TASK+5


 * WORKSHOP OBSERVATIONS continued **
 * I have tried to summarize everybody's input. At the same time I have added a few reflections and questions I have. Have you any comments – questions – concerns?

- //New Global Architecture// []
 * ** What evidence / indicators would allow us to state that…? ** || ** Indicators – Evidence **  ||
 * Workshop leaders work well as a team. || * Both WSLs share the lead; one WSL does not appear to be “in charge” with the other “assisting.”
 * Both leaders take part in the presentation, group discussions and posing of questions.
 * Leaders listen to each other.
 * Both leaders are engaged with participants when they are working in pairs or small groups.
 * The participants seek assistance from both leaders for clarification or questions.
 * Pre-planning is evident in the way the leaders share slideshow and resources. ||
 * The leader is knowledgeable regarding the programme. || * Leaders refer to most current Standards and Practices document.
 * Leaders refer to most current IB documents.
 * Leaders can direct the participants to the appropriate IB resource for documentation.
 * Leaders don’t try to give an answer they are not sure about but contact the appropriate source to get the information needed.
 * Leaders make connections between different components of the program.
 * Leaders point out what is policy and what is practice.
 * Materials on wall reflect current IB documents.
 * Workbook (resource book) material is accurate and up to date. (Reminder for Faculty meeting but not the responsibility of FR to check!)
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders share practical examples without using phrases such as "at my school, we ...” ||
 * The leader presents information clearly and in an organized manner. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">There is a clear connection between objectives (understandings) and learning engagements.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">A clear road map has been set out early and revisited often so that ALL participants know where they are going.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Instructions are clear and easy for participants to understand.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders make connections to prior learning.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">The ppt presentation and resources used are legible and support the learning engagements. ||
 * The leader answers questions and remarks. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders address questions that come up and are relevant to the presentation / conversation / learning engagement taking place.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders have set up a “parking lot” for questions that are not immediately relevant but need to be addressed during the course of the workshop.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders handle questions and remarks tactfully by referring participants to the right document, directing them to the appropriate person to answer the question or even encouraging the participants to consider where they could find an answer.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders are confident to say they need to double check or pass the question on rather than give potentially incorrect information.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Reflection time for participants is considered in the workshop plan.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Question time is considered in the workshop plan.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders have developed strategies to encourage all participants to ask questions and to deter participants who seem to want to take over the conversation on a regular basis ||
 * The leader stimulates debate and the exchange of ideas. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders use a variety of questioning techniques and provocations to engage all the participants.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Participants are engaged in conversation, partner, small group, and whole group share.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders walk around the room observing, clarifying, redirecting as needed. ||
 * The leader uses a variety of teaching and learning strategies. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">A toolbox of strategies used is posted.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">The products displayed around the room show different strategies being used.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">A variety of resources is used which enhance learning and participant engagement.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">There is a combination of large group, small group, partner and individual activities that allow participants to share ideas with a variety of others in the workshop. ||
 * IB programme resources used are suitable and up to date. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources used support objectives of workshop.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Materials and resources follow the IB guidelines for copyright including print and electronic media as detailed in the // Workshop leader copyright guide //<span style="font-family: Arial,sans-serif; font-size: 10pt;"> (October 2011) on the WSLRC.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Workbook (resource book) includes current IB documents.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Workbook (resource book) includes legible materials with reference to sources.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Presentations include reference to sources. ||
 * The participants appear to be involved. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Attention is focused on the leaders or on the task at hand.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Questions and discussions are on topic.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Participants are actively engaged in dialogue with the entire group or in small groups at their tables. ||
 * The pace of the sessions is suitable. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Participants are in tune with what is going on.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Leaders are neither rushing nor drawing out engagements/ reflections / discussions. ||
 * The layout of the room is suitable for the session. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">The physical arrangement of the room – tables, chairs, charts, posters, screen and electronic equipment enhance the learning environment and do not distract from the learning engagements.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Participant work is displayed.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Everyone has a clear view of the power point or presentation used by WSLs. ||
 * The workshop is in line with the goals and objectives proposed by Global Professional Development. || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">The workshop plan and presentation meet the Global Professional Development guidelines as expressed in the:

- Primary Years Programme Workshops description on the public website []

- //PYP Workshop Handbook – Category 1 & 2// (February 2011) on the WSLRC

- //PYP Workshop Handbook – Category 3// (February 2011) on the WSLRC

- <span style="font-family: Arial,sans-serif; font-size: 10pt;">Presentation and discussions stay within the scope of the workshop. ||
 * It is a high quality workshop, in general. || The Field Rep has agreed with all of the following statements:

- Workshop leaders work well as a team.

- The leader is knowledgeable regarding the programme.

- The leader presents information clearly and in an organized manner.

- The leader answers questions and remarks.

- The leader stimulates debate and the exchange of ideas.

- The leader stimulates debate and the exchange of ideas.

- The leader uses a variety of teaching and learning strategies.

- IB programme resources used are suitable and up to date.

- The participants appear to be involved.

- The pace of the sessions is suitable.

- The layout of the room is suitable for the session.

- The workshop is in line with the goals and objectives proposed by Global Professional Development. ||

1. As workshop leaders we must be very careful not to use the expression: “In my school we do it in such and such a way…..” The more examples we give, without pointing as one as being the perfect one, the more chances we have for our participants to be able to build their own conceptual knowledge.

As Field Reps…if we see or hear this, it would be fine to have an aside with the WSL during a break or at the end of the day and point this out.

2. As WSLs we must be able to model inquiry and show ourselves as learners who continue to construct their own knowledge….never be afraid to say I don’t know the answer but we can find together, or I’ll consult with someone, or let’s look at the documents and see what we all understand by this, etc…..Same thing applies to the Field Reps when approached by a workshop leader.


 * <span style="background-color: white; font-family: Calibri,sans-serif;">3. A word about workbooks: **

It is not the role of the field rep to monitor workbooks/resource books.

It should be up to the WSL’s to monitor their own workbooks, and it is their responsibility to know about copyright rules.

Having said this it would not be a bad idea to remind WSLs at the Faculty meeting that we count on them to provide materials in the workbook that are up to date and comply with copyright rules.

4. I have bolded some words on which I would like to make a few comments in order to start a discussion:


 * **Workbook** vs resource book: this is simply a language issue and please remember English is my second language…….workbook brings to mind an activities book which needs to be completed whereas a resource book holds the documents, articles, examples we need to support the teaching and learning.
 * **Understandings**: I am not very sure about the use that has been or is currently being made in North America of the **PYP Workshop Handbook – Category 1 & 2 (February 2011)**and the **PYP Workshop Handbook – Category 3** **(February 2011**) found in the WSL Resource Centre on the OCC. The workshop descriptions in these documents have on point 4 the purpose of the workshop and a detail of the understandings to be developed during the workshop…..which is a much more in-depth description than the one on the Primary Years Programme Workshops description found on the public website. In your experience how do you feel WSLs have been using these documents?
 * **Workshop plan**: Following the previous question on the use of the PYP Workshop Handbook, my other concern is that I do not know how widely spread the use of the workshop plan template is in North America. Can you give me a little feedback on that? I’m attaching the template.

5. IB surveys sends the Field rep observation protocols (one per workshop observed) electronically and when completing them it needs to be done at one sitting. What will be the best way to collect all the data during the workshops?

<span style="color: #0033cc; font-family: Arial,sans-serif;">TASK 5

<span style="color: #0033cc; font-family: Arial,sans-serif;">Once again, thank you for your contributions….all I’ll do is organize a couple of ideas on this one page…..do let me know if you feel there is something we should add… because this page has so much info I've changed the colour of the font....

<span style="color: #0033cc; font-family: Arial,sans-serif;">a. General agreement in the fact that distinguishing between POLICY and PRACTICE is a must as a WSL and as a Field Rep…..POLICY should also be supported by pointing out where it is written…our power point presentations should also reflect the source of any statement we make…

<span style="color: #0033cc; font-family: Arial,sans-serif;">b. We have become so used to the PARKING LOT for participants to post their questions that we sometimes ignore or don’t make explicit enough other strategies we can use to elicit questions: index cards, journals, a page on the wiki,

<span style="color: #0033cc; font-family: Arial,sans-serif;">c. Regarding the workshop observation protocols Field Reps need to complete, these are sent by IB Surveys….through a link and I have just been told they need not be completed at one sitting

FR should be able to save their work and come back by clicking ‘save and continue survey later’ on the top of the survey. They need to retrieve their work from the email address they fill in after clicking the save and continue button. Please see the screenshot below (as I cannot paste an image I've added it as a file!!!).



<span style="color: #0033cc; font-family: Arial,sans-serif;">Workshop observations should not be focusing on one leader at a time. <span style="color: #0033cc; font-family: Arial,sans-serif;">d. Workbooks/resource books: thanks for actively reflecting on this…I don’t think the term workbook will change…but having shared this conversation gives us a better understanding of the purpose of a workbook which we could share during the faculty meeting. <span style="color: #0033cc; font-family: Arial,sans-serif;">Again, I don’t think it will happen in the short term but we are looking a having paperless workshops. If workshop leaders communicate with participants before the workshops and the resources needed are specified, each participant can then decide whether to download them and print them

<span style="color: #0033cc; font-family: Arial,sans-serif;">e. Although I can understand the issue of time, if we take the time to develop a planner for a unit of inquiry, we should also take the time to develop a plan for our workshop. <span style="color: #0033cc; font-family: Arial,sans-serif;">In itself, the development of the plan is a learning experience and, as we get into the planning with our co-leaders or on our own we are also constructing meaning and making new connections. As with the POI, it would not be as meaningful if someone else developed it for us. If we all then submit those plans and they are included in the WSLRC, they also become a powerful resource globally. <span style="color: #0033cc; font-family: Arial,sans-serif;">Power point presentations, a wiki, other virtual platforms will support us in the implementation of the plan but they shouldn’t be the planning tool. <span style="color: #0033cc; font-family: Arial,sans-serif;">If PYP workshops model PYP pedagogy….as WSLs we should be able to go through the same planning process teachers go through: planning – teaching – assessing/reflecting………or is it acceptable for teachers in PYP schools to discard the PYP planner? (see Standard C1, practice 1b and practice 4b and the Coordinator’s Handbook 2011-12, page 42). <span style="color: #0033cc; font-family: Arial,sans-serif;">OK, I’m just being provocative here!!!!! Food for thought reflection……inquiry….