As we develop our collaborative practice through PLC's, there is strong focus on being an effective group; we need to make more collective decisions and inquiry as we move towards this way of "doing." :). So, now I am reflecting on the question: how do you develop the skills to be an effective group member?
While sitting in certain teacher groups, I have felt some stress as the discussion (which can be quite lively) continues on for our scheduled 30min. (for example) without a single decision being made.
I think there are key skills that need to be fostered as we move towards this model of interdependency in our instruction; skills like effective paraprasing, pausing, avoiding vague terms, or being able to switch between dialogue and discussion (there is a difference!) :), for example.
As we focus our discussion on data, student interventions, and formative assessments; do we also need to focus on our way of "doing" groups and being a part of a group?
I think that having a suggested format that is like a meeting agenda would help. I think we have so little social time as teachers that once we get into a group, we need to socialize a bit. However, sometimes that makes us not focus our attention efficiently on what we are supposed to do in the PLC. So I think that we should learn how to effectively be in groups--that would help! Thanks for noticing the big pink elephant at the back of the room!
ReplyDeleteWe also have addressed this in my PLC by implementing norms that we can follow. To keep people off of personal soap boxes, and focused on the task at hand. I agree this can be a difficult line to walk. Sometimes people can feel devalued if they aren't heard, even if what they are saying is not on topic. Consistency, and consenus within the PLC is key. Great observation though, it's quite reflective.
DeleteYes:) Structure and established norms are key!
DeleteI have noticed that having an agenda is definitely beneficial to the group and keeps things on track. It's nice to have a list of topics that need to be discussed that you can "cross off" and move on as you work through them. It's also really helpful to have the meeting agenda beforehand. That way if there is any work that needs to be done prior to the meeting, people can come prepared instead of just winging it. Oftentimes, if people know how they feel about a particular issue and their thoughts are collected before a meeting, it makes the discussion go quicker.
DeleteRyan,
ReplyDeleteNice observation! Our VT meeting in August was very lively and the discussion very intense, but when we left the meeting, we hadn't made any real decisions. I think we only managed to stress each other out. Next week, we plan to tackle the same concept (grading) but we are going to have a moderated discussion panel with lots of structure. We are also going to break into small mini-VTs so everyone is allowed a chance to speak. When it's all over, we get to reflect on our next step for the entire VT. I'm hoping this helps!
This sounds like quite a difference between the first meeting and the current meeting. I would be interested in hearing how the structure affected the meeting and whether it was more productive!
DeleteI think these are all great points. In our VT's I find it hard to get started, as everyone wants to share and discuss. We sometimes spend the first hour doing absolutely nothing on the agenda. I think having a set timeline of how much time you will spend discussing a topic would be beneficial, as we often times these discussions can not be productive and everyone tends to leave a little discouraged. Maybe having one member volunteer to facilitate discussions would be helpful...
ReplyDeleteTo touch on the point of PLCS's getting off topic and the need for teachers to be social, one thing our PLC did last year was that we made an agenda for each meeting and carved out 5 minutes at the beginning of each meeting to "socialize" or "vent." This allowed us to be social but also be aware there was a time limit. :)
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