Presentation on theme: "Facilitating intentional conversations to support the implementation of the QKLG Train-the-trainer workshop: Session 2 14871."— Presentation transcript:
Facilitating intentional conversations to support the implementation of the QKLG Train-the-trainer workshop: Session 2 14871
Overview of Session 2 Introduction to facilitation of intentional conversations Intentional conversations allow for sharing of stories, examples and robust discussion in order to focus on particular aspects of the QKLG. Intentional conversations: –How do the QKLG and EYLF support quality learning and teaching? –Informed curriculum decision making. –Assessment within a quality program.
Promoting quality — principle-based practice EYLFQKLG Secure, respectful and reciprocal relationships Partnerships with families High expectations and equity Respect for diversity Ongoing learning and reflective practice High expectations and equity Respect for diversity Holistic learning Respectful relationships Continuity in learning Shared decision making Intentional teaching Reflective practice
Facilitation skills A facilitator: holds knowledge and is passionate about the product understands adult learners is enthusiastic about facilitating others’ learning has the ability to communicate effectively is able to reflect on their own practice and encourage others to do so is confident that they can make a difference.
Understanding adult learners Adult learners: are self-motivated and self-directed need to take control of their learning and extend themselves.
Know your participants, product, process Participant considerations include: prior professional background and experience work context setting context, e.g. priorities, families, children and community settings. Products include: Queensland kindergarten learning guideline Continua of learning and development QKLG online professional development materials. Processes include: intentional conversations that −promote ongoing professional learning −are structured so participants explore, examine, engage and extend understanding about curriculum and practice.
Conversations for learning and change Premise: Through the development of professional learning communities, professionals learn, change and improve practice. Improved practice leads to better quality educational programs, which in turn lead to better outcomes for children.
Conversations for learning and change Acknowledge: that each centre, group and individual is different the facilitator's role — creating a space for productive conversations relevant to participants that conversations are intentional, and focus attention on what it means to implement the QKLG as a professional teacher.
Making connections through curriculum conversations Conversations provide a vehicle for valuing teachers’ lived experience by: sharing stories of professional experiences connecting stories to principles and practices outlined in the QKLG. Facilitators support this process by: inviting participants to share and explore stories using information and stories to illustrate points keeping conversations focused.
Leading intentional conversations Best practices: Keep a check on the time people take to talk. Encourage reticent people to contribute. Gently move the conversation away from dominant people. Use visual resources such as handouts, information sheets and slideshows. Encourage in-depth exploration, e.g. use open questions, look for connections and question implications.
Leading intentional conversations Today we will model three activities to facilitate intentional conversations designed to support knowledge about: quality teaching and learning curriculum decision making assessment within a quality program. Online: additional resources to support trainers/facilitators will be made available. Facilitators decide: how, when, where, why, with whom … Intentional conversations resource: Practise conversation: Making connections through stories.