The document describes the IDEA process, a structured reflective practice for experienced teachers. The IDEA process involves 4 steps: identify, describe, expand, and act. A small group of teachers meets with a facilitator to discuss challenges. The focus teacher identifies an issue and the group asks questions to help the teacher gain different perspectives and generate potential actions. Testimonials from teachers highlighted how the process helped them solve issues and become more flexible thinkers. The document provides resources for training facilitators and implementing the IDEA process.

1. 1 Reflective Practices for Experienced Teachers: Discussing What Works: Session # 191289 Anna Kan, Suzanne Leibman & Mary Beth Selbo College of Lake County TESOL, March 2011

3. create a more student-centered classroom

4. choose class topics that students will find relevant

5. get more students to participate in class discussions

6. discourage students from talking all at the same time

7. help students learn in a multi-level class

8. keep teaching with a disruptive student in the classroom

9. figure out why a lesson isn’t working

10. ETC….& while think about YOUR students, YOUR classroom, YOUR program, YOUR school 2

12. IDEA = 4 basic steps of the process: Identify, Describe, Expand, Act

13. Offers teachers "a time, a community of colleagues, and a structure for examining their teaching in relation to their students' learning, and for making thoughtful changes in their teaching."

14. Small groups, led by a trained facilitator3

15. IDEA: History Developed by Carol Rodgers & others at School for International Training/World Learning Based on Dewey’s Experiential Learning Philosophy Used internationally CC AE ESL promising professional development practice in Passing the Torch & Torchlights by CAAL (see Teacher Knowledge Project) www.caalusa.org From CCSF to CLC to ? 4

16. IDEA: Process graphic 5

17. IDEA: Identify Focus person identifies a professional issue / topic to bring to the group Group facilitator helps focus person formulate /frame the question in form of “What Can I Do To…." Focus Person presents the question to the group 6

18. IDEA: Describe (& Expand #1) Focus Person describes the issue in as much detail as possible Group members ask factually-based questions to elicit a deeper description Focus person responds and adds information Group members do NOT comment 7

19. IDEA: Expand #2 Focus person starts with issues/questions that she/he wonders about (but can NOT know) in order to bring in others’ perspectives Framed as “I wonder…” Group members follow up with their own “I wonder”s No comments, no hidden actions (no modals no if you) 8

20. IDEA: Act Focus person starts list of suggested actions Framed as “I could…” Group members suggest their actions Framed as “You could…” Written down by (a) group member(s) Brainstorming encouraged Focus person chooses 1-3 immediate actions and reports 9

21. IDEA: Surroundings Confidentiality and ground rules Focus group member may briefly report back, optional Facilitator Role Refreshments Schedule Other Ways of Inquiry/Seeing 10

22. What We’ve Learned Skills in group interaction (& facilitation) grow with each session—it’s NOT a one-shot. Training in facilitation is essential. Consider on-line and alternative scheduling. Consider use for group/program issues. Consider ways to have people participate more than once. 11

23. Testimony from CLC instructors “As a past participant I heartily endorse the IDEA process. It forces you to consider and analyze your own professional practice in a different way and you also contribute by helping your colleagues in the group to do the same. The end result is a veritable treasure trove of ideas for solving the issue that brought you to the group in the first place.” 12

24. Testimony from CLC teachers #2 “Thanks to the IDEA group sessions… I met w/ RESOUNDING SUCCESS (with the class assignment discussed). I'm very pleased, & feel much better… ” “(It’s) made me a deeper thinker…more flexible….(participation) shows them (teachers)…that there is a wealth of support and knowledge sharing available to them…they are not alone.” 13

25. Try It! A Scripted IDEA Demonstration 14

26. Suggested Actions and Other Forms of Reflective PD 15

27. Inspiration: Fire by Judy Brownfrom Teaching with Fire ISBN 0-7879-6970-2 When we are able to build open spaces in the same way we have learned to pile on the logs, then we can come to see how it is fuel, and absence of fuel together, that makes the fire possible. We only need to lay a log lightly from time to time. A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way. What makes a fire burn is space between the logs, a breathing space. Too much of a good thing, too many logs packed in too tight can douse the flames almost as surely as a pail of water would. So building fires requires attention to the spaces in between, as much as to the wood. 16

28. Additional Resources Professional Development for Experienced Teachers Working with Adult English Language Learners by Amber Gallup Rodriguez and Sharon McKay, CAELA Network Brief: May 2010, www.cal.org/caelanetwork “Reflection in Second Language Teacher Education” by Carol Rodgers, TESOL Quarterly, September 1998, pp. 610-613 “Seeing Student Learning: Teacher Change and the Role of Reflection” by Carol Rodgers, Harvard Educational Review, Summer 2002. 17

30. World Learning Training and Education Services SIT Graduate Institute, a program of World Learning

31. (802) 258-3340

32. maggie.cassidy@sit.edu

33. www.sit.edu

34. www.worldlearning.org18