TASK+4


 * WORKSHOP OBSERVATIONS**

After reading the workshop observation protocol, please reflect on the following:

Cooperate amd compliment each other. (MKD) Both WSLs engaged, enthusiatic, obvious planning, "sharing the lead" (TD) Each draws on his/her own experiences with the PYP, celebrating diverse situations among school settings (EN) Smooth transition from leader to leader - Shared talk time - Eye contact and body language indicates collaboration (SG) Look for mutual respect, eye contact between presenters, asking each other to build upon what the other said, referring to the expertise of other leader, etc.(AS) Respectful of one another, respectful of WSL experience (new vs more experienced), shared talk time, flexible conversation (AK) building on each others comments and thoughts, affirmative of other trainers experiences and perspectives, (SB) multi-tasking so when one workshop leader is speaking the other can foreordd the Ppt. or bring up a document on the screen that he/she needs to illustrate the point being made(KK) || Appropriate answers to questions (MKD) Use most up-to-date materials, refer to policy/practice difference in implemenation, acknowledge that WSL may not be able to answer all questions, comprehensive and accurate workbook. (TD) Ability to answer most questions from practical experience. If the answer is not known, the WSL will make a note to find the answer.(SG) Information given is current, leader has broader view of education and how the PYP works within that larger framework, is able to refer to specific PYP documents, OCC, to provide foundation for participants, and, if is unsure, will research to provide accurate information.(AS) The leader is up-do-date on all IB documents, OCC, authorization process, etc. If leader does not know the answer to questions, the WL will find out (AK) WSL is able to connect and clarify IB standards and policy with examples and applications from practice (SB) WSL continually ties the WS intended understandings to Standards to continue to clarify and deepend participants understanding of Standards(KK) || Smooth transition between activities and topics. Attention to appropriate time frames. (MKD) Uses process/strategies which model best PYP practices, ppt appropriate/focussed with WSL who use it as a complement to presentation rather being the presentation.(TD) As the activities unfold, referring back to the graphic representation of the PYP, as well as to the Central Idea of the session, showing how the parts fit together (EN) Information is clearly presented - Power point is not THE presentation but a tool that leads to understanding of the workshop topic(SG) Look for specific and uncomplicated presentations of material that don't involve much of "in my school we.....". Good examples of real world situations are helpful and should be used without the wsl going off on a birdwalk. Pacing is important; know when to elaborate and when to conclude. (AS) referring to agenda and established time lines, adhering to essential agreements made (SB) || Responses are clear and appear to be understood. (MKD) Parking Lot strategy is used for posing and answering questions on a regular basis, refer participants to relevant IB documents. (TD) Honoring all questions; being sensitive to the anxiety of some participants to "get it right" (EN) Always available during small group work or discussions - listening to comments. Participants have a way to get their questions answered (parking lot) and their understanding appreciated (Ah-Ha!) Makes distinction between policy and practice. (SG) The wsl are models for what teachers need to be doing with students. Questions and remarks can lead to deeper understanding of what is being presented if they're encouraged. However, the wsl also needs to be skilled at redirecting when necessary as sometimes a participant has an agenda or just likes the spotlight! (AS) WSL directs participants to sources for answers, answers are given referring to documentation rather than personal practice (SB) Willingness to meet with a participant whi has a question that is tangential during a break, so the flow of WS is not siderailed yet every participant knows that every question will be addressed(KK) || Discussion is well-managed and pertains to the session. (MKD) Use of provocations used. (TD) The creation of the POI can stimulate interesting discussions when gaps and redundancies emerge. (EN) Use a variety of questioning techniques. Give participants ample time to reflect on their learning. (SG) Hopefully, the leader has established this expectation from the beginning of the ws and continues to encourage participants to voice their opinions and ideas.(AS) allowing time for discussions when they emerge (SB), summarizing discussion from groups and invite others to share thoughts and ideas (SB) || Visual Aids are used. Resources are relevant, varied, and enhance the session. (MKD) Use a variety of groupings, particpant work displayed, view training as a unit of inquiry and model the planner. (TD) Encourage participants to use the "toolbox" the WSL develop during the course of the workshop, available for use back at their schools (EN) Combination of presentation techniques (individual,small group, whole group) Evidence of engagement displayed. Participants are engaged.(SG) There's evidence of a variety of activities, groupings, time for personal reflection and time to learn from each other. (AS) || MAterials are appropriately used in the session. (MKD) Current resources used. Resources are appropriate to Category objectives. (TD) Displays show correct information. Are aware of current information and updates.(SG) Look for references to current documents, specific areas on the OCC. (AS) Most recent documents are being used in the workshop (AK) Resources are current and appropriate to the session and the objectives, copyrights are respected (SB) || participants stay on task with the guidance of the WSL (MKD) Happy particpants, on-task. (TD) Give participants a forum for discussing the units of inquiry their school has developed, ensuring involvement (EN) Few side-bar conversations. Not texting, checking or surfing the web. Active listening or actively participating in discussions.(SG) Participants are working together, talking about what they are learning, engaged in discussion, asking questions, volunteering opinions, there is a level of comfort within the room.(AS) Participants are involved, conversations or "thinking" happening, knowledge products show level of participation (AK) Positive comments are heard about the workshop during breaks(KK) || The amount of material covered is appropriate. (MKD) Given the time of observation, WSL seem to be on track to cover all objectives. (TD) Participants have not tuned out. Presentation is relevant to the end. There is a relaxed atmosphere with patcicipants' understanding being appreciated. Participants do no feel rushed to complete and activity (SG) This is a little more difficult in short observations. If participants appear engaged, the pacing is probably appropriate for most. (AS) || Use of wall space. Room is arranged so that all participants can see and hear the presenters. (MKD) Variety of groups fostered, exciting displays. (TD) Tables are arranged so all can see and have adequate space for movement. Wall space is being used. Leaders are flexible enough to make the best of a bad room.(SG) The tables should be comfortably spaced with not too many at a table. However, tables grouped more closely can create more of a community feeling and provide floor space for activities and wall space for displays.(AS) || Central idea of the workshop is supported by presentation, resources, and discussion. (MKD) Objectives clearly displayed and referred to throughout training. Review at the beginning of each day/session. (TD) Presentation aligns with GPD guidelines. (SG) A copy of the powerpoint is really helpful to review for the goals and objectives being met. In a brief observation, it's difficult to know if all are being met. (AS) Clear connection to at least one intended understanding evident during each observation, but I agree, this will be hard to see upon observations. || participants have gained more knowledge of the programme and are prepared to integrate what they have learned. (MKD) Enjoyable, moments of "lightness", engaged. (TD) ... if participants leave with ideas for applying what they have learned. (EN) Inquiry is evident. Laughter is heard often. New friends have been made. Participants are eager to get back to their classrooms because they feel re-energized and ready to continue the journey. (SG) Participant engagement is the key. Discussing, offering suggestions, challenging ideas, just continuing active involvement in the ws all show that participants are learning and benefitting from the ws. (AS) WSL making connections...helping move participants along in their understanding...."getting it" and feeling positive about it. Reenergized and ready to keep moving forward on their journey (AK) ||
 * ** What evidence / indicators would allow us to state that…? ** || ** Indicators – Evidence ** ||
 * Workshop leaders work well as a team. || dialogue, interaction, communication, respect, 'on the same page' (PB)
 * The leader is knowledgeable regarding the programme. || is providing up-to-date information and resources, PYP language, aware of standards and practices, is sure to clarify for participants when sharing information whether it is policy or a personal practice (PB)
 * The leader presents information clearly and in an organized manner. || clear directions are given - orally and visual (for different learning styles) and checking for understanding of the task or engagement, the information presented is sequential and connections made appropriately (rather than information seemingly being in isolated pieces), resources are available as appropriate, WSL is familiar with the workbook or supplementary workbook and can direct participants easily (PB)
 * The leader answers questions and remarks. || being open to questions from participants, WSL moving about the room - answering questions, joining small groups to listen and be available (PB)
 * The leader stimulates debate and the exchange of ideas. || asking questions, using provocation, providing opportunities for participants to dialogue and share ideas and personal experiences/practices, WSL is highly visible and engaged with participants (PB)
 * The leader uses a variety of teaching and learning strategies. || variety of groupings (small group, individual, pairs etc), adult learning strategies, differentiation when required, appropriate pacing allowing for understanding and reflection, checking for understanding along the way (PB)
 * IB programme resources used are suitable and up to date. || Materials in any supplementary workbook or materials given to participants is current (PB)
 * The participants appear to be involved. || participants interacting and discussing, variety of groupings (pairs, small group, individual etc) (PB)
 * The pace of the sessions is suitable. || participants have time to synthesize and reflect on learning; differentiation opportunities created for participants who might not have adequate prior knowledge or need more specific support or information (PB)
 * The layout of the room is suitable for the session. || layout that fosters inquiry (PB)
 * The workshop is in line with the goals and objectives proposed by Global Professional Development. || the workshop content and engagements observed will provide evidence of the integrity of the goals and objectives (PB)
 * It is a high quality workshop, in general. || engaged and happy participants! and WSL having created a safe learning community..... (PB)

As you know, I'm learning together with you all how a wiki works......but I know from previous experience it is very difficult to attach tables on the discussion strands....so, may I suggest, that this time round, rather than using the discussions thread, you **EDIT** this page and add in your suggestions under the indicators / evidence column followed by your initials so as to identify the different entries.

If you have questions or comments, then do use the discussion threads on this page. Does this make sense? If anyone knows of another way of doing this please let me know!