The Day of Reckoning.... DiSC analysis!
The DiSC is a personality type analysis test.
D = dominance
i = influential
S = steady
C = conscientious
This is a useful tool to help..
- improve awareness and recognition of diversity
- enhance quality
- manage change
- coaching
- build productive teams
- develop effective leadership
- ease frustration and interpersonal conflict
- enhance communication
- resolve/manage conflict
- team development/ building
The two purposes that are most important for my current context are managing change and building and developing productive teams.
It is not only useful to analyse oneself but also the team members on staff. I think this allows us to examine potential conflict from someone elses perspectives. There is a really helpful page in the analysis book which I think I will use to identify the main categories that each staff member falls into. I think this will be helpful for considering different perspectives.
Showing posts with label Professional Development. Show all posts
Showing posts with label Professional Development. Show all posts
Wednesday, April 22, 2009
The Art of Facilitation - Day 2
Essential elements of highly effective professional learning.
What are they? Insert photo
What do you do in your classroom to improve student learning? How do you know?
What is the evidence? Where is the data to demonstrate improvement?
Teachers don't have time to work on things that are not proven/research based.
Thinking Activities to use in staff workshops
1st word, last word strategy ( a bit like reciprocal reading)
1. Read the material. Highlight 3-4 ideas, phrases, things to clarify
2. 1st person states a phrase or statement
3. 2nd, 3rd people clarifies, questions the statement made by the 1st person
4. The 4th person adds their statement, reflections etc, then synthesises the groups ideas.
5. Rotation begins again with 2nd person and follows the above.
This is a really useful way of quickly clarifying a group reading.
What are they? Insert photo
What do you do in your classroom to improve student learning? How do you know?
What is the evidence? Where is the data to demonstrate improvement?
Teachers don't have time to work on things that are not proven/research based.
Thinking Activities to use in staff workshops
1st word, last word strategy ( a bit like reciprocal reading)
1. Read the material. Highlight 3-4 ideas, phrases, things to clarify
2. 1st person states a phrase or statement
3. 2nd, 3rd people clarifies, questions the statement made by the 1st person
4. The 4th person adds their statement, reflections etc, then synthesises the groups ideas.
5. Rotation begins again with 2nd person and follows the above.
This is a really useful way of quickly clarifying a group reading.
The Art of Facilitation - Day 1/2
Smart Conversations
In order to have "smart" conversations in professional contexts, we need to use the deliberate acts described in the stepping stones to skilful dialogue and discussion. For me this is helping me to identify the parts that make up the whole in order to improve the whole ie improve learning conversations.
Firstly, the language of intent is important:
Stating our goal, our purpose and the learning intention is crucial. It is important to label the initial intent of a conversation at the outset. For example, rather than being ambushed into a discussion when it is not convenient, the following conversation could take place..." This is an important conversation. Can we set aside half an hour this afternoon for this discussion?"
It is important to phrase conversations carefully and to avoid unplanned learning conversations during the day.
There are 4 listening set asides. These are things that divert our attention from listening effectively.
1. Autobiographical listening: "sharing our own war stories" (Me too)
2. Inquistive listening: noticing what not to pay attention to (Tell me what I want to know)
3. Solution listening: offering advice (I know!)
4. Judgmental listening: judging what is said instead of listening ot understand. (Here she goes again)
It is easy to fall into the trap of all the above listening (non-listening!). While it might be well intentioned ie building relationships, empathy, commonalities, it is not always helpful in achieving understanding.
In order to have "smart" conversations in professional contexts, we need to use the deliberate acts described in the stepping stones to skilful dialogue and discussion. For me this is helping me to identify the parts that make up the whole in order to improve the whole ie improve learning conversations.
Firstly, the language of intent is important:
Stating our goal, our purpose and the learning intention is crucial. It is important to label the initial intent of a conversation at the outset. For example, rather than being ambushed into a discussion when it is not convenient, the following conversation could take place..." This is an important conversation. Can we set aside half an hour this afternoon for this discussion?"
It is important to phrase conversations carefully and to avoid unplanned learning conversations during the day.
There are 4 listening set asides. These are things that divert our attention from listening effectively.
1. Autobiographical listening: "sharing our own war stories" (Me too)
2. Inquistive listening: noticing what not to pay attention to (Tell me what I want to know)
3. Solution listening: offering advice (I know!)
4. Judgmental listening: judging what is said instead of listening ot understand. (Here she goes again)
It is easy to fall into the trap of all the above listening (non-listening!). While it might be well intentioned ie building relationships, empathy, commonalities, it is not always helpful in achieving understanding.
The Art of Facilitation
The Art of Facilitation
Joan Dalton and David Anderson
Day 1
Team building and community development:
Why is it important to take time to build the team and sense of community?
§ Encourages a sharing of ideas
§ Allows ownership of direction
§ Everyone is on board
§ Positive working environment with everyone on task so that you can focus on the change process
How can this be done?
§ Welcome letter @ the door with instructions and expectations - can be used at each staff meeting, or in a classroom at the beginning of each day.
§ Time spent on protocols and trust building (Norms or a treaty)
Sharing deliberate acts of facilitation ie pointing out strategies eg starting with a story (concentration) random groupings, trust gaining activities, attention getting agreement, move then give instructions
§ Do I like it/love it/ can live with it?
§ Sense of appropriate humour
Treaty/Protocol/Norm development
Using the treaty/protocols developed is important. Carefully form the agreement and then let them work for you. When challenged to back to them. Unpack specific behaviours - what do they look like, sound like etc.
Respecting others on our staff in 2009
is…….
§
Is not……
§ (give/create really precise and specific behaviours)
Joan Dalton and David Anderson
Day 1
Team building and community development:
Why is it important to take time to build the team and sense of community?
§ Encourages a sharing of ideas
§ Allows ownership of direction
§ Everyone is on board
§ Positive working environment with everyone on task so that you can focus on the change process
How can this be done?
§ Welcome letter @ the door with instructions and expectations - can be used at each staff meeting, or in a classroom at the beginning of each day.
§ Time spent on protocols and trust building (Norms or a treaty)
Sharing deliberate acts of facilitation ie pointing out strategies eg starting with a story (concentration) random groupings, trust gaining activities, attention getting agreement, move then give instructions
§ Do I like it/love it/ can live with it?
§ Sense of appropriate humour
Treaty/Protocol/Norm development
Using the treaty/protocols developed is important. Carefully form the agreement and then let them work for you. When challenged to back to them. Unpack specific behaviours - what do they look like, sound like etc.
Respecting others on our staff in 2009
is…….
§
Is not……
§ (give/create really precise and specific behaviours)
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