV: Consolidation, Reflection and Debrief 27-36 Conduct walk-through of the structure of the workshop (template) with reference to flow for this workshop. Explain that the facilitator’s flow I’m using for their session will be shared with them. Refer to slide/visual of my whiteboard (with “brainstorming/pre-planning notes for the workshop): every workshop starts as a seed of an idea; it germinates and gradually takes shape (i.e. whiteboard in my office) and blooms when you add participants and facilitate it. Invite participants to meet up with their SUN learning partner. Together, as a pair either… …create a Tweet OR a Bumper Sticker to highlight and communicate a most important point from the workshop (S.U.M. criteria: Short, Unforgettable, Meaningful) …or complete the give one to get get one to surface and share 1-3 most important point(s)(M.I.P.s) they gained from the workshop. Use or reference the focused conversation (O.R.I.D.) questions on the working Lipton/Wellman handouts from Groups at Work: Tweet and Bumper Sticker
booklet with whole group to debrief the whole session: Objective: (If we were reviewing a game film) What steps did we go through in the session? First? Second? Next? (this is a no “because” zone) Reflective: At what point in the session were you MOST engaged? Least engaged? Interpretive: What is one aspect or idea (from the session) that you might want to explore further? Decisional: What’s ONE thing you’re committed to playing with / trying out in your own TLLP workshop? Circle back on the two session learning goals. Using fist-to-five protocol solicit feedback from participants about degree to which I met the stated goals: Relational: To provide a safe space to learn and work together. Rational: To deepen knowledge about, and use, of structures, strategies and protocols to support you in the design of your own professional learning opportunities. Address any bike rack questions Time (mins.) Segment and Activity Sequence PPT Slide # Materials Required 5 Act V: Closing and Adjournment 37-40 Offer closing remarks: Share my personal perspective: I don’t believe in “trade secrets” but rather “trade sharing”; this work is too complex and important not to share with each other.