TeachDifferent: The Diversity Programme - Equalities Toolkit Diversity... · TeachDifferent: The Diversity Programme To strengthen the skills and confidence of social purpose educators,

Destination Social Purpose

Reflexion Timetable

The Northern College Teacher Education Programme/session plan/20 *See Social Purpose Skills

TeachDifferent: The Diversity Programme

To strengthen the skills and confidence of social purpose educators, to embed diversity in their practice.

This is not a ‘drive by’ training session. It can be delivered by anyone who understands how to facilitate the basic principles of a Thinking Environment. For more about the Thinking Environment: check out www.timetothink.com or Nancy Kline’s book ‘More Time to Think’. As long as ‘Thinking Rules’ apply, this session will work beautifully to shift the thinking and agency of educators around embedding diversity in their practice. If you try to subvert these, the approach won't work. Please contact Lou Mycroft [email protected] if you have any questions or want to talk through this process. Narrative version available.


Reflexion Timetable


STRETCH 1 STRETCH 2 How will you assess that the student has achieved this outcome?

Outcome 1 Separately define ‘equality’ and ‘diversity’

Write definitions in own voice.

Identify actions to bring fresh thinking to the workplace, around the definitions of ‘equality’ and ‘diversity.

Each student will contribute data to an action research project, in the form of an online survey, including confidence scales, to be taken at the start of the training day, just after the training day, and two months after the training day.

Outcome 2 Have an increased awareness of aspects of diversity that are enshrined in law in the UK and some aspects of identity which are not protected or commonly identified.

Explore the definitions of ‘discrimination’ which are identified by the Equalities Act 2010:

- direct - indirect - by association - by perception

Prepare and rehearse stories relating to each of the definitions of discrimination identified in the Equalities Act 2010.

STRETCH 1 STRETCH 2 How will you assess that

the student has achieved


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this outcome? Outcome 3 Discuss why diversity is an important element in education and training.

Discover or revisit key thinkers around diversity eg bell hooks

Facilitate discussions in their own workplace around why diversity is an important element in education and training.

Some students will volunteer to contribute richer qualitative data, via an interview to be held after the training day, which will focus on their learning and on the impact of the learning on their practice.

Outcome 4 Introduce and facilitate discussion around diversity.

Increase self-awareness around the language they use, including areas of discomfort and resistance.

Discover or revisit key thinkers around language and prejudice, eg Close the Book on Hate (2001)

Outcome 5 Welcome students to learning as themselves and encourage them to speak in their own voices.

Discover or revisit the Thinking Environment work of Nancy Kline (2009) and Nigel Cutts (2010).

Set aside reflexive time to interrogate own practice in welcoming and hearing the voices of individuals.


the student has achieved this outcome?

Outcome 6 Differentiate teaching,

Plan for the certainty of multiple identities (some

When students become known, involve them as


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learning and assessment to respond to the diversity in the learners present.

unknown) by providing a variety of access points, activities and extensions.

far as possible in planning teaching, learning and assessment decisions.

Outcome 7 Differentiate teaching, learning and assessment to bring to the learning the experience of absent identities.

Consider images, words, names, contexts and the stories and metaphors you use. Ask questions of students to bring in experiences peripheral to them.

Audit the organisation, noting images and words of diversity and where these could be more present. Produce and promote an action plan to senior managers.

Some students will apply to be selected for a coached practicum, to deepen their learning and to design and evaluate an intervention which makes sense to their own practice context.



Outcome 8 Plan, deliver and evaluate exercises/activities that extend and challenge

Identify learning outcomes which enable you to have a platform for explicitly teaching diversity. Take courage

Research diversity activities via www.equalitiestoolkit.com, using the internet and the Reflexive Materials as


Reflexion Timetable


learners’ thinking around diversity.

and do it anyway if these are absent.

stimuli. Try something brave and new.

Outcome 9 Recognise and respond to unplanned opportunities to address diversity issues as they arise.

Find a Thinking Partner. Reflect on previous experiences to identify strategies for change. Use the Reflexive Materials to amplify your thinking.

Find out about Non-Violent Communication (www.nvc-uk.org and www.cnvc.com) and the books of Marshall J Rosenberg.



Outcome 10 Challenge the thinking and language of others in a positive and effective way, that opens up rather than shuts down discourse.

Find a Thinking Partner. Reflect on previous experiences to identify strategies for change. Use the Reflexive Materials to amplify your thinking.

Practise NVC in communication with a Thinking Partner or by email. Consider attending NVC training.

All students will be invited to participate in a Community of Praxis, and their online contribution will be analysed to establish the impact of their learning.


Reflexion Timetable


SOCIAL PURPOSE OUTCOMES Aspiration For social purpose educators to return to their work, strengthened in skills, confidence and determination to embed diversity at every opportunity. For a network of practitioners to continue to refresh and renew one another’s courage for this work. Win/Win/Win Embedding Diversity is a cornerstone of Teaching for a Social Purpose – to change the world. Enabling educators to develop their skills and confidence will lead to more of their students taking courage in being present in the world as themselves. Embedding Diversity Resonating with those identities present? Programme written to allow ease and the opportunity for Thinking Environment applications to encourage individuals to be present and speak as themselves.Framework: holistic model of diversity, deepening connections with self and teaching context. The Diversity Process activity applies this thinking. Demographic research data has been requested pre-course as there is evidence that asking people to do this in the session inhibits holistic thinking.


Reflexion Timetable


Reflecting the experience of absent identities? Activities encourage educators’ students and potential students to be ‘present’; final action plan session identifies potential interventions for reflecting the experience of absent identities in own practice. Additional Learning Support How do any additional measures support the learning of individuals? Participants were emailed prior to the course; no additional learning support needs have been self-identified. The Northern College Intervention Team are available for anything arising on the day. REFLEXION Tutor ILP USE THIS SPACE TO CHECK IN WITH YOURSELF BEFORE EACH SESSION Strengths Areas for Development Action Required Project is my baby, bringing together the work of some years. The coaching and research frameworks encourage mistakes for us to learn from. Passion and enthusiasm. Community of Praxis.

Is this a group coaching initiative? Explore via the research. This is the first session and I’m trying to pack a lot in, leaving time for ease of discussion.

…will arise from research. Steering group Yammer space to capture reflection in action (as the session will stay the same for the next two study days, to ensure research consistency).

REFLECTION-IN-ACTION USE THIS SPACE TO SCRIBBLE DOWN ANY IN-SESSION THOUGHTS YOU DON’T WANT TO LOSE


Reflexion Timetable


Time Tutor Input Student Input Contribution to Assessment

Strategy

Social Purpose Literacies*

Differentiation Resources

Prep

Published on www.teachnorthern.workpress.com in advance of the session: coaching materials, research schedule, this session plan and teaching materials, Reflexive Materials, resource list. Posters: confidentiality traffic lights, law of movement, values manifesto. Diversity statement: Today, be present as YOU. It is YOU that we need. In order to think for ourselves, we must think as ourselves. Social Purpose Model. Write up opening question: What does diversity mean for you? Laptop with Survey 1a link for easy access if any Yammer problems (but all are registered on Yammer). Collect iPads Coloured pens, bluetack, A4 paper with circles (hand-drawn), flipchart pens, make sure there’s enough flipchart paper The Diversity Process questions written up (parallel flipcharts for world/organisation) Overarching Outcome: …students will feel comfortable in the group as themselves, able to contribute in their own voice and from the perspective of their identities.


Reflexion Timetable


Time Tutor Input Student Input Contribution to

Assessment Strategy



9am Welcome and refreshments

Get a drink, sign in, be comfortable.

Initial being present as you

Speaking Out Courage

Welcome each person by name.

Refreshments

9.30am Introduction: EDIF project, history, manifesto philosophy of day, aims/Los

Listen and take notes; burning questions.

Formative harmonising knowledge base

Subject Knowledge

Making eye contact with each student.

Social Purpose model; diversity statement.

9.45am Opening Round

What does diversity mean for you?

Initial contributing to starting points

Coaching Generative Listening Speaking Out Reflexion Independent Thinking Courage

Each student is present as themselves

Question written up


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Strategy



10am Presentation: Equality ‘n’ Diversity

Listen and take notes; burning questions

Formative harmonising knowledge base

Generative Listening Subject Knowledge Analysis of Evidence

Equality ‘n’ Diversity presentation (part 1)

10.30am (approx.)

after

break

The Diversity Process (questioning framework) (3 mins x 2 each way, plus 1 min writing = 13 mins for pairs)

Participate in The Diversity Process. Could the Thinker keep time?

Formative exploring own identities and identifying untrue limiting assumptions; introducing incisive questions.

Coaching Generative Listening Speaking Out Reflexion Independent Thinking Courage Giving Feedback

Individuals explore their own identies, with control over confidentiality.

Diversity Process questions (in powerpoint).


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Strategy



11.30am In Room 5, with iPads, and additional tutor.

Explore Equalities Toolkit ‘Trip Advisor’ and basic intro to CoP (Yammer, Twitter, Facebook, blog)

Summative Engagement with resources (we won’t be checking update).

Digital literacy, subject knowledge, professionalism, independent thinking

Optional uptake – learning skills to differentiate resources and community to draw on.

iPads ICT access

12.30pm Lunch in server and reflexion time (for me too). Prep for afternoon: tidy up. Write up Learn As Yourself Model.

1.30pm Critical Friendship groups in café area.

Generate 3 or 4 questions

Formative thinking through own ideas for embedding diversity

Facilitation, Coaching, Generative Listening Speaking Out Reflexion

Initial formation of embedding diversity ideas


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2.30pm Coffee over Critical Friendship Group time


Strategy



3.15pm

Introduce CIQ*

Participate in CIQ – one comment on each flipchart.

Summative Evaluate day and identify further action points

Reflexion English Literacy Independent Thinking Maths Literacy Sharp Planning Analysis of Evidence Creativity

Deepening individual actions, agency and intent

Prepared flipcharts (CIQ questions) Post-its


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Strategy



3.45pm Closing round What is live in you?

Summative (for the day) final reflexions

Facilitation, Coaching Generative Listening Speaking Out Reflexion Independent Thinking Giving Feedback

Final opportunity in class to speak for oneself (discussion can carry on via Community of Praxis)

4pm Close – safe journey home


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*Adapted from Stephen D Brookfield ‘Becoming a Critically Reflective Teacher’. The Critical Incident Questionnaire:

1. At what point during the day did you feel most engaged with what was happening and why?

2. At what point during the day did you feel most distanced from what was happening and why?

3. What action that anyone took did you find most affirming or helpful and why? 4. What action that anyone took did you find most puzzling or confusing and

why? 5. What surprised you the most and why?


Reflexion Timetable


TeachNorthern Community of Praxis TeachNorthern blog (please comment J) www.teachnorthern.wordpress.com

Twitter @teachnorthern Yammer The Diversity Programme Facebook Community of Praxis: TeachDifferent (and Lou Northern) LinkedIn Community of Praxis: TeachDifferent Further Reading: See Diversity Programme resource list (on blog) Social Purpose Literacies Teaching to Your Values Facilitation, Coaching, Generative Listening, Speaking Out Reflexive Practice Reflexion, Academic English Literacy, Independent Thinking, Courage Win/Win/Win Subject Knowledge, Professionalism, Maths Literacy, Digital Literacy Embedding Diversity Sharp Planning, Analysis of Evidence, Giving Feedback, Creativity

Documents

TeachDifferent: The Diversity Programme - Equalities Toolkit Diversity... · TeachDifferent: The Diversity Programme To strengthen the skills and confidence of social purpose educators,