Mentoring Institute Detailed Agenda (Finch)

Day 1 Introductions/housekeeping/ - clock partners(need a template)
possible icebreaker question to include during introductions:
- People might be surprised to find out that I
- What do you miss most about your childhood?
- My favorite way to waste time is
- Who is the most famous person you have ever met?
- As a time traveler, I would most like to visit
because ___.
- What are your two most favorite summer (or current season) activities? possible icebreaker activity: - two truths and a lie
Icebreaker resource - Teampedia
  • (Active)Self-assess your current understanding of promising pedagogical practices for infusing ICT and reflect on how your understanding has evolved over time (Evans)
  • (Active)Discuss and research the role of an effective mentor? What does a mentor DO? (Finch)
    • Participants will reflect on their current mentoring role in their school, if they already act as mentor, or on mentors they have either worked with or seen working in their schools in the past
    • Participants search out information on the net regarding the role of mentor - what are the key characteristics of an effective mentor? - record in inspiration or Mywebspiration.com
    • Participants review the Innovative Teachers Network/Peer Coaching website to add to their concept map on the role of an effective mentor
    • Discussion on the role of a mentor - we record in a concept map with group participation
    • Participants paste their concept maps (outline view) on the wiki

  • Break
  • (Active)Create a Mentoring Plan - using ePearl (Roz)
    • Compare coaching cycle from Peer Coaching with self-regulated learning plan from ePearl - on wiki - Coaching Cyle page
    • Participants will create a plan using ePearl (will need accounts setup - Roz) - clarify and display on data projector what goes in the Task Description, Task Goals, Strategies, Content and how to share their ideas(John F)
  • Lunch
  • Complete Mentoring Plan/Review Comments - debrief - on their plans and also ePearl as a planning tool.
  • (Passive - Discussion) Refine your understanding about mentoring for:
    • Literacy with ICT - assessment through focused observation of students - Assessment COP (conversation, observation, portfolio) - discussion and sharing of how people are currently assessing student literacy with ict through COP. Presentation on Focused observation - stress importance that mentees understand what they are assessing - big ideas and level of understanding - not technology use (Michelle)
    • Connections Between mentoring for LwICT and mentoring for ICT skills - (need page created on wiki - balancing .JOHN F..) discuss the differences and participants' personal experiences with being a mentor - what are mentees asking for? How do we create a balance and meet all the needs of the mentee? We record using mywebspiration or wiki.
    • Collect thoughts on mywebspiration.com - what is the difference between (examples of) mentoring for LwICT and mentoring for ICT skills and how do you connect and balance the two? meet ICT skills needs but keep focus on LwICT? How have participants dealt with this issue? How do you work with people who don't want to be involved?

    • (Active) Blog Reflection - have people register (Finch)

During Day 2 you will:

  • (Active) review and comment on yesterday's blog reflection entries (Finch)
  • (Active) learn and practice Communication Skills for Coaches (Active Listening, Paraphrasing, Clarifying Questions, Probing Questions) - Research and create samples of each type of question that you might ask a mentee regarding their learning experiences and post on the wiki. (setup groups on wiki page) (Finch)
  • Practice Communication Skills Exercise - using epearl plans from day 1. One volunteer to share plan and one challenge that their plan provides. Everyone practices paraphrasing. 3 people will ask clarifying questions. Two people will ask probing questions and hands question to presenter. Presentor reviews questions and states which one is most thought provoking. Repeat with another volunteer. (Michelle)
  • Initial Meeting with your Mentee (Setting Goals) - discuss how to lead a planning meeting that determines a starting point for working with your 'mentees' using the Planning Worksheet. - Meet in pairs - ask one to be a mentee and one to be a mentor. Mentee chooses a learning experience they would like to improve. Mentor uses planning sheet to have a short meeting with mentee and record responses to the guided questions. Ask participants to share what they liked about the planning sheet and what they may want to modify.(Roz)

  • Improving Mentees Learning Experiences (Working on Goals)(Active) create your own sample LwICT Learning Experiences - review the existing Learning experiences and the Activate/Acquire/Apply design of them. - Use this format as the basis of the design of their own learning experiences. Explore the existing Learning Experiences on our website before participants create their own. Link the learning experiences to Big Ideas in the continuum.(View examples on the website). LwICTPLN2009 **(Michelle)**> Clock partners during learning experiences - every 15 minutes meet with clock partner to share challenges - practice active listening, paraphrasing, clarifying and probing questions. (need a clock and setup on the first day)
  • Sustaining the Mentee Relationship over time/distance (Active) explore tools for creating and sustaining online Professional Learning Communities: RSS, Bloglines, Twitter, LwICT Mentoring Wiki, LwICT Blog, Delicious, Diigo (Finch)> >
  • Next Steps and Blog Reflection