Implications

DO NOW:

Please skim back over the reflections in the padlet (the virtual bulletin board--link is in the chat) and share OUTLOUD (or in the chat) a reaction you are having to someone else's reflection.

Who provoked, inspired, challenged, frustrated you, and with what reflection?

REACTIONS TO YOUR Reflections

Reflections from Pam

Dr. Pam Cantor, MD, is the founder of Turnaround for Children, and organization dedicated to connecting the dots between science, adversity and school performance.

Reflections from Steven

Steven Farr co-leads Teach For All's Global Learning Lab, studying transformational classrooms in marginalized communities.

Reflections from You

Co-Construction of Key Take-Aways

For the next 45 minutes, you will work in small groups (with one return to whole group in the middle). We will be using this template. Pam and Steven will drop-in on different groups.

STEP ONE

GENERATE INSIGHTS AND POSSIBLE IMPLICATIONS

[15 min in small group]

You will use your group's space in this collection of templates to co-generate a list of at least five key insights or principles from the science of learning and development that you think should influence our work in and around classrooms and schools, AND you will generate and share some possible implications of that insight for classrooms and schools.

STEP TWO

HEAR STEVEN & PAM REFLECTIONS ON WHAT THEY ARE LEARNING FROM EACH OTHER'S WORK

[8 min as whole group]

We will bring you back together as a whole group, Steven and Pam will each share where the other's work is pushing and challenging them. Listen for additional ideas for your own lists.

STEP THREE

REVISIT YOUR LIST AND THINK ABOUT IMPLICATIONS FOR YOU

[15 min in small group]

Now, you will return to your small group and update your list in anyway you want and share with each other some specific, concrete, tangible changes in action that YOU could take in your work to act on one or more of the insights you identified.

For example, you might decide a key insight you want to highlight is that "Deep trusting relationships profoundly influence brain chemistry and learning" and you might come up with several ways a teacher or school should do things differently in light of that insight.

GALLERY WALK

Now please take 6 minutes to skim over other groups' lists of key principles and implications.

What is similar to and different from your own? What are the implications of these principles for your work?

YOUR CONCRETE Implications & Commitments

MAKE COMMITMENTS

(in self-reflection)

You think about concrete actions you can take, or things you can do differently, in light of the principles we have explored and generated this week. You will decide what one or few actions you will take and make a commitment.

Post your commitment here.

SHare commitments

(small group and then whole group)

Each of us will share with our small group the commitments we are making. And some of us will take the extra step to declare them to the whole group.

CLOSING

thank you, thank you, thank you

and a last request . . . or two

What is Turnaround for Children?

Turnaround for Children connects the dots between science, adversity and school performance to catalyze healthy student development and academic achievement.

RESOURCE GUIDE

What is Teach For All's GLobal Learning Lab?

Teach For All's Global Learning Lab supports learning among classrooms and communities that are helping students grow as leaders of a better future for themselves, and all of us.

RESOURCE GUIDE

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