3 February 2010 - Discussion on Broad Framework of our PLC task
Rukshana Pre and post survey 5N students are the target group since they have the experienced of doing the coursework for their N level in 2009Irene came up with a survey.
Due to the PLT the students are able to feel the urgency.
Skeleton frame work – so everyone knows what to do. E.g. Isaac takes pictures what should he capture. Nurashikin and Irene will place the slides. Rukshana will take down all the learning points. Teachers’ conferencing the main thing is the teachers’ leaders.
Teachers act as the learners and leaders.
Current situation Introduction – the rationale why we are doing it.
Why do we separate and engage?
With students we engage with teachers with learn How often we meet together Description of what happen in the framework.
4 year master plan. Break up the coursework. Main teachers and surrogate teachers can come in smoothly with the facilitation. Share the learning points. Isaac will document all the pictures in the PLC. Take note the effectiveness in terms of datelines. Take note of what are the positive results compared to last year and this yea
The quality of students work
Rukshana has the kept the students work last year with the dates which can be compared to the current dates that they submit their work.
Problems faced
The students will meet their surrogate teachers another time. Main teachers have to broadcast the dateline to the class. Surrogate teachers should also emphasis the date line. The moment your students have done prioritize with then teachers can move on to the next step. Students should not wait for the teachers they should simply go on to the next step. Surrogate teachers should tell the students. They go home do not wait and waste time. They should be doing the next step.
Surrogate teachers are supposed to tell students to go and complete their work. Main teachers will do the firming with the students.
Problems faced
Students were confused with two teachers’ style of teaching. It is important to restore the confidence of students. As students are worried as to why there are two teachers. The main frame work is supervised by the surrogate teachers while the main teacher role is to advice.
Meeting 24 March 2010 - Feedback on PLC strategy Problems with R&D
Rukshana & Nurashikin
Does not have an aim and find difficulties with proceeding with the question. They do not know how to continue.
Reflection on the processes What do you learn at interviewing skills? Initially students ask question that does not relate to the task but after must facilitation they were able to relate the R&D and interview question to the task.
Sharifah
Bold the interaction and include how the information found to answer the task and link to better planning and DM and task analysis. Facilitate the students to ensure that the information is relevant. This information will help with the cereal for example. By knowing that this is a slow cooking method then I will do this method first. For example in variety I will look for table clot. More interaction is needed for then content and research. They are asked to summaries and paraphrase. Athletic question, it is a limited choice. It is for one person and it is a meal. There are certain dishes they must prepare to answer that it is a meal. N level we can look at four dishes. Western always takes soup but Asian does not consider it as one of the dishes.
What are you looking at and what is your approach? For example this student I will check the canteen food then she says about cousin obesity. There is no link unless she looks at the food that her obese cousin eats from the canteen. In this manner it will help them what they are looking towards.
Irene Students are supposed to follow the priorities and the related key factors. Provide subheadings to help the link between the task and the research
Sharifah
In TA she uses questions based on keywords what question can you find the answer and link to the TA. Create questions. Use TA
From experience if they do not understand the students’ information they look at the priorities.
Irene Looks at the task question then write the priorities Food fad only decide in DM. but can be seen at the
29 March 2010 – Monday – Staff lounge -- Feedback on PLC Strategy Irene
Students should have completed their TA & justification.
From now till week six, teachers should be facilitating the other part of the coursework.
After the mid year exams teachers and during the June holidays teachers will be teaching students coursework part B. It will be held on the fourth week of the holidays. During the (C&T camp) which be begin on Monday and end on Wednesday. Students can use this time to fine tune their coursework part A as well.
In planning students are required to prepare five dishes using a variety of cooking method.
Rukshana will help us with a tool for PLC.
Do not return the students their coursework.
Decision Making – In food fad explore creative and healthy snacks. There should be some form of exploration, analyzing and complicating.
Decision making – how to make the dishes prevent diet related diseases.
31 March 2010 Using Action learning as a tool --
Problem Coursework for 5 years Ensuring the students understand what we have to say how they should develop, difficult to understand what they need to know. When we tell one standard way, people become robotic. Problem is time factors coz one to one facilitation the work becomes delayed. Coursework increase the frustration of the students. Coursework involves cooking aspect. Which students do not have opportunity to work with parents. Parents find themselves helpless. How do we help them with culinary skills. How do we make them write reflectively or critically. - Irene
Root of problem: How to get students to understand and apply coursework processes effectively - Rukshana
Tow to tackle the problem of lack or time of parental support - Sharifa
Time factor causing a delay – Shikin How to effectively managed a group a group of F&N coursework students to fulfill the coursework objective in a most effective and efficient manner? - Issac
How to manage coursework in the shortest period of time in the most effective and efficient manner?
Question
Have you done a survey to improve time management with them? Is the your approach different from other schools? How was coursework carried out? By doing that were you able to keep to expected time line?
Irene – Applying 6 components – chapter 1 Nura – Problem – Chanter 2 Issac – Group – Chapter 3 Rukshana – Question and reflection – Chapter 4 Sharifa – Action strategies & the coach – Chapter 5 & 7
13 April 2010 - Sharing on the reading assignments on Action Learning
Irene Action Learning – From the people involved – more people resource based. To try to improve their outcomes usually used by big companies, ATN, Heineken, different department from different areas, coming together and talking about problems they have and use questioning techniques. It allows for greater creativity and does not give judgment. The questioning will allow for people reflections and hopefully creative solution.
Coach – some are single problems, some are multi facilitated problems. In a multi problems there must be single coach. Simple rules – understanding of the team – we are doing reflective inquiry, continuous learning. The two ground values we should have. Open
Shikin Problem must have a sense of urgency and important, significant and responsible for the team
Criteria
Urgent Feasible No solution Agreed by all members One or more of the members must be familiar with the problem but not everyone is familiar with the problem but not everyone. If everyone is familiar it becomes familiar then not creative.
Group (shana)
Committed – regular attendance/shared commitment to solve problem Some kind of knowledge Someone power to implement the action An Outsider to see things from the box Different diversity – from CEO to the clerk, cleaner Size 4-8 Accountability – involved
Problem presenter – must be very honest responding to qns posed. Can pass. Coach – ensure questions are made not judgment yet Courage to question, clear and accepted norms Respect and support, willingness to learn and help Cohesive & trust
2 Rules: - There are no stupid questions - Willingness to share - Focus on the issues
Isaac Questions & Reflection
Fundamental principle – Questions and from their experience they talk about it to find a solution to act it out. Do question and reflection and not to make statements or seeking answers. The questions will derive the answers. What kind of questions to ask. Do not focus on small area but bigger perspective. What qns to ask”
- Lead to open discussion and not to lead the answer but to provoke more questions - Reflective qns – invite members to reflect on what do you think, how did you feel - Probing qns, investigative questions - Fresh qns. Why must be this way to lead the group to explore - Qns that create connections - Qns to clarify – are you saying that trying to lead the people to lead something more - Explorative qns – trying to open up areas of discussion – news perspective at looking things Would such source help. The following member and explore thye qns - Analytical qns 0- why this happens, how this happen – trying to get the root of the problem - This qns are directives - Close qns – do you agree or why - Leading qns SHOULD NOT be used which means you are kleading the person to a specific answer like a lawyer - What makes a good qns –
To create environment that people ask a lot of qns and ask qns by all members cannot be just one members a few member.
Reflection qns – groups have to reflect on the qns ask and come to an agreement on the solution Dialogue involve a relationship so the action learning to be Great qns requires openness in order to appreciate the qns being ask which lead to the ultimate solution. More qns then statement
Sharifa Action strategies
In order for strategies to work well – frame the problem – established the goal – devt the strategies – every members can try out the strategies. not only one member has the action strategies – improve quality and knowledge of member – good if the team has money to carry out the strategies
2way problem solving Analytic way – team comes with solution and
integrative – many right ans and unless carried out answers or strategies we =would not know if it could work – reflect and come up with new strategies – have a clear time frame when is it appropriate to carry out strategies – if we implement certain strategies we must have sufficient time to collect data –
Understand and reframe problem
Test out strategies Take action and reflect
Most time is reframing the problem and formulating the goal. When we develop the strategies it must be specific and doable by all members. We need to identify the obstacles that can prevent the team anr individual from learning.
Who, what were and when – Action strategies Must be radical; and the next time we meet why the strategies work or why not and how.
After formulating the goal – most time is spent on developing the strategies
There is a checklist – example problem reframing – is it technical Will this goal keep the problem solve and stretchable to individual from the team Have we tap on the resources that we have.
We have taken actions previously – take action to work on it Is the group on what and when to do it.
5 May 2010 Coach leads in Reflection on the problem : eg "Has the problem been reframed? Is the problem on time only a sympton or real?
From the Reflection on problem, we conclude time is not the only issue but processes is more critical
2. On the members : the HOW WE GIVE FEEDBACK -- questions become 'personal' : eg mentioning the class -- the problem becomes too defensive From the Reflection on members, as a whole we feel there is dynamism in the team.
Reflection on how we are planning and working -- does our goal complement school goal? -- define our obstacles
We conclude that it is aligned ST1 : Acad Excellence - it involved the processes we should look into.
Assumptions shaping our beliefs and action --that students can achieve. --- that coursework is for higher-order thinkers ;too challenging for our students
Irene Tool for presentation To do either a video or skit presentation Followed by powerpoint slides
Rukshana Suggested to do a skit through video recording
Irene Assigning of roles to members- Sharifah – To provide the online video resources of action learning module and pdf files in sharing folder for perusal of group member’s reference and utilisation Isaac - To do the collation of the coach, members and problem presenter Nurashikin – To create powerpoint slides Rukshana – To prepare the script for the skit and inform pupils about the video recording, also to confirm on the dates of the recording with Irene, Isaac, Nurashikin and Sharifah.
Isaac Clarify with Irene on his role, about the part of the collation of the coach, members and problem presenter
Irene Irene further discussed about the powerpoint slides presentation – 3rd slide – talk about solutions (how was it resolved?) Strategies from questioning technique, benefits. 4th slide – what is the key learning points through this experience? 5th slide – reflections from problem presenter for group member’s benefit. These are to be done during the holidays
Rukshana Clarify about the suitable dates to get the production crew involving the students and her in the video clip. Also suggested that perhaps the week they came back for printing of their coursework, can be considered for video recording.
Nurashikin Clarify regarding the details of other details to include in her slides, about the Action Learning tools
Irene Reemphasize that we need to show integration and team synergy through the slides and skit. Reminded Isaac about video, Rukshana about the script and skit and Nurashikin about the powerpoint slides, to be done before school reopens.
The pre and post survey of the skit is to be done by Term 4, Week 1.
The slides for Action Learning is in Sharifah’s sharing folder.
Mrs Seah will be sharing on strategies of separate and engage.
Isaac will include the pictures of surrogate teacher in the slides.
In the future, pupils will have to use their handbook to write notes on coursework.
It was discussed and agreed that each stage of coursework requires a number of facilitation sessions and they are as follows:- Task Analysis 4x Research and development 5x Decision-making 2x Planning 2x Evaluation 2x
The team also discussed about the main factors involved in Action Learning and delegation of work is as follows- Factor(s) To be done by Optimizes learning All Build powerful team Isaac Enable continuous learning Rukshana Create corporate culture Nurashikin Develop leadership qualities Sharifah Enhance system thinking Mrs Seah
Each member is to create 2 to 3 slides pertaining to their own factor chosen.
The tentative dates for presentation is 18th to 19th Nov 2010.
The team proceed with finalising the report. Members were told to adhere to deadlines so that the report can be submitted within the stipulated deadline. The team went through the presentation slides together and every member contributed one factor of how the new arrangement has benefitted them.
3 February 2010 - Discussion on Broad Framework of our PLC task
ReplyDeleteRukshana
Pre and post survey
5N students are the target group since they have the experienced of doing the coursework for their N level in 2009Irene came up with a survey.
Due to the PLT the students are able to feel the urgency.
Skeleton frame work – so everyone knows what to do. E.g. Isaac takes pictures what should he capture. Nurashikin and Irene will place the slides. Rukshana will take down all the learning points.
Teachers’ conferencing the main thing is the teachers’ leaders.
Teachers act as the learners and leaders.
Current situation
Introduction – the rationale why we are doing it.
Why do we separate and engage?
With students we engage with teachers with learn
How often we meet together
Description of what happen in the framework.
4 year master plan. Break up the coursework.
Main teachers and surrogate teachers can come in smoothly with the facilitation. Share the learning points.
Isaac will document all the pictures in the PLC. Take note the effectiveness in terms of datelines.
Take note of what are the positive results compared to last year and this yea
The quality of students work
Rukshana has the kept the students work last year with the dates which can be compared to the current dates that they submit their work.
Problems faced
The students will meet their surrogate teachers another time. Main teachers have to broadcast the dateline to the class. Surrogate teachers should also emphasis the date line. The moment your students have done prioritize with then teachers can move on to the next step. Students should not wait for the teachers they should simply go on to the next step. Surrogate teachers should tell the students. They go home do not wait and waste time. They should be doing the next step.
Surrogate teachers are supposed to tell students to go and complete their work. Main teachers will do the firming with the students.
Problems faced
Students were confused with two teachers’ style of teaching. It is important to restore the confidence of students. As students are worried as to why there are two teachers.
The main frame work is supervised by the surrogate teachers while the main teacher role is to advice.
Meeting 24 March 2010 - Feedback on PLC strategy
ReplyDeleteProblems with R&D
Rukshana & Nurashikin
Does not have an aim and find difficulties with proceeding with the question. They do not know how to continue.
Reflection on the processes
What do you learn at interviewing skills? Initially students ask question that does not relate to the task but after must facilitation they were able to relate the R&D and interview question to the task.
Sharifah
Bold the interaction and include how the information found to answer the task and link to better planning and DM and task analysis. Facilitate the students to ensure that the information is relevant. This information will help with the cereal for example. By knowing that this is a slow cooking method then I will do this method first. For example in variety I will look for table clot. More interaction is needed for then content and research. They are asked to summaries and paraphrase. Athletic question, it is a limited choice. It is for one person and it is a meal. There are certain dishes they must prepare to answer that it is a meal. N level we can look at four dishes. Western always takes soup but Asian does not consider it as one of the dishes.
What are you looking at and what is your approach? For example this student I will check the canteen food then she says about cousin obesity. There is no link unless she looks at the food that her obese cousin eats from the canteen. In this manner it will help them what they are looking towards.
Irene
Students are supposed to follow the priorities and the related key factors. Provide subheadings to help the link between the task and the research
Sharifah
In TA she uses questions based on keywords what question can you find the answer and link to the TA. Create questions. Use TA
From experience if they do not understand the students’ information they look at the priorities.
Irene
Looks at the task question then write the priorities Food fad only decide in DM. but can be seen at the
29 March 2010 – Monday – Staff lounge -- Feedback on PLC Strategy
ReplyDeleteIrene
Students should have completed their TA & justification.
From now till week six, teachers should be facilitating the other part of the coursework.
After the mid year exams teachers and during the June holidays teachers will be teaching students coursework part B. It will be held on the fourth week of the holidays. During the (C&T camp) which be begin on Monday and end on Wednesday. Students can use this time to fine tune their coursework part A as well.
In planning students are required to prepare five dishes using a variety of cooking method.
Rukshana will help us with a tool for PLC.
Do not return the students their coursework.
Decision Making – In food fad explore creative and healthy snacks. There should be some form of exploration, analyzing and complicating.
Decision making – how to make the dishes prevent diet related diseases.
31 March 2010
Using Action learning as a tool --
Problem
Coursework for 5 years
Ensuring the students understand what we have to say how they should develop, difficult to understand what they need to know. When we tell one standard way, people become robotic. Problem is time factors coz one to one facilitation the work becomes delayed. Coursework increase the frustration of the students. Coursework involves cooking aspect. Which students do not have opportunity to work with parents. Parents find themselves helpless. How do we help them with culinary skills. How do we make them write reflectively or critically. - Irene
Root of problem:
How to get students to understand and apply coursework processes effectively - Rukshana
Tow to tackle the problem of lack or time of parental support - Sharifa
Time factor causing a delay – Shikin
How to effectively managed a group a group of F&N coursework students to fulfill the coursework objective in a most effective and efficient manner? - Issac
How to manage coursework in the shortest period of time in the most effective and efficient manner?
Question
Have you done a survey to improve time management with them?
Is the your approach different from other schools?
How was coursework carried out?
By doing that were you able to keep to expected time line?
Irene – Applying 6 components – chapter 1
Nura – Problem – Chanter 2
Issac – Group – Chapter 3
Rukshana – Question and reflection – Chapter 4
Sharifa – Action strategies & the coach – Chapter 5 & 7
Everyone read chapter 8
13 April 2010 - Sharing on the reading assignments on Action Learning
ReplyDeleteIrene
Action Learning – From the people involved – more people resource based. To try to improve their outcomes usually used by big companies, ATN, Heineken, different department from different areas, coming together and talking about problems they have and use questioning techniques. It allows for greater creativity and does not give judgment. The questioning will allow for people reflections and hopefully creative solution.
Coach – some are single problems, some are multi facilitated problems. In a multi problems there must be single coach.
Simple rules – understanding of the team – we are doing reflective inquiry, continuous learning. The two ground values we should have. Open
Shikin
Problem must have a sense of urgency and important, significant and responsible for the team
Criteria
Urgent
Feasible
No solution
Agreed by all members
One or more of the members must be familiar with the problem but not everyone is familiar with the problem but not everyone. If everyone is familiar it becomes familiar then not creative.
Group (shana)
Committed – regular attendance/shared commitment to solve problem
Some kind of knowledge
Someone power to implement the action
An Outsider to see things from the box
Different diversity – from CEO to the clerk, cleaner
Size 4-8
Accountability – involved
Problem presenter – must be very honest responding to qns posed. Can pass.
ReplyDeleteCoach – ensure questions are made not judgment yet
Courage to question, clear and accepted norms
Respect and support, willingness to learn and help
Cohesive & trust
2 Rules:
- There are no stupid questions
- Willingness to share
- Focus on the issues
Isaac
Questions & Reflection
Fundamental principle – Questions and from their experience they talk about it to find a solution to act it out. Do question and reflection and not to make statements or seeking answers. The questions will derive the answers. What kind of questions to ask. Do not focus on small area but bigger perspective.
What qns to ask”
- Lead to open discussion and not to lead the answer but to provoke more questions
- Reflective qns – invite members to reflect on what do you think, how did you feel
- Probing qns, investigative questions
- Fresh qns. Why must be this way to lead the group to explore
- Qns that create connections
- Qns to clarify – are you saying that trying to lead the people to lead something more
- Explorative qns – trying to open up areas of discussion – news perspective at looking things Would such source help. The following member and explore thye qns
- Analytical qns 0- why this happens, how this happen – trying to get the root of the problem
- This qns are directives
- Close qns – do you agree or why
- Leading qns SHOULD NOT be used which means you are kleading the person to a specific answer like a lawyer
- What makes a good qns –
To create environment that people ask a lot of qns and ask qns by all members cannot be just one members a few member.
Reflection qns – groups have to reflect on the qns ask and come to an agreement on the solution
Dialogue involve a relationship so the action learning to be
Great qns requires openness in order to appreciate the qns being ask which lead to the ultimate solution.
More qns then statement
Sharifa
Action strategies
In order for strategies to work well – frame the problem – established the goal – devt the strategies – every members can try out the strategies. not only one member has the action strategies – improve quality and knowledge of member – good if the team has money to carry out the strategies
2way problem solving
Analytic way – team comes with solution and
integrative – many right ans and unless carried out answers or strategies we =would not know if it could work – reflect and come up with new strategies – have a clear time frame when is it appropriate to carry out strategies – if we implement certain strategies we must have sufficient time to collect data –
Understand and reframe problem
Test out strategies
Take action and reflect
Most time is reframing the problem and formulating the goal. When we develop the strategies it must be specific and doable by all members. We need to identify the obstacles that can prevent the team anr individual from learning.
Who, what were and when – Action strategies
Must be radical; and the next time we meet why the strategies work or why not and how.
After formulating the goal – most time is spent on developing the strategies
There is a checklist – example problem reframing – is it technical
Will this goal keep the problem solve and stretchable to individual from the team
Have we tap on the resources that we have.
We have taken actions previously – take action to work on it
Is the group on what and when to do it.
28 March 2010 - Videoing on ACTION LEARNING
5 May 2010
ReplyDeleteCoach leads in Reflection on the problem : eg "Has the problem been reframed? Is the problem on time only a sympton or real?
From the Reflection on problem, we conclude time is not the only issue but processes is more critical
2. On the members : the HOW WE GIVE FEEDBACK
-- questions become 'personal' : eg mentioning the class
-- the problem becomes too defensive
From the Reflection on members, as a whole we feel there is dynamism in the team.
Reflection on how we are planning and working
-- does our goal complement school goal?
-- define our obstacles
We conclude that it is aligned ST1 : Acad Excellence - it involved the processes we should look into.
Assumptions shaping our beliefs and action
--that students can achieve.
--- that coursework is for higher-order thinkers ;too challenging for our students
.
26 May 2010, Wednesday. (PLC time)
ReplyDeleteIrene
Tool for presentation
To do either a video or skit presentation
Followed by powerpoint slides
Rukshana
Suggested to do a skit through video recording
Irene
Assigning of roles to members-
Sharifah – To provide the online video resources of action learning module and pdf files in sharing folder for perusal of group member’s reference and utilisation
Isaac - To do the collation of the coach, members and problem presenter
Nurashikin – To create powerpoint slides
Rukshana – To prepare the script for the skit and inform pupils about the video recording, also to confirm on the dates of the recording with Irene, Isaac, Nurashikin and Sharifah.
Isaac
Clarify with Irene on his role, about the part of the collation of the coach, members and problem presenter
Irene
Irene further discussed about the powerpoint slides presentation –
3rd slide – talk about solutions (how was it resolved?) Strategies from questioning technique, benefits.
4th slide – what is the key learning points through this experience?
5th slide – reflections from problem presenter for group member’s benefit.
These are to be done during the holidays
Rukshana
Clarify about the suitable dates to get the production crew involving the students and her in the video clip. Also suggested that perhaps the week they came back for printing of their coursework, can be considered for video recording.
Nurashikin
Clarify regarding the details of other details to include in her slides, about the Action Learning tools
Irene
Reemphasize that we need to show integration and team synergy through the slides and skit. Reminded Isaac about video, Rukshana about the script and skit and Nurashikin about the powerpoint slides, to be done before school reopens.
7 July 2010, Wednesday (PLC time)
ReplyDeleteThe team worked on the slides and presentation of Action Learning. The venue was SLC room.
14 July 2010, Wednesday (PLC time)
ReplyDeleteThe team discussed about the title of the presentation and the progression of each team members' slides and skit.
21 July 2010, Wednesday (PLC time)
ReplyDeleteThe team reflect upon how the Action Learning tool has helped in the synergy of teachers and learning of coursework effectively.
The team discussed about the details of the presentation and the videotaping of the skit of graduating students. (28th July)
ReplyDeleteThe team discussed about the deadlines and presentation updates. Team photo was taken to be included in the slides. (4th Aug)
ReplyDelete18th August 2010
ReplyDeleteThe pre and post survey of the skit is to be done by Term 4, Week 1.
The slides for Action Learning is in Sharifah’s sharing folder.
Mrs Seah will be sharing on strategies of separate and engage.
Isaac will include the pictures of surrogate teacher in the slides.
In the future, pupils will have to use their handbook to write notes on coursework.
It was discussed and agreed that each stage of coursework requires a number of facilitation sessions and they are as follows:-
Task Analysis 4x
Research and development 5x
Decision-making 2x
Planning 2x
Evaluation 2x
The team also discussed about the main factors involved in Action Learning and delegation of work is as follows-
Factor(s) To be done by
Optimizes learning All
Build powerful team Isaac
Enable continuous learning Rukshana
Create corporate culture Nurashikin
Develop leadership qualities Sharifah
Enhance system thinking Mrs Seah
Each member is to create 2 to 3 slides pertaining to their own factor chosen.
The tentative dates for presentation is 18th to 19th Nov 2010.
15th Sept 2010
ReplyDeleteThe team is working on the overall requirement of the report.
29 Sept 2010
ReplyDeleteThe team is working on the survey questions for teachers.
The team proceed with finalising the report. Members were told to adhere to deadlines so that the report can be submitted within the stipulated deadline. The team went through the presentation slides together and every member contributed one factor of how the new arrangement has benefitted them.
ReplyDelete