Distributed Professional Learning Opportunity

Developed by ERLC/ARPDC as a result of a grant from

Alberta Education to support implementation

Session Two

WELCOMEMapping Backwards

“Okay, we’ve done the team-building, brainstorming and buy-in.Does anybody remember why?”

New ways to think about both task and relational outcomes for group work.

Templates for clarifying outcomes and then designing process to accomplish them will be provided.

This Session

The Group Leader’s Design Mind p.20

TaskTo revise the middle school math curriculum.

The PurposeThe purpose is. . .

TaskTo revise the middle school math curriculum.

The Purpose

To establish aligned concepts and sequenced skills that ensure math success for all middle school learners.

The purpose is. . .

The Purpose p. 21

Create a purpose statement for each example.

Word Bankensure, promote, assure, maximize, optimize, empower, guarantee, sustain, establish, enrich

TASK1. To prepare a bullying

prevention plan

The Purpose p. 21Create a purpose statement for each example.

Word Bankensure, promote, assure, maximize, optimize, empower, guarantee, sustain, establish, enrich

TASK1. To prepare a bullying

prevention plan

2. To develop school wide common assessments

The Purpose p. 21Create a purpose statement for each example.

Word Bankensure, promote, assure, maximize, optimize, empower, guarantee, sustain, establish, enrich

Application

Craft a purpose statement for you’re an upcoming task you anticipate working on with a group or team.

The Group Leader’s Design Mind p.20

Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Task Outcomes p. 24

Clarify your understanding of task outcomes

• result • action • knowledgeShare your examples of result outcomes

• product• performance• decision

Partners

Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Task Outcomes p. 24

p. 24Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Context: A new math curriculum has been developed. You are a resource teacher charged with its successful implementation in your schools.

p. 24Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Purpose: To promote equity and opportunity for success in a diverse population of math learners.

Task Outcomes:

p. 24Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Purpose: To promote equity and opportunity for success in a diverse population of math learners.

Task Outcomes:

p. 24Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Context: You are a principal leading cross department teams to decide which graphic organizers will be taught at which grade levels.

p. 24Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Purpose: To maximize collaborative engagement to align instructional strategies for greater student achievement.

Task Outcomes: Session One:

p. 24Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results

Purpose:

Task Outcomes: Session Two:

To maximize collaborative engagement to align instructional strategies for greater student achievement.

p. 24Task Outcomes Require clarity of RESULTS for

Products Performances/skill sets Decisions

Which require these ACTIONS

Implement Transfer Desist

Which require appropriate levels of KNOWLEDGE

Declarative Procedural Conditional

To achieve results Context: You are working with a PLC to create classroom-based formative assessments.

Exercise: Craft your purpose statement.Develop your first session outcomes.

What are some ways you would describe the relationship between Purpose and Outcomes?

Verbal Rehearsal

The Group Leader’s Design MindConstruct a

verbal rehearsal with your partner.

The Group Leader’s Design Mind p.20

Relational Knowledge OutcomesSkill Outcomes

Disposition Outcomes

Relational Outcomes p. 27

Relational Knowledge Outcomes Self Others Effective

Groups

Skill Outcomes

Disposition Outcomes

Listening for understanding

Verbal & nonverbal tools

Assessment and feedback

Valuing cognitive conflict

Investing in mutual prof.

learningTaking

responsibility

Relational Outcomes p. 27

Relational Knowledge Outcomes Self Others Effective

Groups

Skill Outcomes

Disposition Outcomes

Listening for understanding

Verbal & nonverbal tools

Assessment and feedback

Valuing cognitive conflict

Investing in mutual prof.

learningTaking

responsibility

What are some relational skills that you want to develop in your groups?

Relational Outcomes

What are some things that are becoming clearer to you about - - -

Reflection

The Group Leader’s Design Mind

Be specific