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These are the slides I used to organize a two-day faculty retreat with the faculty of Lutheran Theological Southern Seminary in Columbia, SC in May of 2014
Citation preview
Exploring adult learning
Southern Seminary 27-28 May 2014prepared by Mary E HesshttpmehreligiousedorgSouthernpdf
An outline for our work together
bull Part one how to think about andragogy or adult learning more generally
bull Part two andragogy for theological classrooms
bull Part three an interactive exercise
bull [an overnight break]
bull Part four reflective practice in theological classrooms
bull Part five an exercise in revising a syllabus
bull Part six what are the next right questions
Part one adult learning more generally
adult learning in context
bull adult learning
bull shifting paradigms (epistemological pedagogical)
bull learning vs instruction
bull collaborative and integrative learning
bull digital technology and a new culture of learning
adult learning
shifting paradigms
learning vs instruction (or lsquouncoveragersquo vs lsquocoveragersquo)
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
An outline for our work together
bull Part one how to think about andragogy or adult learning more generally
bull Part two andragogy for theological classrooms
bull Part three an interactive exercise
bull [an overnight break]
bull Part four reflective practice in theological classrooms
bull Part five an exercise in revising a syllabus
bull Part six what are the next right questions
Part one adult learning more generally
adult learning in context
bull adult learning
bull shifting paradigms (epistemological pedagogical)
bull learning vs instruction
bull collaborative and integrative learning
bull digital technology and a new culture of learning
adult learning
shifting paradigms
learning vs instruction (or lsquouncoveragersquo vs lsquocoveragersquo)
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Part one adult learning more generally
adult learning in context
bull adult learning
bull shifting paradigms (epistemological pedagogical)
bull learning vs instruction
bull collaborative and integrative learning
bull digital technology and a new culture of learning
adult learning
shifting paradigms
learning vs instruction (or lsquouncoveragersquo vs lsquocoveragersquo)
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
adult learning in context
bull adult learning
bull shifting paradigms (epistemological pedagogical)
bull learning vs instruction
bull collaborative and integrative learning
bull digital technology and a new culture of learning
adult learning
shifting paradigms
learning vs instruction (or lsquouncoveragersquo vs lsquocoveragersquo)
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
adult learning
shifting paradigms
learning vs instruction (or lsquouncoveragersquo vs lsquocoveragersquo)
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
shifting paradigms
learning vs instruction (or lsquouncoveragersquo vs lsquocoveragersquo)
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
learning vs instruction (or lsquouncoveragersquo vs lsquocoveragersquo)
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
collaborative and integrative learning
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
digital spaces leading to a new culture of learning
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
[break]
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Part two practices for theological settings
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
andragogical practices in theological settings
bull animatingessential questions
bull differentiating circles of ideas and concepts
bull rubrics
bull managing your own emotions
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(1) animatingessential questions
bull cause genuine and relevant inquiry into the big ideas and core content
bull provoke deep thought lively discussion sustained inquiry and new understanding as well as more questions
bull require learners to consider alternatives weigh evidence support their ideas and justify their answers
bull stimulate vital on-going rethinking of big ideas assumptions and prior lessons
bull spark meaningful connections with prior learning and personal experiences
bull naturally recur creating opportunities for transfer to other situations and subjects
Wiggins and McTighe
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
some exampleshellip
bull does the Bible support slavery
bull how can we provide solace in the face of suffering
bull who is on the Lordrsquos side (Exodus 3226)
bull can even these bones live (Ezekiel 373)
bull how shall this be (Luke 134)
bull where do you get that living water (John 411)
bull has God not made foolish the wisdom of the world (1 Corinthians 120)
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
what essential questions are you asking in your courses in your curriculum
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(2) differentiate betweenhellip
bull ideas and concepts central to understanding
bull ideas and concepts important to know and to do
bull ideas and concepts worth being familiar with
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(3) use rubrics for clarity of expectation
bull rubric for lsquosix facets of understandingrsquo
bull individual assignment rubrics
bull critical incident questionnaire
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
how do the rubrics yoursquore currently using support your essential questions and enduring understandings
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(4) emotions and tensions of learning
bull Keganrsquos lsquo4th order knowingrsquo internal languages and social languages
bull Zanders lsquoart of possibility principlesrsquo
bull Brookfieldrsquos Skillful Teacher the tensions of learning and resistance
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Robert Kegan (with my theological echoes)
bull from complaint to commitment (what does faith call us to lament psalms)
bull from blame to personal responsibility (forgiveness)
bull from lsquonew yearrsquos resolutionsrsquo to lsquocompeting commitmentsrsquo (steadfastness)
bull from lsquobig assumptions that hold usrsquo to lsquoassumptions we holdrsquo (parables)
bull from lsquoprize and praisingrsquo to lsquoongoing regardrsquo (grace)
bull from rules and policies to public agreement (covenant)
bull from constructive to deconstructive criticism (learning)
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
reflectivity matrix for making these shifts
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
[lunch break]
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Part three learning from our own experiences
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
a conversation process
bull core public agreement
bull one question in each of three rounds the fourth round is one of genuine inquiry which will lsquopopcornrsquo amongst the small group
bull brief silence before each round and between each person
bull 2 minutes per question timed reciprocally
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
core public agreement
bull Speak for oneself Use lsquoI statementsrsquo Own and offer your thoughts and feelings honestly avoid grand pronouncements or stating positions of others
bull Practice respect in speaking and listening accept that others may have different views without needing to debate or set them straight
bull Be brief in comments honor timeframes and refrain from interrupting
bull Listen carefully especially when something is hard to accept suspend judgment
bull Respect confidentiality After the conversation do not attach names to comments made without permission
bull Allow people to pass or pass for now if they are not ready or willing to respond to a question
Respectful Conversations project
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(1) what in your experience influences your perspective on the topic of resistances that arise in teachinglearning settings (up to two minutes each)
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(2) when you think about issues of resistance that have to do with teaching and learning at Southern what matters most to you (up to two minutes each)
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(3) within your own perspective on issues of resistance what questions do you still wrestle with (up to two minutes each)
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
(4) what genuine questions do you have for each other (this is an opportunity to follow up on things which you were curious about in the first three rounds)
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
shared harvesting
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
a final CIQ
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Part four thinking about reflective practice
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
reflective beginner
bull conscious of the learning process itself and able to engage in a continual process of learning about learning
bull able to separate ones overall feeling of self-worth from personal deficiencies on a particular learning project
bull able to ask for help without embarrassment or apology and able to allow dependence on someone who has more knowledge or experience
bull able to see the learning process as continual experimentation rather than as a system that gives the learner only one or two chances to get it right
bull able to understand the peculiar communication problems that arise when a person with a lot of expertise tries to communicate with a nonexpert mdash how the expert often forgets that the beginner does not have the overall understanding within which particular facts and techniques can be fitted
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
reflective beginner continued
bull able to recognize other beginners (even though they may be trying to hide their novice status) and able to support them rather than regarding them with indifference andor falling into competition against them
bull able to maintain a sense of humor about the sometimes lamentable state of beginner-hood
bull able to know that feeling of wanting a cookbook five easy steps a magic bullet anything to cut through the confusion and able to know the temptations and the dangers of this feeling
bull able to internalize the profound truth of one day at a time that manifests itself as patience while living with and through a learning process that at times seems to be going nowhere
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
what does this look like in theological classrooms (Nysse Flanagan)
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
[lunch break]
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Part five revising a syllabus
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
understanding by design
bull what are the desired results
bull what is acceptable evidence of student understanding and proficiency
bull what learning activities and instruction will facilitate the desired results
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
an exercise
bull in silence identify these three elements (desired results acceptable evidence learning activities) of a current syllabus
bull with a partner share one example from your course where you think a specific learning activity produced acceptable evidence of a desired result)
bull are there any similarities in your stories do the differences provoke any imagination
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
what kinds of course design questions do you want to engage with your colleagues as you move into the future
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
[break]
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Part six the next right questions
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
what are the next right questions
bull where is there energy in your work together and how might you structure more opportunities for that energy to contribute to reflective practice
bull what contributes to your being open to reflecting together
bull what places obstacles in the way of reflective practice for your faculty
bull whatrsquos next
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
CIQ
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
Closing prayer
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
citationsbull illumination to Acts St Johnrsquos Bible (httpwwwsaintjohnsbibleorg)
bull epistemological diagrams from The Courage to Teach by Parker Palmer
bull Frazz education comic (taken off the web 050307 httpwwwcomicscomwebmailViewStripkey=35221698-cc6f2f56d7-FF)
bull essential questions list (httpswwwauthenticeducationorgae_bigideasarticlelassoartid=53)
bull graphic of enduring understanding (httpchroniclecomblogsprofhackerteaching-for-enduring-understanding35243)
bull complementary rules comic (taken from web 013012 httpus1campaign-archive1comu=4d03b90f9fff26c211dc4eb54ampid=77743fd6c4)
bull For better or for worse comic (httpwwwfborfwcom)
bull all other photos by Mary E Hess (httpmehreligiousedorgwebHomehtml)
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
these slides are at httpmehreligiousedorgSouthernpdf more info mhessluthersemedu httpmehreligiousedorgwebHomehtml
