Page 1


TITLE: Session 1: Introduction Foundation for Educational Services TYPE OF LEARNING: LEARNING OBJECTIVES:

Facts and Attitudes to become aware of the work of the Foundation for Educational Services (FES) and its programmes and initiatives to become aware of the mission statement and ethos of the FES to become more knowledgeable of all Parental Empowerment programmes to be aware of their own attitude towards parents and challenge those attitudes if necessary

PRE-REQUISITES: The links below will be made avaiable to course participants before the session. What is FES? Six Types of Parental Involvement Parental Involvement INTRODUCTION:

o Jot down your definition of parental involvement.

STEP 1: Parental Involvement within your class/group: o Relate your definition of parental involvement with a personal experience either as a student, parent or teacher. o Do you involve parents within your class/group? Give concrete examples. Was this a positive or negative experience? o Watch the video clip: Teacher Talk : Parental Involvement o What are you thinking now? STEP 2: Think about the mission statement of the FES: o How does it apply to your role as tutor within the Parental Empowerment Programmes‟ (PEP) particularly within the Id f‟Id programme? o What encompasses the „role‟ of PEP tutor within this context?


o What, in your opinion, make up the qualities of a PEP tutor within this framework? Formulate a list of reasons for all your answers. STEP 3: Attitudes: o List the attitudes an FES tutor should adopt when working with parents. o Form small groups of twos or threes online with other course participants and discuss your ideas. o What are you thinking now? Has your perspective changed? PRACTICE: Refer to video link in Step 1 o Select one technique or idea that you could adopt with your current class/group. How would you go about implementing this idea within your class/group? ASSESSMENT: Attend a session within an Id fâ€&#x;Id course. Keep a reflective journal and write down your observations and reflections. What are the attitudes you observe? What would do differently and why? Further Reading: Learning Communities by Prof. Peter Mayo Part 2 of video clip: Teacher Talk Part 2


TITLE: Session 2: Planning an Id f’Id course TYPE OF LEARNING: LEARNING OBJECTIVES:

Problem Solving to understand the ethos behind the Id f‟Id programme to become familiar with the structure and topics of Id f‟Id courses to plan one session within an Id f‟Id course

PRE-REQUISITES:

Attend at least one Id f‟Id session prior to this session. Read Job Descriptions as part of the Information Pack handed to all Participants.

INTRODUCTION: Elicit the characteristics of Id f‟Id course: o How do you ensure that parents are involved? o How do you empower parents beyond the parameters of the course? STEP 1:

o Link to discussion on Attitudes in Session 1

STEP 2: From your observations during the Id f‟Id course: o List the teaching and learning stages of the session. Jot down one example of each. o How would you plan a session within an Id f‟Id course? o What are the strategies you would focus on in an Id f‟Id course focused on reading strategies? STEP 3: Tutor-Parent Leader Relationship : o Draw from your sessions of observation: o Within

our

online

learning

community

discuss

the

relationship between Tutor and Parent Leader. Focus on attitudes and behaviours. o How would you relate to and empower the Parent Leader? Give concrete examples. Refer to the job descriptions given to you during Session 1. PRACTICE: The video clip on How to Read Aloud with your Child could be utilized during a reading course. Locate a clip highlighting another reading strategy that you would utilize.


ASSESSMENT: Plan an Id fâ€&#x;Id session and deliver one of the main activities during the second observation session. Discuss implementation with the FES tutor and Parent Leader leading the course.


TITLE: Session 3: Group Dynamics TYPE OF LEARNING: LEARNING OBJECTIVES:

Role Play to become familiar with the different stages of group development to analyze different roles within a group to reflect on own style of leadership

PRE-REQUISITES:

Read information on links below prior to this session What is a Group? Thinkers Small Group Teaching Shared Leadership Facilitating Learning and Change in Groups Carry out research on roles within groups for online discussion.

INTRODUCTION: Identify the stages of group development: o Watch video link which focuses on Tuckman‟s model of group development : Tuckman's Viewpoint STEP 1:

o Refer to your observation sessions and jot down one example of group development you observed during the session. o What activities would you prepare during the forming or storming stage? o How would you prepare participants for the adjourning stage?

STEP 2: Refer to articles on democratic leadership and group facilitation: o Reflect on your style of leadership. What type of leader are you? o How do you envisage your style of leadership within the parameters of the Id f‟Id course? o What roles could different members within groups adopt? STEP 3: Watch the video clip : Conflict Resolution and Respect o Elicit and jot down the main points of conflict resolution.


o How would you deal with conflict during a course? Give at least one concrete example PRACTICE: Search online for additional clips pertaining to groups and group facilitation that you could utilize. ASSESSMENT: Role Play situation: Write a short paragraph to explain what actions you would take if a parent in the course you were facilitating was (a) constantly sarcastic or belittled the other participants or (b) refused to participate in any of the activities.


TITLE : Session 4 : Are they all on board? TYPE OF LEARNING : LEARNING OBJECTIVES :

Attitude to read the world through a “wide-angle” lens to be aware of all the participants‟ needs to inculcate this “sensitivity awareness” when planning group activities to empower each and every participant within the group

PRE-REQUISITES : Before following this session, it is very important to be aware of the FES Ethos as well as having observed a session or two of our ongoing Id f’Id Programmes with Parents from different communities. Refer to Session 1 & 2 in particular. INTRODUCTION : Click on the following link and watch this short video story : In-Nuccali - The Lenses STEP 1 : People read the world through different lenses: Think about the kind of lenses that you‟re using to read the world: o Is your cultural baggage effecting the way you perceive others? If yes, how? o Wherever we are, we always have a choice. Given the choice, would you care to adjust your lenses for a better view of the world? Formulate a list of reasons for your answers. STEP 2 : The following video clip stresses the importance of team work : The Importance of Teamwork! STEP 3 : When planning your sessions with parents : How are you directing them to achieve more as a TEAM? How are you guiding them to work towards the same VISION? How are you allowing space for TRUST to build in the group? How are the participants RESPONSIBLE for the project? How are they showing COMMITMENT?


Are there any prepared activities to help participants : o unleash their TRUE POTENTIAL? o go BEYOND THEIR LIMITATIONS? PRACTICE : If not all participants give the exact amount of contribution to the rest of the group, is that bad? How does that effect the rest of the group? Before answering this question, refer to the Legend of the Pig and the Chicken : The Legend of the Pig and the Chicken. Think about it : Do we all start from the exact same line? ASSESSMENT : Click on the follow link and then think about the points mentioned below : MIEP GIES - I did what was right to do! With reference to the brief speech by Miep Gies in this video clip, how important is it to make all the participants believe that they can all contribute a part to their needs and the needs of their community? Check the following inspirational video link : BELIEF I have used it with groups of parents in the past. Can you find another inspirational video clip that you think encourages participants to unleash their true potential and more?


TITLE : Session 5 : Research is the Key! TYPE OF LEARNING : LEARNING OBJECTIVES :

Meta-Cognitive Skills to be acquainted with new methodologies of teaching : o to be acquainted with major principles about parental involvement and empowerment in school communities o to know about The Malta Writing Programme and practise its related teaching ideologies o to know what lies behind the Let Me Learn Programme and how it branches into everyday teaching practice o to inculcate the DeBono Thinking Hats & Skills within the session planning o to encourage continuous professional development

PRE-REQUISITES : Before following this session, it is very important to be aware of : Parental Involvement : Attitude : Parental Involvement : A Lateral View Facts : Epstein's Framework of Six Types of Involvement The Malta Writing Programme : Facts : It started elsewhere but it was contagious! Facts : Il-Proċess tal-Kitba Facts : Parents and The Writing Programme Let Me Learn : Facts : The Mission and Benefits of LML Facts : One Size Does not Fit All De Bono Thinking Hats and Skills : Attitude : Thinking is an essential Skill! Facts + Attitude : The 6 Thinking Hats INTRODUCTION : Name 5 strategies you use frequently when planning your lessons. STEP 1 : Think about each and every strategy you have chosen and name one benefit that is directly linked to each strategy you use.


STEP 2 : Think about these strategies. Have they changed since you started teaching? If yes, write why you think that happened. If no, think whether there is still room for improvement in your planning. STEP 3 : Watch this video clip and take time to reflect on the conclusive statements drawn after the session shown here : Lesson Planning : The Challenges PRACTICE : Keeping a group of parents in mind (a group that you may be leading), plan a session keeping in mind the tips illustrated in the video mentioned above. Try including different strategies from different methodologies of teaching. You may refer to the ones mentioned in the pre-requisites section or others that you may have come across during your teaching career. ASSESSMENT : Post the lesson on our Parental Empowerment Programmes Portal. Ask your peers to try out your lesson plan and give you feedback about it. Feedback could be in a structred way as well for example : the PQPA – Praise, Question, Polish, Adaptation!


TITLE : Session 6 : Getting to Know You! TYPE OF LEARNING : LEARNING OBJECTIVES :

Problem-Solving Skills to be aware of the importance of getting to know the participants preferably even before the first encounter to consider questionnaires as a method to get to know the persons interested in the Id fâ€&#x;Id Programmes to generate a questionnaire that will help you analyse the common interests of the participants

PRE-REQUISITES : Before following this session, it is very important to skim through : How to Prepare a Questionnaire Parents & Teachers : Common Ground = Children INTRODUCTION : Watch the following excerpt from the film The King and I : GETTING TO KNOW YOU Jot down some points about this : Why is it important for the facilitator of the sessions to know the participants quite well? STEP 1 : Watch the following animated video-clip : Parent Teacher Conference STEP 2 : Write points about the following questions : Do you think this parent feels at ease having this conversation with the teacher? Do you think this conversation would have escalated so much if the teacher had taken some time to get to know the parents at the beginning of the semester? Is the school up to date with Timmyâ€&#x;s strengths, weaknesses and extra-curricular activities? What does this parent need? What do parents need? STEP 3 : Look for some already made questionnaires for parents either online or ask your peers. Highlight the points that you think will give you the information you need.


PRACTICE :

Prepare a questionnaire that will help you get to know the strengths of the parents before you even meet them. (based on the previous steps) Make sure you leave enough space for all parents to write why they will attend your sessions and to list their expectations.

ASSESSMENT : Gather the questionnaires and list down the preferences that the parents mentioned. Discuss the result with the Programme Coordinator and Senior Executive and say how you intend to use that information in your session planning.


TITLE : Session 7 : Reflective Practice & Planning TYPE OF LEARNING : LEARNING OBJECTIVES :

Relational Rules / Procedural Rules to be aware of different models of reflective practice to be aware of the importance of reflective practice to tie theory with practice – “reflection in action”, “reflection on action”, “reflection before action” ... to plan an Id f‟Id course based on the experience and readings done during and after the first programme is over.

PRE-REQUISITES : Before following this session, it is very important to read through : What is Reflective Practice? Reflective Journal The Reflective Practitioner Different Models of Reflective Practice – Readings handed as part of the Initial Information Pack. INTRODUCTION : Watch the following excerpt from the film Freedom Writers : The Line Game Think about the benefits of the line game within such a diverse group. Why do you think Erin Gruwell (the teacher) created this activity for her class? Seeing the results of this game, do you think she will repeat it again next year with another group? Why? STEP 1 : Write points about the following questions : Do you think you can choose 1 activity that you use frequently that somehow always seems to work? Which are the benefits that lie beneath this activity/game? STEP 2 : Keeping the previous activity chosen in mind, try to reflect why it really works by linking it to one of the reflective models presented in the chapter reading given in the Information Pack called : Different Models of Reflective Practice. STEP 3 : On the lines of the example given above, try to find excerpts from


different educational films/clips that are available online that are a good example of an activity that works simply because it has been well prepared. PRACTICE :

Keep an online blog / e-journal / e-portfolio highlighting the activities that work well with parents – always linking them to a particular reflective model.

ASSESSMENT : Plan a skeletal scheme of an Id fâ€&#x;Id course based on any educational topic that you think would be of interest to parents. (based on your experience during the observation and practice)

material prepared and put together by Annabel Desira and Rachel Schembri

Sessions for the Reflective Practitioner  

Sessions for the Reflective Practitioner within FES Parental Programmes

Advertisement