Four-Corner Framework for Quality
Designer at
the Site
......
Create the Setting
|
Sage on
the Stage
......
Present to
Inform
|
Guide on
the Side
......
Facilitate the
Process
|
Coach in
the Field
......
Mediate for
Transfer
|
Setting the Climate for Professional Learning:
"Designer at the Site"
How does the consultant . . . Create the setting?
"Creature comforts"…room arrangement, hospitality; appropriate expectations; tailored goals; verbal…(questions and responses)… and non-verbal… (feeling tone, facial expression, body language)… trainer behaviors that set the climate for safe/risk-taking…and
Designer at
the Site
......
Create the Setting
|
Sage on
the Stage
......
Present to
Inform
|
Guide on
the Side
......
Facilitate the
Process
|
Coach in
the Field
......
Mediate for
Transfer
|
Teaching the Skills of Professional Learning
"Sage on the Stage"
How does the consultant . . . Present to inform?
Presentation skills…“stage presence”, opening the session, modes of input, handouts, pacing, activities, engagement, humor, visuals, lesson design, monitoring, interventions, processing closures, and...
Designer at
the Site
......
Create the Setting
|
Sage on
the Stage
......
Present to
Inform
|
Guide on
the Side
......
Facilitate the
Process
|
Coach in
the Field
......
Mediate for
Transfer
|
Structuring the Interaction with Professional Learning
"Guide on the Side"
How does the consultant . . .Facilitate the process?
Interactions…cooperative learning structures; social skills…(teamwork, communication, leadership, conflict resolution); processing skills…(evaluating, analyzing); multiple intelligences; consensus-seeking; rehearsals and practice; immediate, specific feedback…and…
Designer at
the Site
......
Create the Setting
|
Sage on
the Stage
......
Present to
Inform
|
Guide on
the Side
......
Facilitate the
Process
|
Coach in
the Field
......
Mediate for
Transfer
|
Thinking about Professional Learning
"Coach in the Field"
How does the consultant . . . Mediate for transfer?
Reflective processing; metacognitive questions; partner dialogue; double-entry journals; response journals; learning logs; relevant applications; bridging to prior knowledge; linking to future use; self-monitoring; self-evaluating; planning for transfer; deep understanding…and… |
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