Collaboration Skills and Service Coordination Instructor Stacia Abe
Collaboration Skills and Service Coordination Instructor: Stacia Abe Week Two
Interpersonal Problem Solving Chapter Two
Components of Collaboration Personal Commitment Communication Interaction Skills Processes Programs or Services Context
Interpersonal Problem Solving Is the most commonly used interaction process through which professionals in education as well as other disciplines collaborate. Chapter How 2 Main Ideas: to identify and analyze problems How to decide whether interpersonal problem solving is an appropriate process for a given problem A systematic approach to interpersonal problem solving
Interpersonal Problem Solving Chapter Read Share 2, Learner Objectives through the Learner Objectives on Page 27. with a partner: One area in of which you were already familiar or somewhat familiar before reading the chapter One area that you are really interested to know more about From Your Reading: Share out: 3 main ideas from Chapter 2
Three Types of Problems Well-defined problem fairly easily identified and understood by all and can usually be adequately addressed Read Aloud: Scenario 1 (page 29)
Three Types of Problems Partially-defined problem The goal is clear and some guidelines exist for addressing it, but the specific means for reaching it are varied. There is no single apparent solution. Could have multiple solutions, but the range is constrained by a set of external factors. The team is working within a set of factors that have to be accommodated. Read Aloud: Scenario 2 (page 29 -30)
Three Types of Problems Ill-defined problem Most complex Does not have clear parameters Not easily resolved Whatever solution is reached, not all will agree it is appropriate Following a structured problem-solving process is critical when encountering an ill-defined problem Read Aloud: Scenario 3 (page 30)
Proactive or Reactive? Activity: Work with a partner to complete Handout 2. 0 Read Scenarios 1 -4. Decide if each scenario is proactive or reactive. Right at least one note or comments about each scenario. Share a proactive or reactive problem you have encountered with your partner. Be prepared to share with the class.
Deciding Whether to Problem Solve What should you do if a problem is not appropriate for you and your colleagues to address? Read Putting Ideas Into Practice: When Solving is Not the Best Approach (page 34). Discuss 2 -3 with a partner: options that may be considered. A problem that you have encountered that was not appropriate for your colleagues to address. Did you choose one of these options? If so, which did you choose and why?
Deciding Whether to Problem Solve When a problem is not appropriate for you and your colleagues to address? Re-conceptualize/redefine the problem into one that is appropriate to address. Change members of the problem solving team One person may be able to follow up without involving a whole team Refer the problem to an administrator Bring in outside professionals Table for another time
Brainstorming Small Group Activity Ask a volunteer to relate a real problem that can be well-identified in a reasonable amount of time. Focus discussion on step #2 in the problem-solving process: Generating potential solutions. After the activity: debrief as to the difficulties you had, especially in avoiding evaluation and recording ideas as they were stated.
Rules for Brainstorming for Interpersonal Problem Solving 1. Accept all ideas that are offered without evaluating them 2. Propose solutions freely, even if they seem impractical 3. Have someone write down the ideas being generated 4. “Play” with the ideas to generate even more ideas
A Case for Collaboration – Group Activity Read A Case for Collaboration on page 52. Using the information on pages 34 -46 in your text, complete activity #3. Clarify the problem Generate Evaluate Solutions Potential Solutions
Collaborative Activities Question 2 Use the PMI Chart (Handout 2. 4) to answer question 2 on page 52. Be prepared to share with the class. Question 5 Read Question 5 on page 53. Discuss Be with a partner. prepared to share with the class.
Chapter 7: Practical Matters Which Component of Collaboration? Personal Commitment Communication Skills Interaction Processes Programs or Services Context
Chapter 7: Practical Matters In Chapter 7, Learner Objectives Read through the Learner Objectives on Page 155. Share with a partner: One area in of which you were already familiar or somewhat familiar before reading the chapter One area that you are really interested to know more about From Your Reading: Share out main ideas from Chapter 7
Professional Development Participant Involvement: When planning a training or workshop, it is important to consider ways to involve the participants. Link professional development to the school or classroom culture and goals Facilitate the involvement of the participants (teachers, paraprofessionals) in the planning process through the use of a Needs Assessment. Facilitate the involvement of the participants during the training by combining effective training strategies with strategies derived from knowledge about adult learners.
Professional Development Design and Delivery: Core concepts for designing and delivering effective professional development: Based on needs assessment data Specify Select Make objectives a format complementary to the objectives presentation with careful detail
Needs Assessment Professional development should be based on a focused consideration of needs. Principles to guide a needs assessment 1. Should be linked clearly to the subsequent professional development program 2. Teachers’ perceptions about their needs and ways of meeting them should be a central concern of a needs assessment 3. Should be an ongoing process 4. Valid, reliable, and comprehensive data are essential 5. The information gathered in the needs assessment should be reported back to the participants and others who may have a legitimate interest (e. g. administrators, parent organizations, school board, etc. )
Needs Assessment Examples Handout http: //www. edutopia. org/blog/pre-needs-assessment- effective-pd-lisa-johnson https: //www. surveymonkey. com/r/? sm=LBq. Hd. WYi. PYu 5%2 B 1 qo. Zpwc. Vg%3 D%3 D https: //s. zoomerang. com/Survey/WEB 225 SKKKC 5 TQ? p=W EB 225 SKKKC 5 TQ https: //www. surveymonkey. com/r/? sm=2 Bxh. U 3 PVi 3 s. TKy H 0%2 Bts. Fj. Ws 0 ll. Geazgqb 4 wfp. DYdwwg%3 D https: //www. surveymonkey. com/r/? sm=Ky. D%2 b. SUi 8 z%2 b o. QE 9 Gb 8 Nh. TIA%3 d%3 d
Design and Delivery Objectives The needs assessment data you gather should help you decide the objectives for the professional development. You may wish to address one or more of these four types of professional development outcomes. Knowledge or Awareness • understanding educational practices, concepts, academic content, educational theories, legal or procedural requirements 2. Attitude Change 3. Skills Development 4. Adoption • embracing innovation 1.
Design and Delivery Format Select instructional strategies and formats that will achieve the intended outcomes. Lecture or mini-lecture (training/workshop) Cost- effective way to increase knowledge or awareness May leave participants in a passive role To counteract this, involve the participants through active listening (pair share, writing a reflection, share out, etc. ) Simulation Model, Best Practice, Feedback for skill instruction
Design and Delivery Presentation The attention you give to the design, preparation, and delivery of the session will determine the success of the event. Conducting a training is a complex process that requires practice and feedback to perfect. Pay careful attention to detail Check everything related to the presentation to avoid glitches Be prepared to handle any glitches that arise anyway
Design and Delivery Evaluation Effectiveness should be judged based on data Strategies should be put into place that measure whether teachers new information and implemented ideas in their practice Professional development is only as effective as the impact it has on student learning
Professional Development Activity: Read Putting Ideas Into Practice: Considerations for Effective Professional Development on page 173. With a partner, answer the question presented. Be prepared to share with the class.
Time For Planning Activity: Read Putting Ideas Into Practice: Finding Shared Planning Time on page 162. Discuss Your with a partner: experience with any of these suggestions. Any other ways you have experienced at your school site for finding time for shared planning. What Be were the pros/cons in your experience(s) prepared to share with the class.
Scheduling and Coordinating Services With a partner: Discuss how scheduling is done at your school. Do you do individual scheduling or collective scheduling? Are you able to build any flexibility into your schedule? What are the scheduling issues that arise? How do you coordinate services for students who have multiple services? Be prepared to share with the class.
Roles and Responsibilities Activity: Collaborative With Activities: Page 183, Question 3 a Partner: Discuss the first question and generate a list of role responsibilities With group: Answer With Be last three questions the class: prepared to share with the class how you or your partner separated role responsibilities and how your group answered the questions.
Roles and Responsibilities Activity: A Case for Collaboration: Page 182 With a partner: Read A Case for Collaboration on page 182. Discuss Be Questions 1 -4 prepared to share at least out one of your answers
Stress and Stress Management Activity: With a partner: Brainstorm a list of sources of stress experienced by educators. Read Dealing with Stress, pg 170 -171. Which have you found to be effective for you?
Due Next Week: Read Chapter 9: Interpersonal Communication Select Be Homework three main ideas. Be prepared to share with the class. prepared for discussion of questions 2, 3, and 6 on pp. 240 -241. Read your assigned chapter for the Visual Chapter Presentation. You will have 30 minutes during the next two classes to meet with the others who have been assigned the same chapter to prepare your presentation. Due Week 3 (9/19/16): Read Chapters 10: Using Statements & Chapter 11: Asking Questions Select 2 main ideas from each chapter. Be prepared for discussion of questions 1, 4, 5 & 6 on pp. 264 -265. Be prepared for discussion of questions 1, 3, & 4 on p. 291.
- Slides: 32
