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Collaborative teams

Collaborative teams






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    Collaborative teams Collaborative teams Presentation Transcript

    • Student learning is maximised when: 1. academic optimism is in place: there is a common purpose for working together. 2. Collective efficacy exists i.e. teachers believe in the positive effect of their teaching. Participating in decision making increases this self belief. 3. Collaborative culture exists: sharing expertise and responsibility and mutually supporting each other. 4. Deprivatised teaching practice exists: classroom observation of master teachers, mentoring, cross pollination of ideas and practice.
    • Needs to be taught, practisedand learned (just like any skill)
    • Triple track agenda: Track 1: strategies for you Track 2: strategies for your team Track 3: strategies for your students in classrooms
    •  What: A game that is used as an opener for these sessions Why: ◦ To learn about colleagues ◦ To build a sense of community ◦ Energiser activity How: Outline details of activity E.g. Just like me
    • The purpose of this is to learn atechnique to develop your teamto become active participants.
    • Groups of 4: 1-4 Assign 1 different research finding to each member of group. Individuals read to themselves Join others at other table who have read the same as you.Re-read section and: Clarify understanding Develop working definition of statement Generate connection to local practice at St. Leonards.Return to original table Each “specialist” shares element and answers questions Synthesis moment: Answer question “In what way does this information extend your understanding of the work you are doing at school?’Group exercise Rate the current state of St Leonard’s for each element of a professional community on a scale of 1-10 (1=low, 10=high)
    •  Whatare some examples ofstrategies that stymieprogress during meetings?
    • “In order to have aconversation with someoneyou must reveal yourself”James Baldwin
    • 1. Conversation = informal talking2. Deliberation = a chance to engage in either dialogueor discussionDialogue: a reflective learning process in which groupmembers seek to understand one another’s viewpointsand deeply held assumptions.Discussion: a process in which group membersgenerate ideas, organise these ideas, analyse theseideas and then come to a decision e.g. NYORMOST MEETINGS ARE STRUCTURED DISCUSSIONS
    • 1.Pausing: gives more people a chance to respond2. Paraphrasing: helps group to hear and understand one another3. Putting inquiry at the centre: open ended questions invites others toinquire into own thinking4. Probing: increases clarity and precision5. Placing ideas on the table: creates opportunities for quieter members tobe heard. Allowance is given to withdraw unsuitable ideas6. Paying attention to self and others: emotional awareness of group7. Presuming positive attentions: generates group positivity
    •  Task: Why are we meeting? Be clear about purpose. Process: what do we have to accomplish to get it to happen? E.g. decision about tasks, division of tasks and time frame to achieve tasks Group development: engagement strategies so team becomes cohesive
    • E.g. What is the best way toimprove student outcomes? Participants reflect privately Then, in turn, everyone shares and everyone listens
    •  What is one thing you have learnt from this session that you could apply to your practice in your team or as a classroom strategy?
    • Garmston, R.J. & Wellman, B.M. 2009. Theadaptive school: a sourcebook for developingcollaborative groups. 2nd. Christopher-Gordon:Massachusetts.Teacher Reference 371.395 GAR