Task+4+and+5

As promised I have tried to pool everybody's responses into one rubric which I copy below......please bear in mind this is in no way the perfect checklist...but rather a summary of good ideas which we may use in the future to develop a better observation tool and also to get WSLs thinking about their workshops.....

I have bolded some words on which I would like to make a few comments in order to start a discussion:
 * 1) **Workbook** vs resource book: this is simply a language issue and please remember English is my second language…….workbook brings to mind an activities book which needs to be completed whereas a resource book holds the documents, articles, examples we need to support the teaching and learning.
 * 2) **Understandings**: I am not very sure about the use that has been or is currently being made in North America of the **PYP Workshop Handbook – Category 1 & 2 (February 2011)**and the **PYP Workshop Handbook – Category 3** **(February 2011**). The workshop descriptions in these documents have on point 4 the purpose of the workshop and a detail of the understandings to be developed during the workshop…..which is a much more in-depth description than the one on the Primary Years Programme Workshops description found on the public website. In your experience how do you feel WSLs have been using these documents?
 * 3) **Workshop plan**: Following the previous question on the use of the PYP Workshop Handbook, my other concern is that I do not know how widely spread the use of the workshop plan template is in North America. Can you give me a little feedback on that? I’m attaching the template.



||  ** Indicators – Evidence ** || > || - // New Global Architecture // [] - Primary Years Programme Workshops description on the public website [] - // PYP Workshop Handbook – Category 1 & 2 // (February 2011) on the WSLRC - // PYP Workshop Handbook – Category 3 // (February 2011) on the WSLRC
 * ** What evidence / indicators would allow us to state that…? **
 * Workshop leaders work well as a team. || * Both WSLs share the lead; one WSL does not appear to be “in charge” with the other “assisting.”
 * Both leaders take part in the presentation, group discussions and posing of questions.
 * Leaders listen to each other.
 * Both leaders are engaged with participants when they are working in pairs or small groups.
 * The participants seek assistance from both leaders for clarification or questions.
 * Pre-planning is evident in the way the leaders share slideshow and resources. ||
 * The leader is knowledgeable regarding the programme. || * Leaders refer to most current Standards and practices document.
 * Leaders refer to most current IB documents.
 * Leaders can direct the participants to the appropriate IB resource for documentation.
 * Leaders don’t try to give an answer they are not sure about but contact the appropriate source to get the information needed.
 * Leaders make connections between different components of the program.
 * Leaders point out what is policy and what is practice.
 * Materials on wall reflect current IB documents.
 * Workbook (resource book) material is accurate and up to date.
 * Leaders share practical examples without using phrases such as "at my school, we ...
 * The leader presents information clearly and in an organized manner. || * There is a clear connection between objectives (understandings) and learning engagements.
 * A clear road map has been set out early and revisited often so that ALL participants know where they are going.
 * Instructions are clear and easy for participants to understand.
 * Leaders make connections to prior learning.
 * The ppt presentation and resources used are legible and support the learning engagements. ||
 * The leader answers questions and remarks. || * Leaders address questions that come up and are relevant to the presentation / conversation / learning engagement taking place.
 * Leaders have set up a “parking lot” for questions that are not immediately relevant but need to be addressed during the course of the workshop.
 * Leaders handle questions and remarks tactfully by referring participants to the right document, directing them to the appropriate person to answer the question or even encouraging the participants to consider where they could find an answer.
 * Leaders are confident to say they need to double check or pass the question on rather than give potentially incorrect information.
 * Reflection time for participants is considered in the workshop plan.
 * Question time is considered in the workshop plan.
 * Leaders have developed strategies to encourage all participants to ask questions and to deter participants who seem to want to take over the conversation on a regular basis ||
 * The leader stimulates debate and the exchange of ideas. || * In the workshop plan, time is allocated for discussion.
 * Leaders use a variety of questioning techniques and provocations to engage all the participants.
 * Participants are engaged in conversation, partner, small group, and whole group share.
 * Leaders walk around the room observing, clarifying, redirecting as needed. ||
 * The leader uses a variety of teaching and learning strategies. || * A toolbox of strategies used is posted.
 * The products displayed around the room show different strategies being used.
 * A variety of resources is used which enhance learning and participant engagement.
 * There is a combination of large group, small group, partner and individual activities that allow participants to share ideas with a variety of others in the workshop. ||
 * IB programme resources used are suitable and up to date. || * Resources used support objectives of workshop.
 * Materials and resources follow the IB guidelines for copyright including print and electronic media as detailed in the //Workshop leader copyright guide// (October 2011) on the WSLRC.
 * Workbook (resource book) includes current IB documents.
 * Workbook (resource book) includes legible materials with reference to sources.
 * Presentations include reference to sources. ||
 * The participants appear to be involved. || * Attention is focused on the leaders or on the task at hand.
 * Questions and discussions are on topic.
 * Participants are actively engaged in dialogue with the entire group or in small groups at their tables. ||
 * The pace of the sessions is suitable. || * Participants are in tune with what is going on.
 * Leaders are neither rushing nor drawing out engagements/ reflections / discussions. ||
 * The layout of the room is suitable for the session. || * The physical arrangement of the room – tables, chairs, charts, posters, screen and electronic equipment enhance the learning environment and do not distract from the learning engagements.
 * Participant work is displayed.
 * Everyone has a clear view of the power point or presentation used by WSLs. ||
 * The workshop is in line with the goals and objectives proposed by Global Professional Development. || * The workshop plan and presentation meet the Global Professional Development guidelines as expressed in the:

- Workshop leaders work well as a team. - The leader is knowledgeable regarding the programme. - The leader presents information clearly and in an organized manner. - The leader answers questions and remarks. - The leader stimulates debate and the exchange of ideas. - The leader stimulates debate and the exchange of ideas. - The leader uses a variety of teaching and learning strategies. - IB programme resources used are suitable and up to date. - The participants appear to be involved. - The pace of the sessions is suitable. - The layout of the room is suitable for the session. - The workshop is in line with the goals and objectives proposed by Global Professional Development. ||
 * Presentation and discussions stay within the scope of the workshop. ||
 * It is a high quality workshop, in general. || The Field Rep has agreed with all of the following statements: