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ОглавлениеChapter 1 Coherence Making
1. Quote Walkabout Protocol 2
2. Say Something Protocol 5
3. What? So What? Now What? Protocol 6
4. Video Jigsaw Protocol 7
5. Coherence Framework Assessment Protocol 9
Coherence Defined
1. Quote Walkabout Protocol
Purpose
Review the key ideas for making coherence.
Clarify the definition of coherence.
Link
Reading: Pages ix–16 from Coherence: The Right Drivers in Action for Schools, Districts, and Systems, by Michael Fullan and Joanne Quinn (Corwin, 2015).
Quote Walkabout Protocol
The Quote Walkabout Protocol introduces a particular topic. Individuals select quotes that resonate for them and discuss the quotes with peers.
1 Read the quotes and select two quotes that resonate with you.
2 Record your quotes on the advance organizer.
3 Share your reflections with a colleague and compare choices.
4 Repeat with a second partner.
5 With your second partner, define coherence as it applies to your school/district.
Copyright © 2016 by Corwin. All rights reserved. Reprinted from The Taking Action Guide to Building Coherence in Schools, Districts, and Systems by Michael Fullan, Joanne Quinn, and Eleanor Adam. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Copyright © 2016 by Corwin. All rights reserved. Reprinted from The Taking Action Guide to Building Coherence in Schools, Districts, and Systems by Michael Fullan, Joanne Quinn, and Eleanor Adam. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Change Drivers
2. Say Something Protocol
Purpose
Understand the right and wrong drivers of change.
Link
Reading: “Choosing the Wrong Drivers for Whole System Reform,” by Michael Fullan (Centre for Strategic Education, April 2011). Available at http://www.michaelfullan.ca/media/13396088160.pdf
Say Something Protocol
Say Something is a paired reading protocol designed to increase individual and shared understanding of concepts and foster conversation to deepen understanding between two participants who are working collaboratively (Short, Burke, & Harste, 1995).
1 With a partner, decide on a midway break in the article.
2 Read independently the first section, highlighting key ideas or questions you may have.
3 Stop midway and use the Reflecting Prompts for your dialogue.
4 Use the Reflecting Prompts again at the conclusion of the article.
Change Drivers
3. What? So What? Now What? Protocol
Purpose
Apply the right drivers concepts to your school/district.
Link
Reading: “Choosing the Wrong Drivers for Whole System Reform,” by Michael Fullan (Centre for Strategic Education, April 2011). Available at http://www.michaelfullan.ca/media/13396088160.pdf
What? So What? Now What? Protocol
The What? So What? Now What? Protocol is used to summarize content, to think critically about the implications, and to consider actions to be taken (Borton, 1970).
1 Form a group of four to discuss and deepen your thinking of the above article.
2 Discuss each of the questions on the advance organizer and record your collective ideas.
Copyright © 2016 by Corwin. All rights reserved. Reprinted from The Taking Action Guide to Building Coherence in Schools, Districts, and Systems by Michael Fullan, Joanne Quinn, and Eleanor Adam. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
The Coherence Framework
4. Video Jigsaw Protocol
Purpose
Review the components of the Coherence Framework in action.
Links
District Video Resource: “Peel District School Board,” available at https://youtu.be/JV2HYL-WB24
School Video Resource: Central Peel Secondary School, “The Perfect Storm,” available at http://www.michaelfullan.ca/ontario-central-peel
Video Jigsaw Protocol
Viewing real-life situations provides a greater understanding of a concept. Using the Video Jigsaw Protocol, each participant becomes an expert on a particular component of the video and takes notes for teaching back to peers.
1 Form a group of four and assign one of the quadrants to each member of the group.
2 Record evidence of your assigned quadrant on the advance organizer.
3 Share your observations.
4 Discuss the role of the leader in building coherence.
The Coherence Framework
Source: Graphic by Taryn Hauritz.
Source: Graphic by Taryn Hauritz.
Copyright © 2016 by Corwin. All rights reserved. Reprinted from The Taking Action Guide to Building Coherence in Schools, Districts, and Systems by Michael Fullan, Joanne Quinn, and Eleanor Adam. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
