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INCLUSION
TheAdaptiveSchool
PD/PLCStrategiesandProfessionalDevelopment

Inclusion
Strategy
BannedWords

Process

CheckIn

ChoreographanOpening

Clearing

Groupidentifyafewwordstheywouldlikebannedfromthe
session
Wordsarecharted
Groupagreestocollectivelygroanwhenthewordsaresaid
Grouppracticesandusesgroan

Tips
Sometimeswordsare
overusedinanorganization
andthisprovidesachanceto
breakfreebuildsculture,
trust,andinvestment

Explainthisisatransitionfromoutsidethemeetingtoinsidethe Facilitatorcanmodelfirstto
meeting
enhancetrustmakesurethat
Goaroundtheteamandhavemembersbrieflynamemoodand nooneinterruptsthespeaker
anythingthatmightdistractthemfromthemeeting
Stressthatthereisnosidetalkandwemustrespecteach
speaker
Makeadebriefingsummarystatement
Thankyouforcomingwitheyecontact,crediblevoiceand
handswithpalmsup
Onouragendaare#topicswithreferencetoagendawith
freezingbodyandcountinginternally
Beforewestartandseparatefromagendaarea
Acknowledgewhatteacherswouldratherbedoing(grading,
settinguproom,etc.)
Stressimportanceandfocusonstudentsandneedtomaketim
worthwhile
Beginwithfirsttopic

Languagechoices:someof
you,allofyou,afewofyou,
manyofyoubevaguein
focusandimportanceon
studentssoallparticipants
canrelate

Beginmeetingbyinvitingallmemberstoclearanythoughtson
theirminds
Nothingisirrelevant
Allowmemberstomaximumoftwoitems

Silenceisokayuse
sequencingorasthespirit
movesyou

Garmston,R.J.,&Wellman,B.M.(1999).
Theadaptiveschool:Asourcebookfordevelopingcollaborativegroups.
Norwood,MA:ChristopherGordonPublishers.

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INCLUSION
TheAdaptiveSchool
PD/PLCStrategiesandProfessionalDevelopment
GiveOnetoGetOne

Individualsreceive3x5notecard
Recorddataandinformationrelevanttotopic
Thiscouldbebestpractices,datapoints,etc.
Membersmovethroughtheroomandshareinformationwith
oneotherperson
Pushlistenertoparaphrasewhatthespeakersaid
Atsignal,membersswitchcards
Memberslocatenewpartnerwithnewcardandshareit
Continueforseveralrounds
Returntotablegroupsandopensharing
Asagroupidentifypatternsandthemes

Focusdebriefingon
collaborativesharingandjoint
creationofthemesand
patterns

Usedasafootholdfordifficult
topicsthatpeopleavoid
discussingorremainsilentto
avoidconflictcreatessense
oftrustingroup

Formgroupsof68participants
Explainpurposeistosetnormsforrespectfullistening,get
everyonesvoiceintheroom,usingnonconfrontational
language,promoteconnectionwithinthePLC,soon
ExplainProcedure:1memberstaketurnstalking,2members
aresilentwhenamemberisspeaking,3Afterallhavespoken,
membersworktosummarize
Reviewflipchartwithtopics
1Introduceself
2Myrelationshiptothetopicis
3Myexpectationsare
4HowIfeelaboutbeinghere
Whenallaredone,debriefingsessions

Individualsmovechairsbackfromtablefirst
Havepreplannedtopicalstatementsrelevanttomeeting
Peoplestandwhenitappliestothemortheyagree
Encouragetolookaroundatthosealsostanding

Canbeusedinmeetingswith
parentstobuildcommunity
andtrustIfsomeonedoesnt
stand,mustincludeend
activityfortheirinclusionmay
needtoaddresspurposeof
inclusionprotocolsatthestart

Grounding

LikeMe

Garmston,R.J.,&Wellman,B.M.(1999).
Theadaptiveschool:Asourcebookfordevelopingcollaborativegroups.
Norwood,MA:ChristopherGordonPublishers.

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INCLUSION
TheAdaptiveSchool
PD/PLCStrategiesandProfessionalDevelopment
SwapMeet

Individualsreceive3x5cards
Canbeusedtopic(RtI,DBL,
Recordnameandinformationrelevanttotopicfromfacilitator
andsoon)andabout
Standandswapwithaperson
grouping,PLCs,etc.
Paraphrasenewcardanduseinquiry/clarificationtospark
dialogue
RecordanswertoWhyisthisimportanttotheperson?
Switchwithanotherpersonandrepeat
Debriefingdiscussionquestion:Whatinferencescanyoumake
aboutgroupstheoryandresponsetothetopic?

Garmston,R.J.,&Wellman,B.M.(1999).
Theadaptiveschool:Asourcebookfordevelopingcollaborativegroups.
Norwood,MA:ChristopherGordonPublishers.