Using etherpad and Jing

In one of our sessions we used a piece of free web 2.0  called etherpad or typewithme

http://willyou.typewith.me/

Go to the link above and type in what you want your pad to be called and press enter

You should then get a blank page onto which you can type

To get everyone onto this page all you need to do is share the web address, they can type this in or i like to email it around or make it available online through a forum post

It's a really basic word processor that everyone can type on at the same time, it should highlight each individual in a different colour.

If you use it with students you might want to get them to all type their names first so you can trace the colours!

If you have any other questions give me a shout

Jing

This is a piece of screen capture software, it allows you to video your screen so you can share this with delegates any way you like and they can follow anything you do on your screen. Really great if you dont want to risk a live online demonstration!

http://www.techsmith.com/jing/

It also has online support to show you how to use it.

Day four morning session

Intro activity developing the framework

• Every person labels one aspect of the compentcy matrix
• Display on walls
• Everyone circulates and reads add more when identifed

Ideas for Coaches

• Visual journey
• Good coach bad coach, video spot what's wrong
• Say MLDP reference white paper hand out

Celebration meeting

• Who attends
• Who should be in the room
• Govs
• Head teachers
• Participants
• Coaches
• Who needs the information
• Show the impact
• Rememebr Gap closing impact
• And personal development impact

For ideas use the resource area

• videos for shosing impact
• Demoing impact
• Learning does not stop how to demo this" Where teachers can lead"

Plan for celebration meeting:

• Protocols for the celebration meeting as its a new dynamic
• Ban on ppt!
• Visual or presenting their journey
• Present to small groups mixed up
• some kind of guide with open questions to follow
• Peer summaries of each project framed by a question structure
• closing the gap and their own learning journey from the course to show impact
• Statement wall exerperiences during the MLDP program
• bring a stakeholder review of some sort the more creative the better!
• DVD as marketing tool and memento to share
• Rough guide esq flier get stakehodlers to rewrite
• Marketplace activity of participants showing their project, people visist them set time to sell perhaps not crossthwaite couls use this to renew the prog for the next one

Celebrate it at their own school

• Presentation to SLT organised by coach
• Project shared with relevent peers with review both postive and negative
• SHare at CAS H or subject leaders conf

THe future! Continuing the learning

• Read the article in the stage 4 program for ideas "Where teachers can lead"
• DEveloped middle leaders attend the next cohorts coaches meeting and the first meeting to assuage and deal with first up queries
• Sixth month contact point with a postcard that gets mailed to them

Remaining questions to be answered

What do coaches get out of it?

• Keep a record can be used of evidene for further qualifications
• Coaches forum for support, to enable support

Finally was the road map activity showing how everyone is passing through the MLDP prog

And then there was cake!

Day three afternoon session

Boyatsis's Theory of intentional change

utilize to enable effective coaching
LEadership coach in stage 1;

• Establish relationship with participant
• Help to review 360 diagnostic

Leadership coach in stage 2;

• Keeping the partcipant on track
• ACtion planning through open ended questions
• Processing the learning from face to face sessions
• Preparing the learning at face to face
• DEveloping a baseline to enable progress measurement

Leadership coach in stage 3;

• Helping to focus on closing the gap issues
• Helping to process the data- waht is this teaching you
• Assisting with impact measurement

How will we address the role of the coaches;

• Share what the MLDP prog involves
• Outline their roles and responsibiliites
• What do they understand as a coach
• Coaching resource for those unaware (not our role to develop their coaching skills)
• Make sure they are aware of supporting and challengeing the participant
• Develop a skeleton structure for coaches to use

How will i develop as a facilitator?

• use pentagon review to find my areas of weakness and act upon these,
• use the points from my co-facilitator we established earlier

Evening task
"How will you help your leadership coaches understand their role and become successful in supporting the role of your middle leaders?"

Day three morning session

Morning session spent preparing other modules and then delivering

AGAIN PLEASE CAN EVERYONE UPLOAD RESOURCES TO SHARE

Reflection on the morning's learning and activity:

Partnering:

• Learned to reflect each others skills
• Learned to trust each other even though different approaches!
• Hindered time frame both perfectionists and willing to give too much
• Discussion of both positives and negatives, perhaps a one and one rule?
• Begun to spark off each other intuitive interactions on a proffesional level
• Not every interjection is a challenge for me to fight!

Designing learning experience

• Developed a multi sensory approach
• Dont re invenet the wheel!
• The pentagon is a very powerful tool and needs airing
• Focus on empowerment in activitires how would YOU use this
• Tailoring of specific activities to the needs

Enquiry strategies

• Learning question phraseology
• Have the key questions available to use and prompt from the heat of it
• Listen to other peoples style and learn from these

Co facilitation:
Write down two or three bulet points for this question" hat do you want from your partenter to enhance the learning for your participants?
Mine to Julie:

• Constructive critisiscim or reflective discussion on skills
• A wing man, support, judicial interventions, no abandonment
• Realistic commitment to developing excellence

Julie to me:

• Protocols for planning and delivering
• Judicial interventions without feeling like i am stepping on her toes
• Build in reflection time after each session so we can feedback and build on it for next time

Day two afternoon session

Task will be 5 minute overview on one of the modules
 LOBO: learning on behalf of others
5 minute presentation on module
15 minute facilitated learning experience of an aspect
Use  online resources and the toolkit in the pack
Use the GLASER model share with colleagues who are listening

PLEASE CAN EVERYONE UPLOAD RESOURCES AS THESE WERE AMAZING!

Day two morning session two all about learning styles

Kolb learning cycle:




When applying this to facilitation

View learning as a cycle.

Be aware of the different stages

Be aware of how you prefer to learn

Think about how different aspects of learning require different approaches

Planning activities for learning make sure that participants are exposed to all aspects of the process not just the ones you are comfortable with

Should we find out the learning styles of the group?

Whats in it for me?
MAke sure you are not teaching a lesson but facilitating adults!

New model

Based on the works several well-known adult learning theorists, the

HRDQ Experiential Learning Model™ illustrates the learning process as a fluid cycle — with actions for both the facilitator and the learner. From Focusing to Integrating, each phase of the model furthers the movement toward the learning goal.

What is it?

• Learning centers around the individual and his/her active involvement
• Lessons that are relevant to the individual and his/her current situation
• Participants develop a sense of responsibility for their own learning
• Learning environment is adaptable to the individual’s needs

What are some examples?
• Constructing a model with teammates
• Taking an assessment
• Recognizing behaviors and preferences
• Role-playing
• Exchanging feedback
• Considering past experience in the workplace
• Discussing insights with colleagues
• Creating an action plan for improvement

The Seven Deadly Sins of Trainers

Published: 2009-04-17

Rollin O. Glaser, EdD

The older you get the faster life seems to pass. But it's not all bad. Each year brings opportunities to make changes in the way we've been doing things. And because I'm a trainer and facilitator, I've been thinking about some things I might work on during the coming year. I'll call it the Seven Deadly Sins of Trainers.

Sin Number One:
Inadequate or no planning.
How many times have you been asked to do a session but received little or no information about the problems, the participants, or the outcomes desired? And because you are so eager to make a contribution, you don't ask questions or insist on defining the problems the training is supposed to solve. This year, let's resolve to do a thorough needs analysis before we start the training - even if we run the risk of exasperating a few powerful people.

Sin Number Two:
Ignoring established principles of adult learning.
Let's agree that we will not make programs that are predominately lecture oriented, that we will not train when people are seated in rows facing us, and that we will not ignore our participants as resources to the learning process. By now we should all be familiar with what helps adults to learn. Let's put these principles into practice in our classes and courses for the coming year.

Sin Number Three:
Letting video carry the learning.
Okay, using well placed video now and then can make some sense. But too often, we expect video to do the work for us. Sure, we can relax while our participants watch the screen instead of interacting with each other. But how much learning is really taking place? While videos can be well done and helpful learning tools, eventually our participants need to define problems, do some critical thinking, and commit themselves to action.

Sin Number Four:
Presenting training of low relevance to our participants.
We all know how expensive training is to our organization. Sometimes we fail to make sure that the training we're presenting is clearly related to the problems our participants face. When our training is not relevant, we run the risk of boring our participants and diluting the impact of the learning training is meant to produce. From a practical point of view, this means constantly testing our content for its worth to our participants in solving organizational problems.

Sin Number Five:
Staying at too high a level on the ladder of abstraction.
Many trainers love theory. Some participants love theory, too. The trouble is the theory may not be connected to the problems faced by our participants. We need to find real examples from our organization. Stuff that our participants can relate to. This takes research and persistence, but the lower on the ladder of abstraction you remain, the more relevant your training becomes.

Sin Number Six:
Forgetting to help participants transfer their learning back to their jobs.
As trainers we may be making the assumption that our participants will connect classroom learning to their work. Maybe it will happen, maybe it won't. As trainers it's up to us to create a place for participants to make the connections. This means that what we teach or facilitate must be explicitly connected to work problems if we expect transfer of learning to take place.

Sin Number Seven:
Settling for "smile" evaluations from our participants.
We all do it. We ask our participants in various ways, "How did you like the course?" Rate the instructor on a scale from 1 to 5. And so on. We all know that our organizations expect much more from their training/learning investment, such as what changes occurred in output as a result of the training? This year, let's take the time to really get a handle on evaluation instead of settling for a round of applause.

Remember to use multiple perspectives when looking at the activities

Make sure that you log what has been the most powerful learning moment online in the community 

Day two morning

Slideshow done! on presentation for session one.

Session one for mldp

View more presentations from Barry Simpson

Other groups:

• Really like the value placed on the program through timing,
• Our presentation will need session aims as well as prioities
• Online session needed, how will we provide ICT access and support, could develop own site
• Important to model good practice during the delivery
• Beginning to assign role, dont forget national context and also data linked (research)
• Important fact that is is incremental and spread out and peresonalised
• Like the idea of tailoring exercises to identify characters within the room (two way use of an activity)
• Useful activity looking at what role is what to establish key definition, like facilitated feedback as a concept
• Should reflection be structured with questions or left open?
• Who has done this useful quick unofficial survey

Next group:

• Useful to have a prog map for where people should be
• Expose other participants to other coaches
• Little true false exercise
• Feedback from previous candidates is a nice idea
• Expert roles, struggling with this, go to this, is it possible to develop this into a forum?

Quick note:
there should be a participants handbook around somewhere for us to use
Should really have a folder containing all resources for easy access
Program qualifications, can they influence teaching and learning?

New activity:
Pick a pair around the room recap everything in a discussion around the room, quite loud and quick fire. Pulls out key messages, energise, more air in your lungs, linguistics
Then assemble into bigger groups, share your learning aim for today and then silly little finish
Presentation, low and slow and silence.

Reflection points on being a good facilitator
Use the compentcy framework to develop performance it really works!
Also look at how you run it and box the room! Judicial intervention
Keep breaking up the group and mixing them up
Remember you are facilitating not teaching a group of children
Quick task on questioning skills and keeping it on direction using left field answers
Wring the sponge out of session, what else? is better than is there anything else?

Day one Afternoon

First task looking at key players and identifying their key features:

Learning coach:

• Experience
• Enabling skills
• Responsive to needs
• Capable of effective evaluation
• Capable of being an effective coach
• Review the bigger picture and make sure the participant is focused and on task
• Don't give all the answers
• Good listener
• Time to do the role
• Experienced confidential voice
• Critical friend, honest with feedback
• Flexible in an assessment scenario
• Willingness to engage with the program
• Knowledgeable about the program

Participants:

• Being a middle leader or an aspirant middle leader
• Open to change
• Ability to follow a program
• Utilise reflective time effectively
• Effective time management
• Capable of constructive evaluation
• Data literate
• Completer finisher

Facilitator:

• Effective coaches
• Successful enablers
• sustaining dialogue between all stakeholders
• An appreciation that the journey is about learning
• Confident in all aspects of the program
• Flexibility of approach to individual situations
• Clear communications
• Commitment to the role
• Building the trust within the group

Head teacher:

• Kept in the loop
• Identify work within the SIDP for middle leader
• Working knowledge of the program
• Promote value of the program
• Release information relevant to the program
• Delegate authority

Looking at Facilitation:
What do you understand to be the key characteristics of effective facilitation to enable learning?
Use the competency framework to self evaluate on a regular basis

1.  National College definition of facilitation

Facilitation creates a dynamic, personalised process that empowers and challenges individuals and groups to engage in significant learning. This learning leads to meaningful change in behaviour in relation to professional practice. The key features of facilitation include:

• Reflection
• Mutual learning 
• Probing
• Scanning
• Modelling
• Dialogue
• Interventions
• Co-facilitation

2.  Overview of the Facilitation Competency Framework

The definition of the term competency used in this framework is based upon an adapted version of that which was developed by David McClelland: ‘a competency is a personal characteristic, evidenced in (patterns of) behaviour(s) that differentiate levels of performance in a given, job, role, organisation or culture’. Daniel Goleman built on McClelland’s work by identifying a particular set of competencies for Emotional Intelligence that underpin effective performance in roles that involve relationships and leadership.

Facilitators delivering National College provision are expected to perform highly against 11 core competencies. These derive from competencies across the four Emotional Intelligence domains and from updated research by Daniel Goleman and colleagues on Social Intelligence. The framework explains the importance of the each of the competencies and provides behavioural indicators for four ‘levels’ of performance. The competencies are supported by skills, knowledge and understanding as shown in the diagram 1: Overview of the competency Framework on the following page.

The emotionaly intelligent learner
"The capacity for recognising our own feelings and those of others, for motivating ourselfs and managing our emotions well in ourselves and our relationships."

linked to the competency page
Iceberg analogy; above water line regularly seen (Skill and Knowledge), below the waterline (Social role, self image, trait, Motive)

looked at various traits and simply attempted to fit ourselves into them, reflected upon.
Need to be aware that different people have different traits and that i dont enforce mine!
Need to be constructive and share traits with co facilitator to allow harmonius delivery and prevent possible clashes!

Introduction to stage 1 (overnight task)

• Key priorities for the session
• Key learning outcomes
• Key tasks
• Rationale for your design

This task will be linked to stage 1 only from the handout this is a 15 minute presentation

Day one Morning

After a morning's introducing ourselves and looking at the course this was the first major outcome

Our groups protocols

Is there something new you have discovered this morning?
A need to remember that the program is fluid, everyone has a different approach and that this is equally valuable. It is however useful to have a focussed outcome.

What are you now questioning?
To make sure that theory is embedded in good practice and not to ethereal

What specific actions might you take?
To read the course literature recommended in the notes. Also to review the posters from earlier


Ours



The other groups stormy sea, i really liked this one

The rest