Jeopardy

All in this together

100

A novice learning a specific craft, by observing and completing tasks, developed by an expert, in order to work toward independence and mastery in that craft. With this knowledge in hand the novice implements what they have learned in their own practice, working towards autonomy in a non-linear fashion , as they can still return to the expert for further insight.

What is an apprentice? (Gherardi, S. (2006). Knowing in a community of practitioners. In S. Gherardi (Eds.), Organizational knowledge the texture of workplace learning. (pp. 101-133). Maiden, MA: Blackwell.)

200

A shift from individual to collective reflection in order for people to move beyond their standard of practice, regarding assumptions and beliefs to enhance learning collectively.

What is social constructivism? (Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

300

No trust, avoiding conflict, non-committal, no follow through, no consensus, criticism taken personally, indifference, and no common vision.

What are the attributes of a dysfunctional learning community? (Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

400

Communities that share cultural practices that reflect collective learning.

What are communities of practice? (According to Wenger (2000) communities of practice are important for our learning. Collective learning is at the core of human development. Even though competency is gained in that field, the growth and development in an area is enhanced by collective learning. An example could be someone becomes a competent biologist and continues to learn and grow as they interact with colleagues. Wenger, E. (2000). Communities of practice and social learning systems. Organization. 7(2) 225-246.)

500

Shared knowledge creates this unspoken rule in communities of practice.

What is a boundary? (Boundaries in communities of practice are formed naturally by engaging with one another, communicating with using similar language, and doing things a certain way, according to Wenger (2000). Wenger, E. (2000). Communities of practice and social learning systems. Organization. 7(2) 225-246.)

“Three’s” a crowd

100

Learning by individuals (the individual learning can be motivated by money, career change, wanting to meet new people, wishing to explore new ideas, looking for greater meaning and purpose, or to give back to society in a positive way), learning by groups (learning begins with colleagues getting to know each other and extending professional courtesy, asking each other questions, and encouraging empowerment so that they feel in control of their staff development), and learning by the organization (organizations learn to encourage innovation, and creativity, commitment and unity, strength, and expansion).

What are 3 developmental pathways of organizational learning? (Mulford, B. (2005). Organizational learning and educational change. In A. Hargreaves (Ed.), Extending educational change: International Handbook of educational change (pp. 336-361). Springer.)

200

Personal Capacity (a progressive change in cognition and practice), interpersonal capacity (collaborate with each other by communicating to promote inquiry and strategize solutions together), and organizational capacity (A system that steps away from the traditional management style to encourage leadership for all who are wanting to improve their organizational climate and work as team).

What are 3 key elements in building capacity for a learning community? (Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

300

They are Enterprise (a group that pushes beyond current knowledge and sees the holes in it in order to keep learning as the focus), Mutuality (to promote cohesiveness in a group whereby all involved have respect and appreciation for one another, and expects the same in return), and Repertoire (needed to promote understanding of many different perspectives and patterns in order to become self-aware and reflect on it, as such).

What are the 3 dimensions of communities of practice? (Wenger, E. (2000). Communities of practice and social learning systems. Organization. 7(2) 225-246.)

400

Engagement (encouraging problem solving in a group and each other, to relay experiences in order to understand the world around us), Imagination (looking at images about ourselves and our surroundings to reflect upon, in order to discover new interpretations), Alignment (a process of working together at the local level abiding by a moral code to achieve larger aspirations).

What are the 3 modes of belonging? (Wenger, E. (2000). Communities of practice and social learning systems. Organization. 7(2) 225-246.)

500

Processes (to work together in a collaborative manner so that all members of the group feel that they have something valuable to contribute and to build meaning in their practice), Conditions (creating an environment where everyone feels good about being and working together), and Phases (people ask questions to understand why they working on something together, people in the group trust each other enough to discuss prior knowledge as it pertains to their beliefs, and find solutions by being creative).

What 3 elements are important when developing a strong and effective team? (Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

Famous quotes “ "

100

“A learning community has been defined as a “group of people who take an active, reflective, collaborative, leaning-oriented and growth-promoting approach toward the mysteries, problems, and perplexities of teaching and learning.”

Who are Coral Mitchell and Larry Sackney? (Mitchell, C., & Sackney, L. (2006). Building schools, building people: The school principal’s role in leading a learning community. Journal of school leadership,16, 627-639.)

200

“I want to reiterate an important point once again: Action research does not mean you have to prove something.”

Who is Andrew P. Johnson? (Johnson (2012) purposes that action research is more about understanding what is happening relating to a situation or topic by evaluating, problem solving, and discovering new ideas. He lists 10 steps as a guideline explaining how to set up your research to be used not as a step by step procedure but rather ones to consider, repeat, or skip altogether. Johnson, A. (2012). A short guide to action research. (4th edn). Boston: Pearson)

300

“Specifically, in this article I make use of Levi-Strauss’ bricolage metaphor to explore teachers’ workplace learning and explore teachers’-as-bricoleur/engineer dichotomy.”

Who is Jay Paredes Scribner? (J.P. Scribner (2012) defines bricoleur as someone who makes use of tools and resources available to them, along with past experiences to complete a task effectively. Scribner, J. P. (2005). The problems of practice: Bricolage as a metaphor for teachers’ work and learning. The Alberta journal of educational research, 51(4), 295-310.)

400

“The place to begin with reflective practice is with yourself-the only part of the reflective practice spiral over which you have control and for which you have total responsibility.”

Who are Jennifer York-Barr, William A. Sommers, Gail S. Ghere, and Jo Montie? (Jennifer York-Barr et al. (2001) explains that in order to influence someone else’s learning first you need to look at your own individual capacity of what you know or understand. If you strive to increase your own professional development then other people will see that as someone who wants to improve their practice and inspire those around them. York-Barr, J., Sommers, W. A., Ghere, G. S., Montie, J., (2001). Foreward, A. L. Costa, Reflective practice to improve schools: An action guide for educators (pp. 43-57). Thousand Oaks: Corwin Press, INC)

500

“A learning conversation is a planned and systemic approach to professional dialogue that supports teachers/leaders to reflect on their practice. As a result the teacher/leader gains new knowledge and uses it to improve his or her practice."

Who is Steven Katz? (General teaching council for England in Steven Katz (2013). Aporia Consulting Ltd. Conference power point presentation.)

A tale of 2 authors

100

This author described not being able to removing mice and squirrels from her attic as an example of limited personal capacity.

Who is Coral Mitchell? (Personal capacity is about recognizing that in order to meet certain challenges in our profession we will need to learn new things and figure out how to apply that knowledge to our practice. With that, we also need to know that although we want to believe that the sky’s the limit, this is not the case. We all have things that we cannot do or do not wish to do. I would say professionally that I have limits that I consider challenges, I would like to develop skills to overcome these challenges. However, there are some that I will not overcome. One I can think of is how much technology I will incorporate into the courses that I will be teaching. I want to learn how to be more proficient with the college’s blackboard system to allow for greater success of the students in the areas of communication and convenience. However, I will not be teaching a computer course as that is not something I am willing to do. Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

200

An institution that embraces wholeness and wants to create a healthy learning community that shares successes, joys, and failures together.

What is a living system? According to Mitchell and Sackney (2011) a living system is something that Capra says to consider from the human organization perspective. This system is built by reflecting on the same conditions that support and sustain life such as, the structural, environmental and relational conditions. Also, to work as a collective group when dealing with compelling disturbances using the same meaning, knowledge and rules and respond creatively to this problem. Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge. )

300

A hierarchical system view that is a traditional practice in schools, in which the power and control are at the top.

What is a managed system? (According to Mitchell and Sackney (2011) the managed system is a traditional way for schools and school systems to operate. The people involved are often out of touch and can be controlling and manipulative. This system is not effective for all types of students or staff. Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

400

Leads to improved teaching and learning by capturing the attention of people at particular places and times, it can occur naturally when teachers work out meanings, purposes and practices with one another.

What is collaboration? (Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

500

Colleagues inviting and affirming other colleagues in a respectful professional environment.

What is an affective climate? (Mitchell and Sackney (2011) say that an affective climate does not always mean people agree but they are respectful and value each other’s opinions, ideas, and contributions. Mitchell, C., & Sackney, L. (2011). Profound improvement. Building learning-community capacity on living-system principal. (2nd edn). New York: Routledge.)

Teacher talk

100

Aristotle found this mechanism important with regards to learning.

What is inquiry? (Collinson and Cook (2007) say that it is important to use inquiry in organizational learning. They go on to say, inquiry can be used in many variations that would allow for feedback and surfacing tacit knowledge to understand the environment and promote novelty. When using inquiry collectively it is very data driven. An example would be to have students test scores shown for teachers to create new ideas for improvement and put them into practice. Collinson, V., & Cook, T. F. (2007). Fostering inquiry and its collateral learning. In V. Collinson & T. F. Cook (Eds.), Organizational learning (pp. 89-107). Thousand Oaks: Sage.)

200

A wide range of personal supports for employees to build knowledge and skills from someone who is proficient in that particular area.

What are guided leaning, mentoring, coaching, ambassadors, super-users and gardeners, and consulting? (These forms of teaching all have a specific workplace where they would be most effective. Guided learning would be a good method of training from a co-worker who already understands the profession and the social aspects; they may have a supervisory title. For someone learning the fast food industry this would be an appropriate form of training. Mentoring schemes is similar to guided learning however; it has more of an educational feel. It’s about working together in a supportive manner to reach a desired goal. An example would be me mentoring Niagara College students from the Child and Youth Worker program, by having them in my classroom under my care. They would learn the fundamentals and the tacit knowledge gradually while being an intrinsic part of the dynamics in the class. Coaching is a way to exhibit support and promotion as the main elements in learning. In the school board, instructional coaches are used in this way by offering a ways to increase someone’s potential rather than teach them something new. Ambassadors, super-users, and gardeners are types of supports widely used in IT training. They are able to speak to colleagues and lay people about the functions and directions to take regarding the new skill. Consultants could be a good method of training in a hospital perhaps if there was an outbreak to teach everyone the skills to maintain and contain to prevent further spread. They are usually an expert in a field brought in from an outside source. Illeris, K. (2011). The fundamentals of workplace learning. Understanding how people learn in working life. London & New York: Routledge.)

300

Providing a spark in learning by encouraging one to seek out new information and motivation to study harder.

What is constructive conflict? (Constructive conflict promotes learning by focusing on the information, creating passion and creativity around the topic, looks at different perspectives and increases self-esteem. Johnson, D. W., & Johnson, R. T., (2009). Energizing learning: The instructional power of conflict. Educational researcher, 38(1), 37-51. )

400

People have opposing opinions, ideas, or theories that involve deliberate discourse.

What is constructive controversy? (Johnson and Johnson (2009) say that constructive controversy is commonly associated with congruence seeking, where the group wants to keep a positive feeling among the members and do not seek to argue. Debate, which is used as a discussion based on multi-sided opposing opinions, which are considered by a judge for the purpose of choosing a side. Individualistic efforts are made without any discussion with anyone else in order to work on a single unrelated goal. Johnson, D. W., & Johnson, R. T., (2009). Energizing learning: The instructional power of conflict. Educational researcher, 38(1), 37-51. )

500

A type of conflict that can improve a team’s effectiveness.

What is C-type conflict? (Amason et al. (1995) says that C-type conflict is natural in properly functioning teams and it occurs when the team is making a decision using different ideas, perspectives, and opinions from the team members. Amason, A. C, Thompson, K. R., Hochwarter, W. A., Harrison, A. W. (1995). Conflict: An important dimension in successful management teams. Organizational dynamics, 24(2), 20-35.)