facilitator training subject learning communities fearghal kelly [email protected]
TRANSCRIPT
Programme
0830 Coffee0840 Welcome & Introductions0900 What are the desired outcomes from the day?0915 The proposed model of Subject Learning Communities 1015 Coffee1045 Roles of a facilitator 1130 Effective Professional Learning Communities1230 Lunch1315 Starting a Subject Learning Community 1400 Identifying Subject Learning Communities 1515 Plenary1530 Close
Welcome & Introductions
Name, subject & school.What were your reasons for signing up to
become a facilitator?
What are the desired outcomes from the day?Snowball activity:
Write your own desired outcomes on post-it notes (use a separate note for each outcome).
Come together as a group of 4/5:Share your outcomesGroup outcomesAgree on one set of desired outcomes
Come together as a large group of 9:Share your sets of outcomesGroup outcomesAgree on one set of desired outcomes for the large group
The proposed model
Discuss the following in your groups of 4/5:
What is your opinion of the proposed model of Subject Learning Communities?
What would you change to improve this proposal? How can we make the model sustainable?
Summarise your agreed answers to these questions on flipchart paper.
Roles of a facilitator
Group task Review the various examples of the roles and responsibilities of
facilitators.Use these ideas and your own to develop a guide/framework
which could be used by Facilitators of Subject Learning Communities.
Compare this with the outcome from the previous training.Combine the two frameworks into one.
Look at the Standards for Full Registration, Chartered Teacher and Headship.Could we align our framework with these
standards?
Roles of a facilitator
For the next session…
One participant volunteers to ‘facilitate’ the activity.
Before lunch we will consider the facilitation strategies employed.
Effective Professional Learning CommunitiesGroup task:
What are the features of effective professional learning communities?Produce a set of criteria for an effective professional
learning community.
Time available: 45 minutes
Roles of a facilitator
Group members give descriptive feedback on facilitation strategies employed.
Facilitators reflect on the facilitation strategies employed.
Starting a Subject Learning Community
Group task: How do you start a community?You will be given a scenario as a group.Decide as a group what steps the facilitator in
the scenario should take to set up and run the Subject Learning Community over the first year.
Share steps between groups.
Identifying Subject Learning Communities Subject Groups: What are the priorities for
our subject?In subject groupings (or individually if applicable)
look at the responses for your subject from the meetings at Queen Margaret University and from the emails sent to teachers following meetings.
What Subject Learning Communities could you realistically initiate?
Identifying Subject Learning CommunitiesSubject Groups: How will we get our communities
going?Draw up a plan of action for initiating Subject Learning
Communities in your subject.What will be the focus?Who will be involved? How will you recruit?When and where will you first meet?How will you approach the first meeting?What will be the plans for the rest of the year?How will you measure success?
Share plans between groups.
Plenary
What are our next steps? When will we address the use of the web to
support Subject Learning Communities?How can facilitators support each other? Evaluation...