Energize Your Teams
5.5
4. Review and reach consensus: Working as a large group, ask the participants to review what they recorded, identify common themes, and reach consensus on any takeaways. (five minutes) 5. Reflect and update: Return the promissory notes to each participant. Allow everyone a few moments to silently reflect on what they learned and update their note based on this module’s learning. Ask for volunteers to share their notes with the group. (five minutes)
Ask participants to consider the following question: “What about your thinking changed after the workshop on using I can statements?” Participants should record and retain any new insights and reflect on how this experience might change their beliefs or their team’s professional practice. The reflections will be used during the section III debrief with a coach.
Section III: After the Learning Next Steps and Follow-Up for Coaching Teams 1. This is a good opportunity for some guided practice. Using one of the targets the team unwrapped in Module 5.4, ask participants to draft several I can statements. If the team did not complete Module 5.4, they may choose any target they have already unwrapped. Once finished, help participants analyze their work to ensure the I can statement (1) links to the learning target for the lesson, (2) contains a limited number of skills, (3) is written in student-friendly language, and (4) can be used by students to track their own progress toward mastery. 2. Ask participants to bring their promissory notes and use them to plan the next steps for using I can statements on their team. Making the promissory note activity actionable is an opportunity for the team to design and implement a PDSA cycle to study the impact using I can statements on student learning. 3. Refer to the SIG for prerequisite two (page 239) and the pathways tool (page 244) to help the team determine its current reality, identify some possible next steps, and agree on a plan for moving forward. In the next chapter, teachers will have an opportunity to learn how teams use what they have learned in this chapter to design and deliver valid and reliable common assessments. Teams will recognize the important role PLC critical question 1, What should students know and be able to do? (and especially their practice with learning targets) plays in the development of common formative and summative assessments to answer PLC critical question 2, How do we know if students have learned it?
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Step 3: Personal Reflection—Summarize Your Thinking (Five Minutes)
