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Statewide Fellows

English Language Arts ~ MathematicsAdrianna DiGregorio - Dawn Sparks

+Fellows-Who are we…

East ValleyEllensburg

ProsserSelah

SunnysideThorp

ToppenishUnion GapWahlukeWapato

West ValleyYakimaZillah

+Goals

Meet and Work with Fellows within ESD 105 Region and across the State

Develop Deeper Understanding of working with Adult Learners

Examine the Implications of Student Work

Access Resources in Digital Library

+Special Guests from Across the State

OSPI Mathematics Director Anne Gallagher

State Superintendent Randy Dorn

AESD Ian Grabenhorst

+Getting To Know You…

Seasonal PartnersFall: Job Alike

Winter: Same/Similar Sized School District

Spring: Grade Level

Summer: Opposite Fellows Group

+ Meet with Fall Partners to share ideas

Section 3 of Part A:

How does the district/school envision using the Fellow to support CCSS implementation efforts in 2014-2015?

Reflect on..

who is your target audience

content of the learning

any expectations or shared actions as a result of the learning

how ESD 105 can support your work

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Strengthening Teaching One Step at a Time

Module Two-Adult Learning

+Objectives

Introduce aspects of adult learning as an element of the Teacher Leadership Framework

Know and understand yourself as a leader in relation to your Fellows work

Know and understand groups and group dynamics

+Introduction: Adult Learning

Review the Adult Learning page from the Teacher Leadership Framework.

Review your individual self-assessment you took at our last meeting – consider, “What do you notice about how you assessed yourself in this area?”

Reflect on “Where do you need to build capacity when you work with adult learners? What makes you say that?”

+Adult Learning: Group Dynamics and Knowing Yourself

Read ‘Predictable Dynamics in Groups’ article.

Draw 4 lines representing the continua from the article and label them like this: Task Relationship

Certainty Ambiguity

Detail Big Picture

Autonomy Collaboration

Mark an ‘X’ where you see yourself on each continuum.

What are the implications of these preferences for you as a Fellow and your work to implement the Common Core?

+Adult Learning: Group Dynamics

Create a Human Continuum with the following (we’ll do this 4x – one for each):

1. Task – Relationship

2. Certainty – Ambiguity

3. Detailed – Big Picture

4. Autonomy - Collaboration

+ Adult Learning: Charting Preferences and Knowing Groups

Divide poster into four quadrants and label.

Collect your group’s thinking in each quadrant of the poster

Words or actions that might convey this stance:

When it might be effective for a leader to speak from this stance:

When this stance might be an ineffective choice:

What a person in this stance might not be able to do effectively:

+Reflection & Wrap Up

How did engaging in this activity help you think about your work as a fellow? Where does it fit? Where doesn’t it?

What are you considering about your work with adult learners that you weren’t before? What concerns do you have that need to be addressed?

Here’s What! So What? Now What? Here’s What! So What? Now What?

Here's what I got out of our reflecting on adult learning and teacher leadership today…

What is important about this learning?

How might my actions as a fellow be impacted by this learning? What might I point to as a change in my planning or practice that would reflect what was learned and discussed today?

Groups at Work – Copyright MiraVia LLC – All rights reserved

+Break-

After break…ELA-BasementMath-Ahtanum Room in Grade Level Bands