Presentation is loading. Please wait.

Presentation is loading. Please wait.

Open-to-learning Conversations : Building the trust needed to improve teaching and learning Professor Viviane Robinson The Faculty of Education The University.

Similar presentations


Presentation on theme: "Open-to-learning Conversations : Building the trust needed to improve teaching and learning Professor Viviane Robinson The Faculty of Education The University."— Presentation transcript:

1 Open-to-learning Conversations : Building the trust needed to improve teaching and learning Professor Viviane Robinson The Faculty of Education The University of Auckland

2 Building trust matters Open-to- learning Conversations Open-to- learning Conversations HIGH TRUST StudentsParentsLeadersTeachers Viviane Robinson, The University of Auckland

3 Improved academic outcomes Higher likelihood of positive social outcomes Positive attitude to innovation and risk More outreach to parents Enhanced professional community Building trust matters HIGH TRUST StudentsParentsLeadersTeachers Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

4 Open to learning conversations Build trusting interpersonal relationships Teacher – more support, commitment and job satisfaction Students - more progress – social and academic Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

5 Key values in open-to-learning conversations Respect for self and others Valid information Internal commitment to decisions Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

6 When do I use an OLC? All Conversations Values applicable at all times Tough Conversations When tackling tough issues When people’s views differ When a lot is at stake More deliberate and explicit use of strategies Open-to- learning Conversations Open-to- learning Conversations Viviane Robinson, The University of Auckland

7 Examples of tough issues...whose standard of work goes up after you’ve spoken to them and then two weeks later, the complaints start again An Administrator... …who is impervious to feedback from her colleagues A Team Leader... …whose results are consistently lower than those of other teachers A teacher... Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

8 What makes these conversations tough? How do you… Maintain or enhance the RELATIONSHIP Progress the TASK & Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

9 They either… Sacrifice the RELATIONSHIP “give it to them straight” “put your foot down” Focus on the TASK How do people typically deal with this tension? Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

10 or they… Focus on the RELATIONSHIP Sacrifice the TASK Pussy-footing Easing-in Giving-up How do people typically deal with this tension? Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

11 The Ladder of Inference We conclude We interpret we describe We select “Your classroom management is weak” What information and reasoning led to this conclusion? Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

12 Building a stronger ladder What information/logic led me to my conclusion/judgement? Interrupt conclusions What other possible interpretations are there? Interrupt interpretations Am I reporting the situation accurately ? Interrupt descriptions What have I noticed? What might I have missed? Interrupt selection Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

13 OLC COMPONENTS 1. Say what you think 2. Say why you think it 3. Inquire Their reactions Their own thoughts Accuracy (paraphrase/check) 4. Detect and check assumptions 5. Establish common ground 6. Make a plan Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

14 1. Say what you think Disclose your own view Treat your own view as one possibility Own it as your view Express view with clarity Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

15 2. Say why you think it Describe the thinking and/or examples that lead you to your viewpoint Disclose doubts if viewpoint is not yet well developed or difficult to justify Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

16 3. Inquire by inviting others’ reactions Create space for others by pausing Explicitly invite others’ reactions to your thinking where there are power/status differences Ask others to tell you what they think you have said Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

17 3. Inquire into others’ thinking Give equal value to both expressing own views, and listening to those of others in interest of a shared view emerging Invite people to express their doubts and disagreements Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

18 3. Inquire: Paraphrase and check State in your own words what you think others have said Summarise large chunks of conversation to help give structure and check whether you both agree Acknowledge feelings and emotion Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

19 4. Evaluate/critique our thinking Invite critique of own thinking in interest of more valid information and better quality decisions Seek warranted agreement about important claims Model using evidence and examples to test own and others’ important assumptions Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

20 5. Establish common ground Find out what you have in common that is relevant to the conversation Check your understanding of what you have in common Inquire about what people want as basis for sorting out differences Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

21 6. Make a plan The plan might be to learn more about the situation Understand the problem before settling on a solution Agree on next steps before finishing the conversation Ensure all parties are committed to the plan Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations

22 Getting started…. Decide What conversation do you need to have? One you’ve been putting off? One you’ve already had that didn’t go so well? Plan Use the steps to plan the conversation What language will you use? How will you focus on the task and the relationship? Practice Say out loud what you will say as you....state your concern; describe what it is based on; invite other points of view; paraphrase/check; detect/check important assumptions; establish common ground; make a plan Record & Reflect Which steps did you use most and least effectively? Viviane Robinson, The University of Auckland Open-to- learning Conversations Open-to- learning Conversations


Download ppt "Open-to-learning Conversations : Building the trust needed to improve teaching and learning Professor Viviane Robinson The Faculty of Education The University."

Similar presentations


Ads by Google