Making Connections between Visible Thinking, National School Reform Faculty protocols, and Visualization in Participatory Programmes
2018
Formats
| Format | |
|---|---|
| BibTeX | |
| MARCXML | |
| TextMARC | |
| MARC | |
| DublinCore | |
| EndNote | |
| NLM | |
| RefWorks | |
| RIS | |
Please see abstract for proposal description.
Title
Making Connections between Visible Thinking, National School Reform Faculty protocols, and Visualization in Participatory Programmes
Date
2018-05-19 - 2018-05-19
Content Type
Event
interactiveworkshop
Events
interactiveworkshop
Events
Record Created
2025-12-17
Record ID
18991
System Control Number
icot18_ICOT18_complete_calendar_38
Language
English
Note
special_requests: Request for projector and circular or U shaped set up.
Significance: This interactive workshop will look into a community based collaborative exploration of connections between different learning facilitation methods. A community of diverse early childhood practitioners, including teachers, practitioner-scholars, and professional learning facilitators, engage in this ongoing exploration through regular meetings and sharing of professional practice. Facilitators will elaborate on how Visible Thinking, National School Reform Faculty protocols, and Visualization in Participatory Programmes relate to one another and can be practically integrated to intentionally connect these approaches and amplify their common focus on participation, thinking, and learning among multiple and diverse stakeholders. Within our local early childhood context, multiple initiatives use one or more of these facilitation approaches. Although the approaches relate to and complement one another, they may appear dissimilar on the surface or be perceived as addressing different agents, initiatives, and/or challenges within the early childhood landscape. Conceptual framework: While these facilitation approaches and specific strategies differ in terms of relative focus on visualization of ideas and nature of structuring conversation, they share overlapping conceptual bases in promoting thinking, voice, and perspective taking within the context of communities as a form of empowerment. Each approach focuses on different but also overlapping communities of learners. Visualization in Participatory Programmes has been applied across disciplines from community organization to education, while Visible Thinking focuses on teachers and students within learning communities, and National School Reform Faculty is typically applied by educators within communities of practice. Visible thinking is a pedagogical approach that promotes externalization of thought processes and emphasizes interrelationships between thinking and learning (Church & Karin, 2011). National School Reform Faculty aims include building trusting cultures of reflective dialogue and collaboration through protocols that guide educators conversations, raise assumptions, reflect, and collaborate on work in order to better serve students (SRI Resource and Protocol Book, 2014). Visualization in Participatory Programmes is a facilitation approach that relies on visualization, dialogue, and facilitation to promote active participation and positive group dynamics during group events (Salas, Tillman, McKee & Shahzadi, 2007). Originality of the work: By pursuing explicit connections between facilitation approaches, and applying those connections through a diverse community, we intend to form and sustain original ideas, practices, and exchanges between different stakeholders. Of relevance to our current historical time, we expect that facilitation approaches that focus on meaningful collaborative learning may uniquely unearth diverse voices and identify shared goals. Facilitators of learning from birth through adults may see complementarity between approaches that enable them to flexibly implement practices according to context. We expect originality to emerge through the process of collaboratively reconsidering approaches previously regarded as separate, challenging assumptions about ownership and boundaries between approaches, and ongoing negotiation of goodness of fit between particular needs and strengths of participants and situations. Pedagogy: Facilitators will engage participants through a combination of facilitation approaches: Visualization in Participatory Programmes, Visible Thinking, and National School Reform Faculty Protocols.
Significance: This interactive workshop will look into a community based collaborative exploration of connections between different learning facilitation methods. A community of diverse early childhood practitioners, including teachers, practitioner-scholars, and professional learning facilitators, engage in this ongoing exploration through regular meetings and sharing of professional practice. Facilitators will elaborate on how Visible Thinking, National School Reform Faculty protocols, and Visualization in Participatory Programmes relate to one another and can be practically integrated to intentionally connect these approaches and amplify their common focus on participation, thinking, and learning among multiple and diverse stakeholders. Within our local early childhood context, multiple initiatives use one or more of these facilitation approaches. Although the approaches relate to and complement one another, they may appear dissimilar on the surface or be perceived as addressing different agents, initiatives, and/or challenges within the early childhood landscape. Conceptual framework: While these facilitation approaches and specific strategies differ in terms of relative focus on visualization of ideas and nature of structuring conversation, they share overlapping conceptual bases in promoting thinking, voice, and perspective taking within the context of communities as a form of empowerment. Each approach focuses on different but also overlapping communities of learners. Visualization in Participatory Programmes has been applied across disciplines from community organization to education, while Visible Thinking focuses on teachers and students within learning communities, and National School Reform Faculty is typically applied by educators within communities of practice. Visible thinking is a pedagogical approach that promotes externalization of thought processes and emphasizes interrelationships between thinking and learning (Church & Karin, 2011). National School Reform Faculty aims include building trusting cultures of reflective dialogue and collaboration through protocols that guide educators conversations, raise assumptions, reflect, and collaborate on work in order to better serve students (SRI Resource and Protocol Book, 2014). Visualization in Participatory Programmes is a facilitation approach that relies on visualization, dialogue, and facilitation to promote active participation and positive group dynamics during group events (Salas, Tillman, McKee & Shahzadi, 2007). Originality of the work: By pursuing explicit connections between facilitation approaches, and applying those connections through a diverse community, we intend to form and sustain original ideas, practices, and exchanges between different stakeholders. Of relevance to our current historical time, we expect that facilitation approaches that focus on meaningful collaborative learning may uniquely unearth diverse voices and identify shared goals. Facilitators of learning from birth through adults may see complementarity between approaches that enable them to flexibly implement practices according to context. We expect originality to emerge through the process of collaboratively reconsidering approaches previously regarded as separate, challenging assumptions about ownership and boundaries between approaches, and ongoing negotiation of goodness of fit between particular needs and strengths of participants and situations. Pedagogy: Facilitators will engage participants through a combination of facilitation approaches: Visualization in Participatory Programmes, Visible Thinking, and National School Reform Faculty Protocols.