#LFOntChat Archive
This new slowchat will run over the course of a week with a single question being released each Sunday, Tuesday and Thursday at 7:00 pm EDT (with all three questions being related during a given week). This chat will focus on an exploration of Learning Forward's Standards for Professional Learning and we will discuss practical applications of those standards in our school districts. Learning Forward Ontario will host these slowchats, as an affiliate of Learning Forward. We are committed to proving student learning by providing leadership and support for those responsible for professional development.
Thursday March 24, 2016
Q3 -What are some of the challenges in establishing sustainable learning communities &how do we overcome them? A LF standard.
Sorry I missed that Chris.
A slow chat might be just my speed.
A1. Ensuring we avoid pitfalls that prevent groups from making good decisions (e.g happy talk, group think, etc).
A3 One challenge for sustainable learning community is size. If too big, you could risk loss of personal interaction; member loss
A1. Another issue is documenting impact. Way to overcome - be willing to accept both qualitative and quantitative evidence.
The Romans where the masters of this excepting perhaps number 3 as their leadership was sustained for over 500 years
- utilizing protocols is one way to overcome this issue.
Are you suggesting we sustain initiatives with force of superior arms & training? :-)
Those are hazards of the trade in any group -- large or small.
A3: Getting established and then avoiding the feeling of drinking from a fire hydrant is a big challenge of maintaining your PLN.
Qualitative fits with the concept of a truth that changes our feelings. Ts need to see ideas in their own stories.
Yes, and you need a skillful facilitator to ensure the pitfalls are recognized and avoided.
Hi, Mark. Drawing another week to a close.
A3 establishing benchmarks acceptable to all parties - How to overcome meet regularly to establish these
Hi A1: I wonder how we make the interval, btwn what we say we value and what we do in action, the learning for PLCs?
Agreed! It's too easy for groups to comply and condone rather than challenge status quo
Re Q3 I wonder if shared values need to be articulated often to sustain a learning community's motivation.
Absolutely I need to see "me" in the "we"
If need be, the facilitator might want to be familiar with Robert's Rules of Order.
Yes :)) Superior arms = funding Superior training = support / collaboration via
Learning Protocols serve as a focussing too as well.
Knowing that we have the same values about our Ss & our goals can keep the momentum. Knowing why we are seeking change helps.
Protocols as a Learning tool I should say
yes. We have to talk about Shared values and ones not yet shared. A little sturm und drang.
AE: finding time and keeping momentum can be obstacles.
translating values into actions that make a difference - the work of Q3
goal consensus is 1 of the enabling conditions for fostering 'collective teacher efficacy' Hattie's new #1 factor
Any protocols that bring structure and enhance learning certainly help group dynamics.
but isn't it okay to have pitfalls? Make mistakes and learn?
A3 not only shared often but spread these values to build the community with interested parties & other stakeholders
How do we make it a priority? People make time for what they deem important.
Agree ....part of learning together
showing your passion helps and spreading it. Get others just as excited about change.
yes - good point- as long as we reflect and identify lessons learned - based on group processing.
Show people the impact change made. Give them the results. They speak for themselves. That's the buy in.
Q3 What are some of the challenges in establishing sustainable learning communities and how do we overcome them? A LF Standard.
Any group activity is sustained as long as it retains mutual interest. Occasionally stop to access.
+ ensure that people recognize their collective efforts resulted in the impact-foster collective teacher efficacy.
A3: need to have clear purpose & regular assessments; adjust as needed
+ professionalism of our soldiers. We need to know we are top rate, supported by results, driving our pride to train
having a voice is very important just like our Ss like to have a voice in our classes.
Hi everyone. I'm Akilah, from VA,Professional Learning Specialist, I will peek in and chat later this evening
hi! Checking in kinda late....
Thanks I am from England so just needed to check
A3: it can be challenging to keep everyone motivated, focused on common goals, & committed to the vision/mission
Totally agree!! Learners are learners. Community building, respect, voice and choice
Assessing we are moving towards our articulated learning goals
For those who are just joining. Here is the question posed. https://t.co/kczMRMs1iP
Q3 What are some of the challenges in establishing sustainable learning communities and how do we overcome them? A LF Standard.
Agree need to be positive and continue to update our training
what about buy-in? If mission isn't build collaboratively, that is always a barrier.
A3: Trust is factor for new teams. Ts also need autonomy & support to try new ideas & take risks.
Thanks for reminding us to answer using A3,😅 https://t.co/RqQC2cLQt9
A3 con't: Yes otherwise the core continues + new members are not as included. Also helps prevent drift from core values.
do you have similar learning teams? In On they are generally small teams that go through cycles &focus on S learning
Welcome nice to see you here on
Excellent point about Trust
agreed on the autonomy piece - we all need some freedom to do what we do best!
A3: Too much going on. Many initiatives r good n well intended, but need to have laser focus on key few https://t.co/OYcbdEIdHP
Q3 What are some of the challenges in establishing sustainable learning communities and how do we overcome them? A LF Standard.
autonomy is important for our students as well.
I'm making dinner - so either I fully engage with or burn the salmon... Tricky!
yes! They need our trust!
We do by reflecting on assessment strategies and providing feedback to our colleagues.
a3 You point out we have zero in to become very focussed.
A dilemma but I would prevent the salmon burning as this is a slow chat and one can catch up later.
OK I will catch you later on it is approaching midnight in my part of the world
Thanks for joining us, https://t.co/bsWUaVLTql
OK I will catch you later on it is approaching midnight in my part of the world
Great - that sounds like ours. What do you call them - these PLCs & learning cycles?
A3 agree trust a key factor not just between team members but for managers & stakeholders to trust us.
A3 learning cycles - regarding feedback to colleagues this is part of what we term the internal verification process
lol didn't realize it's a slow chat! :)
. Having a commitment 2 professional learning thru a community of learners is a standard for us in LFOnt. Will check in later Thx
We have a slow chat underway. Welcome
A3 not familiar with this but a comprehensive review of what we do - thanks for highlighting
interesting - ours is not evaluative -generally we identify a gap, an instructional strategy & observe, act, reflect
A3 this is carried out as well but part of a formal session observation - usually conducted by a manager
LFOnt =Learning Forward Ontario . will not post another question on Sunday due 2 Easter but will on Tues. March 29 at 7:00 pm EST
Sounds like action research cycle, but observe & act together; observe action, reflect/debrief, re-plan
A3 yes - this is the term we use in further education institutions (16 years + in the UK) for a superior
A3 and all this requires - time - something in short supply in teaching
P3 I guess this role, manager, is similar to a deputy principal
A3
Obstacle 1 no choice
Strategy 1 give choice
Obstacle 2 disconnected learners
Strategy 2 connect learners
You are welcome great to engage in
Hi . I'm Robin, a 1st grade T from GA. Lurking for a few mins this evening. Heard about this from
ok - though our admin "manages" school they aren't called managers. Are managers educators?
our managers are also educators with a much reduced commitment to teaching. All are trained teachers.
Great - that must make it easier to identify with members of the school community 😌
our admin and their associated managers deal with everything else but excludes the curriculum
do you have curricular leaders? We do in high schools.
We do our curricular is divided into vocational areas to match employment pathways 1/2
2/2 Further ed in Britain is post compulsory education focusing on vocational courses but includes academic
A3 Can you elaborate on choice? As a response to evidence of student learning? Thx :-)
We have lit leaders, some numeracy leaders and mentor teachers in my district. The last is my role.
Thanks Chris for the message
Can u tell me about how you have helped shift a group's thinking? How were you a positive influencer?
Great question! Influence through modelling and being a co-learner as a start.
