Presentation on theme: "The Framework: CQI The Culture: Inquiry-Based Learning The Process: Reflective Practices The Result: Sustaining high quality early learning environments."— Presentation transcript:
1The Framework: CQI The Culture: Inquiry-Based Learning The Process: Reflective Practices The Result:Sustaining high quality early learning environments for children and familiesMuriel WongWELS Systems FoundationFebruary, 2013
2Intended OutcomesLearn and reconnect with inquiry learning and its role in quality effortsRecognize and reaffirm the importance of reflection to us as individuals and to our collaborative workSee the interdependency of inquiry and reflection central to CQI
4Key Stone Stars CQI Philosophy for Programs Serving Children and Families Provide the best possible environments (facility, people (children, families, staff), relationships, classrooms, meaningful learning experiences) for our the children and families that we serve.Go beyond meeting the basics.Small, continuous steps toward achieving better results that support positive development and learning of childrenAll site leadership and staff work together to in developing action plans that improve learning environments and move forward unresolved issues to the next CQI level
5The Framework: CQI DO STUDY PLAN ACT asking questions, investigating solutions, creating new knowledge as we gather information, discussing our discoveries and experiences, and reflecting on our new-found knowledge.
6Guide for selecting focus and actions. How is this working with you and your programs?
7Building a Culture of Inquiry Think back to your own experiences in school or work.Do you remember your favorite project?What was your topic?How did you share your information?What made the experience so special?
8What is inquiry- based learning Inquiry implies involvement that leads to understanding. Involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.What is inquiry- based learning
9Inquiry is not so much seeking the “right” answer. It is about seeking appropriate resolutions to questions and issues.
10Where did Inquiry come from? J. Richard Suchman (coined the term)“Inquiry is the way people learn when they're left alone."Dates as far back as Socrates and the Socratic Method.John DeweyDewey called for education to be grounded in real experience. He wrote, "If you have doubts about how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence." Inquiry is a key part of constructivist learning.
13The Culture: Inquiry for Learning Evaluating and TransferringPlanningCreatingSharing and ReflectingReflective Practicesasking questions, investigating solutions, creating new knowledge as we gather information, discussing our discoveries and experiences, and reflecting on our new-found knowledge.
14Planning Skills and Strategies Identify a areas for inquiry grounded in QRIS StandardsIdentify data and information sources for areasIdentify who is the audience (classroom, groups, families, staff) and approachesWays to evaluate progress/changeSelect relevant information that is also neededEvaluate information in relationship to site staff and children/groupsPlan outlinePlanning
15Actions and Interactions explore ideas and questions and identify areas of focus based on data, information and Standardsconsider the needs of the children in classrooms/groups in terms of creating and sharing plansrecognize the process nature of the work and acknowledge that reworking, rethinking and refocusing are integral to the inquiry processacknowledge the feelings that accompany this phase.examine data and information sources and the order in which they used themwrite/talk about what new questions, problems, issues and ideas have emerged.
16What are the feelings? What Else? feel optimistic, yet uncertain and worriedunderstand that feelings will change duringthe processWhat Else?
17Creating Skills and Strategies Organize information Create a plan Think about the audience – children, families, staffRevise and editReview and revise the plan for inquiryCreating
18Actions and Interactions work with others to develop and enhance the planrecognize and discuss the strengths and areas of needcomplete a plan that incorporates information and suggestions from others and highlights new understandingsrecognize that this endeavor requires some thinking and multiple versions before it is ready for sharingrecognize the emergence of new questions, issues and ideas during the creation processacknowledge the feelings that accompany this phase of the change process
19What are the feelings? What Else? feel optimistic initially and confident in their abilityto complete the taskfeel increased interestfeel overwhelmedfeel excitement and interest but also pressure tocomplete the tasks on the planWhat Else?
20Sharing and Reflecting Skills and StrategiesCommunicate with among and with staff, directorsPresent new understandingsDemonstrate and share about appropriate behavior/interactions children, families and staff Sharing and Reflecting
21Actions and Interactions share new understandings among and with administrators and teaching teams impact on children in their classrooms/groupsfocus on the particular needs of the children in classrooms/groupsteams participate and reflect on what engages them about a particular experience in planreflect on the successes and challenges of sharing experiences and write/talk about what has been learnedevaluate sharing strategies and offer suggestions for improvement next timeacknowledge the feelings that accompany this phase
22feel excitement and interest but also pressure to perform What Else? What are the feelings?feel excitement and interest but alsopressure to performWhat Else?
23Evaluation Skills and Strategies Evaluate the inquiry process and inquiry planReview and revise personal inquiry thinkingTransfer learning and practices into daily routines, procedures and policiesEvaluation
24Actions and Interactions understand the evaluation criteria for the inquiryevaluate own inquiry process, using established criteriaprovide constructive feedback to their peers, using established criteriareflect on similarities/differences between this inquiry and other inquiries in the pastreflect on learning styles and how they influence the inquiry processreflect on the successes and challenges of their experiences, and write/talk about what they have learnedacknowledge the feelings that accompany this phase.
25What are the feelings? What Else? feel a sense of relief feel satisfaction or dissatisfactionunderstand how their feelings changeduring inquiryunderstand how to cope with their changing feelingsWhat Else?
27Strategies: Building a Culture of Inquiry Approach inquiry with enthusiasm and excitement.Admit that inquiry involves the unexpected for you and for program site staff.Model the wayUse the language of inquiry.Facilitate the process—discuss, clarify, support and monitor.Evaluate the process (and make it really count).Use technology to do what would be impossible otherwise.
28Program Staff Doing Inquiry-based Learning View themselves as learners in the process of learning.They look forward to learning.They demonstrate a desire to learn more.They seek to collaborate and work cooperatively with teacher and peers.They are more confident in learning, demonstrate a willingness to modify ideas and take calculated risks, and display appropriate skepticism.
29Inquiry and metacognition Metacognition: knowledge about own thinking: knowledge of your own thoughts and the factors that influence your thinkingBuilding a culture of inquiry also means recognizing, supporting and teaching the role of metacognition. Metacognitive skills are part of the “learning to learn” skills that are transferable to new learning situations, in school and out of school. Through reflecting on the process during inquiry-based learning activities, opportunities are given to explore and understand both the cognitive and affective domains of “learning to learn”
30Sharing and Reflecting PhaseCognitive Domain(thoughts)PlanningGet a picture of the whole process with its parts QRIS standardsLook at the data sources, develop the storyConsider the audience – children, classroom/groups, staffGenerate focus areas and ideasBrainstorm resources, sourcesOutline a plan for inquiry processCreatingBegin with a focusRecognize the difference between relevant and pertinent informationRecognize potential impacts on othersOrganize informationSelect a formats, approaches for considerationRevise and editCreate a planSharing and ReflectingThink about inquiry process and impact on children and families and environments for learningWrite/talk about new learning as a result of reflecting on the processCompare and contrast their learning process with that of other classrooms groups in the programDevelop lists of ways to address their frustrations during the inquiry processReview and revise personal inquiry modelEvaluatingAsk what they learned about the quality elements and impact on children’s learning and development (content)Ask what they learned about inquiry (process)Ask why inquiry is important to their quality efforts in their classrooms and as a program (QRIS goals and purpose)Ask what they learned that they can use in their daily practices and elsewhere (transfer)
31Discussion/Reflection about Inquiry… What stood out for you and why?What connections with your own work did you make?Do you have any disagreements with what you have heard?
33Reflective PracticesWhich of the following definitions do you most agree with?It is a complex process that requires high levels of conscious thought as well as a commitment to making changes based on new understanding of how to practice.Reflective Practice provides a way to understand and make sense of the world.Deliberate thinking about action with a view to its improvement.Reflection is a process, both individual and collaborative, involving experience and uncertainty. It is comprised of identifying questions and key elements of a matter that has emerged as significant, then taking one’s thoughts into dialogue with oneself and with others.Reflection-on-action, reflection-in-action and reflection-for-action.
34Three commonalities exist in most definitions: Methodical processesInquiry orientationImprovement as a goalTaggard & Wilson (1998, p.17)
35“Reflective practice, while often confused with reflection, is neither a solitary nor a relaxed meditative process. To the contrary, reflective practice is a challenging, demanding, and often trying process that is most successful as a collaborative effort.”Karen Osterman and Robert B. Kottkamp, 1993.Reflective Practice for Educators. California: Corwin Press,Inc.
36Reflective Thinking Process DescriptionWhat Happened?FeelingsWhat were you thinking and feeling?EvaluationWhat was good and bad about the experience?AnalysisWhat sense can you make of the situation?ConclusionWhat else could you have done?If it arose again what would you do?
37Individual Reflection contributes to: enhanced educational practice;greater awareness of personal performance;increased recognition of professional dilemmas;different ways of thinking about dilemmas; andmaking adjustments in practice.
38Dewey’s Three Characteristics/Attitudes of a Reflective Practitioner: Open-mindednessResponsibilityWholeheartednessTaggard & Wilson (1998, p.17)
39Reflective Break (Open-mindness, Responsibility, Wholeheartedness) Do you possess these characteristics now? At what level? (High, Medium, Low)A. Open-Mindedness 1 - High 2- Medium LowB. Responsibility 1-High 2- Medium LowC. Wholeheartedness 1-High 2-Medium LowWhich other desirable characteristics should a reflective practitioner have?
40Hierarchical Levels of Reflection Ethics, MoralsLEVEL 2Theories, BeliefsLEVEL 1Actions, BehaviorsLevel 1: The level of the actions in the classroom - observable behaviorsLevel 2: The theoretical level - the theories behind the behaviors in Level 1Level 3: The ethical, moral level - the role of the wider community in influencing theories (Level 2) and practices (Level 1)
41TA and Site Staff Perceptions The Reflective SchemaReflectiveStemsTA and Site Staff Perceptions8 Areas of InquiryBeliefs About Practice (Early Learning and Development)Personal/Professional IdentityChildren in ProgramsProgram OrganizationContent Knowledge (Development, interactions, quality)Continuous Quality Improvements and DataSocial JusticeWho?What?When?Where?How?Why?Reality Destination
42Two Essential Conditions for Reflective Practice Trusting relationshipsThought and inquiryYork-Barr, Sommers, Chere, Monte, (2001) Reflective Practice to Improve Schools
43Trusting Relationships Treat information with confidentiality.Deprivatize practice.Provide framework for a relationship based on learning.Let participants feel safe, secure, and able to take risks.
44Components of Trust Being present. Being aware of oneself, others and the environment.Being open.Listen without judgment and with empathy.Seek understanding.View learning as mutual.Honor the person.Honor the process.
45Coaching for Reflection Six Levels of Transfer Fogarty & Pete (2004)
46Six Levels of Transfer Overlooks Duplicates Replicates Integrates PropagatesInnovatesFogarty & Pete (2004)
47Overlooks Participates in the training but … Is unable to see how to apply it when she/he returns to their site, home or classroomFogarty & Pete (2004)
48Duplicates Takes the strategy and … Duplicates it exactly as was taught.No modification or contextualization.Fogarty & Pete (2004)
49Replicates Strategy is applied and it looks slightly different, but … Is used in a similar context and with similar applications.Fogarty & Pete (2004)
50Integrates Uses new strategy/ learning. Blends new learning with old. Fogarty & Pete (2004)
51Propagates Uses new strategy/ learning. Maps the new strategy onto a different context or application.Strategizes how and where it can be used.Fogarty & Pete (2004)
52Daily HabitsNew learning, strategy is adapted, reworked, rethought and …May not even look like the original.New learning results from first exposure.Fogarty & Pete (2004)
53Discussion What is the value of knowing the levels of transfer? How can the levels of transfer be used to stimulate reflection?
54Reflection Tools- Journaling “Reflective teachers can look back on events, make judgments about them, and alter their teaching behaviors in light of craft, research and ethical knowledge”.Villi, 1997Reflection Tools- Journaling
55Reflection Tool – Journaling What is Journaling?Journals can be structured:as a diary;as a single page;as a personal learning journal;in terms of issues;as a critical reflection.The process of thinking in writingA way to reflect on experience
56Reflecting Questions Describing Questions Reflecting is about looking beyond the surface and asking questions such as:Why did I do that?What was I thinking and feeling at the time?Where did these thoughts and feelings come from?What assumptions was I making at the time?What values and beliefs underline my decisions to act in this particular way?How did relationships with other people influence what happened?What happened?What did I do?Where was I?Who was I interacting with?Who else was in the range of interaction?
57Reflecting QuestionsReflecting questions can become more complex over time …Is this way of acting or speaking part of a pattern?Whose interests does my acting or speaking in this way serve?What competing views or value systems are apparent?Are there personal or contextual factors which constrain/limit my view of what is possible in my professional practice?Can or should these factors be changed?Who would benefit or suffer if they were?
58Getting Started with reflective thinking Questions to help Guide Conversations:What is the current problem or issue? Describe the context.What additional information would be useful?How is it related to other issues?Who or what could help?What are the assumptions? How can I (we) test them?What can I (we) do to create a change?What are the possible outcomes of these?What action will I (we) take? Why?List the outcomes you hope to achieve.Reflection on the actual outcome. What worked well?What could I (we)do differently next time?
59Reflective Thinking Was I as effective as I would like to be? Set aside 5-10 minutes per day for reflective writing.Ask yourself:Was I as effective as I would like to be?Answer the four main questions:What happened? (description of the event)Why? (analysis of the event)What does it mean?What can I do? (Implications for action)Record the impact your actions are having on others and yourself.When you feel brave enough, share the news.
60Reflective Thinking for you From time to time……..What do I need to do to improve the quality of what I do?What might I do instead of what I do now?What innovation could I introduce?What professional development activities should I be seeking?
61Goodness of FIT: CQI, Inquiry and Reflective Practices Evaluating and TransferringACTPlanningPLANCreatingDOSharing and ReflectingSTUDYReflective Practices
62Three key messages from this session that are significant. ReflectionThree key messages from this session that are significant.
63Two things that you can apply immediately to your current work. ReflectionTwo things that you can apply immediately to your current work.
64One question you are still wondering about. ReflectionOne question you are still wondering about.
65Thinking about our next session, March 22,2013 Administrative Support/Buy-in AND Setting Realistic Goals/Monitoring ProgressWhat is the current issues?What are your needs? Needs of providers?Anything else that is would helpful……