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The Framework: CQI The Culture: Inquiry-Based Learning The Process: Reflective Practices The Result: Sustaining high quality early learning environments.

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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:

1 The Framework: CQI The Culture: Inquiry-Based Learning The Process: Reflective Practices The Result: Sustaining high quality early learning environments for children and families 1 Muriel Wong WELS Systems Foundation February, 2013

2 Intended Outcomes Learn and reconnect with inquiry learning and its role in quality efforts Recognize and reaffirm the importance of reflection to us as individuals and to our collaborative work See the interdependency of inquiry and reflection central to CQI 2

3 OUR FRAME Keystone Stars 3

4 Key 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 children All 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 4

5 The Framework: CQI DOSTUDY PLANACT 5

6 Guide for selecting focus and actions. How is this working with you and your programs? 6

7 Building 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? 7

8 What 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. 8

9 Inquiry is not so much seeking the “right” answer. It is about seeking appropriate resolutions to questions and issues. 9

10 Where 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 Dewey Dewey 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. 10

11 Major Contributors y2.html#Contrib 11

12 Major Contributors tml#Contrib 12

13 The Culture: Inquiry for Learning Evaluating and Transferring Planning Creating Sharing and Reflecting Reflective Practices 13

14 Planning Skills and Strategies Identify a areas for inquiry grounded in QRIS Standards Identify data and information sources for areas Identify who is the audience (classroom, groups, families, staff) and approaches Ways to evaluate progress/change Select relevant information that is also needed Evaluate information in relationship to site staff and children/groups Plan outline 14

15 Actions and Interactions explore ideas and questions and identify areas of focus based on data, information and Standards consider the needs of the children in classrooms/groups in terms of creating and sharing plans recognize the process nature of the work and acknowledge that reworking, rethinking and refocusing are integral to the inquiry process acknowledge the feelings that accompany this phase. examine data and information sources and the order in which they used them write/talk about what new questions, problems, issues and ideas have emerged. 15

16 What are the feelings? feel optimistic, yet uncertain and worried understand that feelings will change during the process What Else? 16

17 Creating Skills and Strategies Organize information Create a plan Think about the audience – children, families, staff Revise and edit Review and revise the plan for inquiry 17

18 Actions and Interactions work with others to develop and enhance the plan recognize and discuss the strengths and areas of need complete a plan that incorporates information and suggestions from others and highlights new understandings recognize that this endeavor requires some thinking and multiple versions before it is ready for sharing recognize the emergence of new questions, issues and ideas during the creation process acknowledge the feelings that accompany this phase of the change process 18

19 What are the feelings? feel optimistic initially and confident in their ability to complete the task feel increased interest feel overwhelmed feel excitement and interest but also pressure to complete the tasks on the plan What Else ? 19

20 Sharing and Reflecting Skills and Strategies Communicate with among and with staff, directors Present new understandings Demonstrate and share about appropriate behavior/interactions children, families and staff 20

21 Actions and Interactions share new understandings among and with administrators and teaching teams impact on children in their classrooms/groups focus on the particular needs of the children in classrooms/groups teams participate and reflect on what engages them about a particular experience in plan reflect on the successes and challenges of sharing experiences and write/talk about what has been learned evaluate sharing strategies and offer suggestions for improvement next time acknowledge the feelings that accompany this phase 21

22 What are the feelings? feel excitement and interest but also pressure to perform What Else? 22

23 Evaluation Skills and Strategies Evaluate the inquiry process and inquiry plan Review and revise personal inquiry thinking Transfer learning and practices into daily routines, procedures and policies 23

24 Actions and Interactions understand the evaluation criteria for the inquiry evaluate own inquiry process, using established criteria provide constructive feedback to their peers, using established criteria reflect on similarities/differences between this inquiry and other inquiries in the past reflect on learning styles and how they influence the inquiry process reflect on the successes and challenges of their experiences, and write/talk about what they have learned acknowledge the feelings that accompany this phase. 24

25 What are the feelings? feel a sense of relief feel satisfaction or dissatisfaction understand how their feelings change during inquiry understand how to cope with their changing feelings What Else? 25

26 Building a Culture of Inquiry 26

27 Strategies: 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 way Use 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. 27

28 Program Staff Doing Inquiry- based 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. View themselves as learners in the process of learning. 28

29 Inquiry and metacognition Metacognition: knowledge about own thinking: knowledge of your own thoughts and the factors that influence your thinking Building 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” 29

30 PhaseCognitive Domain (thoughts) Planning  Get a picture of the whole process with its parts QRIS standards  Look at the data sources, develop the story  Consider the audience – children, classroom/groups, staff  Generate focus areas and ideas  Brainstorm resources, sources  Outline a plan for inquiry process Creating  Begin with a focus  Recognize the difference between relevant and pertinent information  Recognize potential impacts on others  Organize information  Select a formats, approaches for consideration  Revise and edit  Create a plan Sharing and Reflecting  Think about inquiry process and impact on children and families and environments for learning  Write/talk about new learning as a result of reflecting on the process  Compare and contrast their learning process with that of other classrooms groups in the program  Develop lists of ways to address their frustrations during the inquiry process  Review and revise personal inquiry model Evaluating  Ask 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 ) 30

31 Discussion/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? 31

32 Inquiry requires Reflection 32

33 Reflective Practices 1.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. 2.Reflective Practice provides a way to understand and make sense of the world. 3.Deliberate thinking about action with a view to its improvement. 4.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. 5.Reflection-on-action, reflection-in-action and reflection-for-action. Which of the following definitions do you most agree with? 33

34 Methodical processes Inquiry orientation Improvement as a goal Three commonalities exist in most definitions: Taggard & Wilson (1998, p.17) 34

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, Reflective Practice for Educators. California: Corwin Press,Inc. 35

36 Reflective Thinking Process Description What Happened? Feelings What were you thinking and feeling? Evaluation What was good and bad about the experience? Analysis What sense can you make of the situation? Conclusion What else could you have done? If it arose again what would you do? 36

37 Individual Reflection contributes to: enhanced educational practice; greater awareness of personal performance; increased recognition of professional dilemmas; different ways of thinking about dilemmas; and making adjustments in practice. 37

38 Open-mindedness Responsibility Wholeheartedness Dewey’s Three Characteristics/Attitudes of a Reflective Practitioner: Taggard & Wilson (1998, p.17) 38

39 Reflective Break (Open-mindness, Responsibility, Wholeheartedness) Do you possess these characteristics now? At what level? (High, Medium, Low) A. Open-Mindedness 1 - High2- Medium 3- Low B. Responsibility 1-High2- Medium 3-Low C. Wholeheartedness1-High2-Medium 3- Low Which other desirable characteristics should a reflective practitioner have? 39

40 Hierarchical Levels of Reflection Level 1: The level of the actions in the classroom - observable behaviors Level 2: The theoretical level - the theories behind the behaviors in Level 1 Level 3: The ethical, moral level - the role of the wider community in influencing theories (Level 2) and practices (Level 1) LEVEL 3 Ethics, Morals LEVEL 2 Theories, Beliefs LEVEL 1 Actions, Behaviors 40

41 Beliefs About Practice (Early Learning and Development) Personal/Professional Identity Children in Programs Program Organization Content Knowledge (Development, interactions, quality) Continuous Quality Improvements and Data Social Justice The Reflective Schema 8 Areas of Inquiry Who? What? When ? Where ? How? Why? Reflective Stems TA and Site Staff Perceptions Reality Destination 41

42 Two Essential Conditions for Reflective Practice Trusting relationships Thought and inquiry York-Barr, Sommers, Chere, Monte, (2001) Reflective Practice to Improve Schools 42

43 Trusting 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. 43

44 Components 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. 44

45 Coaching for Reflection Six Levels of Transfer Fogarty & Pete (2004) 45

46 Overlooks Duplicates Replicates Integrates Propagates Innovates Six Levels of Transfer Fogarty & Pete (2004) 46

47 Participates in the training but … Is unable to see how to apply it when she/he returns to their site, home or classroom Overlooks Fogarty & Pete (2004) 47

48 Takes the strategy and … Duplicates it exactly as was taught. No modification or contextualization. Duplicates Fogarty & Pete (2004) 48

49 Replicates Strategy is applied and it looks slightly different, but … Is used in a similar context and with similar applications. Fogarty & Pete (2004) 49

50 Uses new strategy/ learning. Blends new learning with old. Integrates Fogarty & Pete (2004) 50

51 Uses new strategy/ learning. Maps the new strategy onto a different context or application. Strategizes how and where it can be used. Propagates Fogarty & Pete (2004) 51

52 New learning, strategy is adapted, reworked, rethought and … May not even look like the original. New learning results from first exposure. Daily Habits Fogarty & Pete (2004) 52

53 What is the value of knowing the levels of transfer? How can the levels of transfer be used to stimulate reflection? Discussion 53

54 Reflection 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,

55 The process of thinking in writing A way to reflect on experience Reflection Tool – Journaling What is Journaling? as a diary; as a single page; as a personal learning journal; in terms of issues; as a critical reflection. Journals can be structured: 55

56 What happened? What did I do? Where was I? Who was I interacting with? Who else was in the range of interaction? 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? Reflecting Questions 56

57 Reflecting 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? Reflecting Questions 57

58 1.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? Getting Started with reflective thinking 58

59 Reflective Thinking 1.Set aside 5-10 minutes per day for reflective writing. 2.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) 3.Record the impact your actions are having on others and yourself. 4.When you feel brave enough, share the news. 59

60 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? Reflective Thinking for you 60

61 Goodness of FIT: CQI, Inquiry and Reflective Practices 61 DOSTUDY PLANACT Evaluating and Transferring Planning Creating Sharing and Reflecting Reflective Practices

62 Three key messages from this session that are significant. Reflection 62

63 Reflection Two things that you can apply immediately to your current work. 63

64 Reflection One question you are still wondering about. 64

65 Thinking about our next session, March 22,2013 Administrative Support/Buy-in AND Setting Realistic Goals/Monitoring Progress What is the current issues? What are your needs? Needs of providers? Anything else that is would helpful…… 65

66 Resources 66


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