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    1. 1. Welcome Small Group Coaching Workshop Department of Public Advocacy
    2. 8. Jeff Sherr
    3. 11. Introductions
    4. 12. name game
    5. 13. Goals
    6. 14. before we start…
    7. 19. Coach/Mentor/Teacher
    8. 20. Adult Learning Theory
    9. 21. Individual Feedback
    10. 22. Small Group Practice
    11. 23. Group Dynamics
    12. 24. Ethics
    13. 25. Faculty Meetings
    14. 27. Coach/Mentor/Teacher
    15. 33. Share in Pairs
    16. 34. Share Big
    17. 37. Adult Learning Theory
    18. 39. Ready to Learn
    19. 40. Active Involvement
    20. 41. You cannot teach a man anything. You can only help him discover it within himself.
    21. 42. Self-Directed
    22. 43. Mistakes
    23. 45. Is it safe?
    24. 46. Building on Experience
    25. 47. Sensory Learning
    26. 48. What I hear, I forget. What I see, I remember. What I do, I understand.
    27. 49. UK Post Office Study Recall after 3 weeks Recall after 3 months 65% 32% 10% 85% 72% 70% Told, Shown and Experience Told and Shown Told
    28. 50. Auditory Visual Kinesthetic Hear See Do
    29. 51. Less is More
    30. 52. Build on Theory Explain “why”
    31. 54. Unique
    32. 55. Litigation Institutes Faubush                            NCDC  Macon, Georgia
    33. 56. Case Problem v. B.Y.O.C.
    34. 57. Case Problem <ul><li>Problems contain elements needed to be taught </li></ul><ul><li>Faculty very familiar with case problem </li></ul><ul><li>Brainstorming doesn’t take long </li></ul><ul><li>No Confidentiality issues </li></ul><ul><li>Faculty in control of facts </li></ul><ul><li>Participants not connected to the case </li></ul><ul><li>Faculty Boredom </li></ul><ul><li>Updating case problem </li></ul><ul><li>Creating real case problem </li></ul><ul><li>Faculty in control of facts </li></ul>
    35. 58. B.Y.O.C. <ul><li>Real client is helped </li></ul><ul><li>Participants invested in process </li></ul><ul><li>Participants in control of facts </li></ul><ul><li>Confidentiality issues </li></ul><ul><li>Takes longer to brainstorm </li></ul><ul><li>Faculty have to quickly get up to speed </li></ul><ul><li>Participants in control of facts </li></ul>
    36. 59. move faculty around or not
    37. 60. New faculty every day <ul><li>Participants get many viewpoints </li></ul><ul><li>If a participant doesn’t click with a faculty member, there is a new one the next day </li></ul><ul><li>Faculty doesn’t get stuck with a difficult group the whole institute </li></ul><ul><li>Faculty has to learn new case in BYOC </li></ul><ul><li>Faculty has to learn new group dynamics </li></ul><ul><li>Focus of faculty meetings on discussing group dynamics </li></ul><ul><li>Takes time away from practice </li></ul>
    38. 61. Faculty stays put <ul><li>Time for faculty and group to bond </li></ul><ul><li>Deeper case analysis </li></ul><ul><li>Faculty can address learners needs over the week </li></ul><ul><li>Individualized coaching </li></ul><ul><li>Possibility for bad fit </li></ul><ul><li>Lose new blood coming in and re-energizing group </li></ul><ul><li>Only 1 or 2 perspectives </li></ul><ul><li>Diversity </li></ul>
    39. 62. Case Problem B.Y.O.C. New faculty Same faculty
    40. 65. Individual Feedback
    41. 66. General Tips
    42. 67. Pygmalion Effect
    43. 69. One or Two Big Points
    44. 70. Accentuate the positive
    45. 71. Catch them doing the right thing
    46. 72. Be specific
    47. 73. Praise Sandwich
    48. 74. Interrupting
    49. 75. Redo
    50. 76. Exercises
    51. 78. How do you feel about that performance?
    52. 79. Dialogue
    53. 80. You must be the change you want to see in the world
    54. 83.
    55. 85. Objective <ul><li>What image or phrase from the clip sticks in your mind? </li></ul>
    56. 86. Reflective <ul><li>What did you like about this speech ? </li></ul><ul><li>What emotions did you feel? </li></ul>
    57. 87. Interpretive <ul><li>How does this clip relate to what we are talking about today? </li></ul>
    58. 88. Decisional <ul><li>What do we take away from this? </li></ul><ul><li>What might we do differently in teaching or coaching? </li></ul>
    59. 90. Focused Conversation - ORID <ul><li>O bjective </li></ul><ul><li>R eflective </li></ul><ul><li>I nterpretive </li></ul><ul><li>D ecisional </li></ul>
    60. 91. What? People take things in with their senses 0
    61. 92. Gut? An auto response occurs - emotions & feelings stir associations are made R
    62. 93. So What? We think about what's going on Ideas, insights or concepts are formed I
    63. 94. Now What? We consider actions, choices, how to respond, how to relate. A decision is made D
    64. 99. Nuts & Bolts One approach to individual feedback
    65. 100. Is it safe?
    66. 101. Performance
    67. 102. Mistakes
    68. 103. Identify area to focus on
    69. 104. Less is More
    70. 105. Pick Exercise
    71. 106. Ready to Learn
    72. 107. “ Great, let’s try something” Jump out of your seat and come to performance area. Positive, energetic, building expectation of fun
    73. 108. Active Involvement
    74. 109. Do exercise (page 20) SMALL GROUP IDEAS May want to ask each participant to briefly describe a vivid, non-legal image before starting opening practice to have participants demonstrate to self how well they can communicate images. Have the participant play the role of their client (or appropriate character). The coach then does a direct of the participant. Have participants first just work the opening 30 seconds (The hook). Let everyone do this before doing full opening to develop confidence and work on performance techniques. The participant in monotone or too slow or fast a. do opening in gibberish (a la Sid Caesar) b. Sing opening c. Change the setting. Do opening as if it were over a cup of coffee to a friend in a restaurant. 5. Without Tarzan-witness-by-witness recitation, have the lawyer tell the story. 6. Paint the picture rather than announce the conclusion. “Generality is the enemy of all art.” Stanislavski. 7. God is in the details: not, “they had a good marriage,” but, “for 25 years he woke and brought her coffee.” Joshua Karton. 8. Have participants get out dollar bills. When the lawyer gives them real eye contact, they have to hand over the money. – Jodie English 9. If a participant is having difficulty telling the story with good flow, ask them to assume that what they wish to describe to the jury has been videoed, and then have them pop the video into their brain, and with their mind’s eye watching, tell the jury what they are seeing. – Jodie English 10. Pretend you’re in a bar with a bunch of drunks and talk about your case with the intensity necessary to have the whole bar listening to you 11. In your mind say, “once upon a time,” and then, start your opening, in story form 12. have half the participants get up and simultaneously give the first few minutes of their openings to the rest of the participants - and then switch 13. ask the participant to identify a favorite relative, dramatic or cartoon character and have them do a piece of the opening as that character. Accents and strong personalities fill the space that the fear of not sounding like a lawyer formerly occupied. The dramatic personae can at times free the participant from the paralyzing weight of lawyering and get them to the place where they are communicating as a human, to the humanity of the jury – Jodie English 14 Ask the participant to name her best friend, and then give the opening as if on the phone to that friend - note the change in investment and intensity that typically results 15. fast forward the video of the opening to illustrate redundant mannerisms 16. Red Light/Green Light. When the coach calls out “red light” the participant stops the flow of the story and gives specifics on that subjects. For example – “red light on the car”. The coach then calls out green light for the participant to continue the opening. This exercise can be done with cross and closing as well.
    75. 110. Sensory Learning
    76. 111. ORID
    77. 112. Build on Theory Explain “why”
    78. 113. Building on Experience
    79. 114. Tanya the Brave
    80. 117. Identify area to focus on
    81. 118. Pick Exercise
    82. 119. Focused Conversation - ORID <ul><li>O bjective </li></ul><ul><li>R eflective </li></ul><ul><li>I nterpretive </li></ul><ul><li>D ecisional </li></ul>
    83. 120. NITA Method <ul><li>Headline </li></ul><ul><li>Playback </li></ul><ul><li>Diagnosis </li></ul><ul><li>Prescription </li></ul>
    84. 121. Headline <ul><ul><ul><li>Briefly indicate the subject matter you are critiquing (ex., “I want to talk about leading questions ….”) Remember, your critique of a single student after any exercise should be limited to one point. </li></ul></ul></ul><ul><ul><ul><li>This focuses the student on the matter to be discussed and gives the student the heading for the area to improve. </li></ul></ul></ul>
    85. 122. Playback <ul><ul><ul><li>Figuratively play back for the student the question(s) on cross-examination to which you are referring. </li></ul></ul></ul><ul><ul><ul><li>Because we are not using video, this will require you to take good notes of student performance during the exercises. </li></ul></ul></ul>0
    86. 123. Diagnosis <ul><ul><ul><li>Explain the theory or rule behind your critique. (e.g.., “Open questions allow the witness too much room to spin you. You want to be in control of the cross.”) </li></ul></ul></ul><ul><ul><ul><li>Point out the shortcomings of the particular technique employed by the student. (e.g., “When you asked the witness, ‘How do you know there is no contamination?’ the witness gave you an answer you did not want: ‘Because we have several levels of control to account for contamination. We are as worried about contamination as you, if not more, because all we care about is getting accurate results.”) </li></ul></ul></ul>I
    87. 124. Prescription <ul><ul><ul><li>Tell the student how s/he could do it better next time. </li></ul></ul></ul><ul><ul><ul><li>E.g., “Next time, use leading questions that take the witness where you want him/her to go.” </li></ul></ul></ul><ul><ul><ul><li>Or demonstrate: “Contamination is always a risk with DNA analysis, correct?” </li></ul></ul></ul>D
    88. 125. Where is ? R
    89. 126. what ever you do always remember
    90. 127. It’s about the client
    91. 128. It’s about the student
    92. 129. It ain’t about you
    93. 130. Your Turn
    94. 131. Small Group Practice
    95. 133. Group Dynamics
    96. 134. holding space
    97. 136. Room Set Up
    98. 137. Room Set Up
    99. 138. Room Set Up
    100. 139. Jury
    101. 140. Opening of Session
    102. 141. Introductions Expectations/ Goals Introduce case problem
    103. 142. Questions from Plenary First run Break Redo
    104. 145. War Stories
    105. 146. Humor Self-Deprecating
    106. 147. Credibility
    107. 148. Re-direct Questions to Group
    108. 149. Parking lot
    109. 150. The introvert
    110. 153. Notes
    111. 154. Coach during breaks
    112. 155. Yes, breaks
    113. 157. Delight
    114. 159. Tanya The Brave Gets Feedback From The Group
    115. 162. Ethics Students Other Coaches Clients
    116. 163. Faculty Meetings
    117. 165. discuss previous day
    118. 167. discuss next day
    119. 168. discuss program generally
    120. 169. almost done
    121. 170. Where do we go from here?
    122. 174. &quot; Be proud of yourself when you take the time to help another criminal defense attorney with their problem. Be prouder when another criminal defense attorney takes the time to help you. The sharing of strengths is what distinguishes the criminal defense bar.&quot;  - Larry Pozner
    123. 176. Thanks Please fill out the evaluation
    124. 177. Difficult Participants
    125. 179. Side Conversation
    126. 180. Talks too much
    127. 181. Mr. Negative
    128. 182. Nobody Home
    129. 183. Heckler
    130. 184. Know-it-all
    131. 185. Tangent
    132. 189. Core Standards
    133. 191. Race and Culture
    134. 194. Settlement