My thoughts on Chapter 4 - Problem Solving for McHarg

After reviewing all of this, I thought about how this applies to us.  I began a “google” search on problem solving and found some interesting articles (some on PS, some not) which made me think about what we could accomplish through collaboration.  Included in many of them was information on RTI (Response to Intervention)  and ICT (Instructional Consultation Teams) .  

 RTI is about interventions – finding the most effective intervention for a child in an effort to help him or her learn with success.  With our sped identification, we label according to what a test says, not whether or not the instructional interventions are working.  Is that effective?  My belief is all children can learn - at the right time, with right tools, in the right environment.  When children are tested, they are removed from the class, tested with a stranger and completed on someone else's time.  Wow!  

So, I would rather depend on early, appropriate, evidence-based interventions to support our students - not the tests given when and how it is convenient for someone else.  Our discussions about how our children are learning best, are going to be very powerful!  I feel that through our collaborative teams, we will be able to take the time to examine our procedures/strategies/programs/techniques more thoroughly and collect data as to which children are or are not responding.  If a child is not progressing, what other technique, approach, etc… can we implement  to help him or her?   According to Albert Einstein, insanity is doing the same thing over and over again and expecting different results.  If what we are doing is not producing adequate results, teams can problem solve and hopefully find solutions all in an attempt to help all children learn!  Check it out:http://www.nasponline.org/resources/principals/nassp_probsolve.aspx

Check out this definition of ICTs:  http://focus.cenmi.org/wp-content/uploads/2010/08/GATA06-08.pdf

I have also contacted RU’s T/TAC and inquired about their assistance with ICTs.  I believe we are very capable of creating successful teams, but would love to have some support so that we have someone to ask questions of.  I will keep you posted. 

In the meantime, I am developing an agenda for our August 1^st get together.  It will focus on our Mission, our goals, what we value, what we want to happen (plan), Team Ground Rules, Team Roles, and  Problem-Solving Techniques.  I am looking forward to collaborating with you!  Ellen

Chapter 4 - Problem Solving

Just some extra info: http://bellinghamschools.org/sites/default/files/studentgal/onlineresearch/oldonline/mod8team.htm

Chapter 4 - Problem Solving and Action Planning

In an effort for teams to identify students needing intervention, examining data, using the data to improve instruction and ensure consistency in implementation and to problem-solve any relevant issues, effective problem solving methods must be embraced.

Problem Solving methods range from simple to complex.  The basic process includes repeating a multiple-step cycle to reach and refine a solution:

·         Identify concerns (define the problem)

·         Watch and talk (gather and share info)

·         Throw out ideas (brainstorm)

·         Say whether each idea sounds good or won’t work (evaluating the ideas)

·         Give the best idea a try

·         Watch and talk more (evaluating the solution, refining it, and beginning the cycle again)

The following sections provide guidelines for solving concerns teams have about student progress.

Steps 1 – Identify the problem

·         Take a divergent/convergent approach – 1.  List visible problem(s)      2.  Converge on one                  3. Define or restate problem to reflect the group’s view    

·         Prioritize – rank concerns from high to moderate to low in an effort to determine the priority

·         Re-write the problem in observable language-write down member’s view of the problem to condense and identify the problem

·         Categorize – determine the type of problem

·         Apply consensus-reaching method – compare the problem with student data

Step 2 – Brainstorm Possible Solutions - Generating as many alternative or potential solutions as possible.  Rules, when brainstorming, include:

1.       No negative reactions or comments

2.       Freewheeling(stating ideas as quickly as possible without taking turns thus promoting spontaneity and enthusiasm), round robin (taking turns in an around-the-circle fashion), slip method (team members write out ideas on paper and pass to recorder, mixed up and displayed for everyone), brainwriting (write on slips of paper and place in pile in middle of table, read it and add on) is welcomed; save criticism for later

3.       Withhold discussion and judgment

4.       Focus on quantity, not quality

5.       Set a short time limit; generate ideas quickly

6.       Assign a recorder who writes fast and translates ideas into phrases or key words

Step 3 – Evaluate the Possible Solutions – You must narrow your ideas down to those that will make the best solution.  To do this effectively and efficiently you must have criteria in which to apply each solution to.   Some common sense criteria includes feasibility, team consensus, peer approval, and cost. 

Step 4 – Choose a Solution – Choose a tentative one until it proves workable.

Step 5 – Write an action Plan – Team agendas need to include enough time to write action plans.  Primary elements include an issue, action, member’s responsibilities, timeline.

Step 6 – Evaluate the Plan and Make Needed Changes –

Problem Solving Techniques/Approaches and Methods:

Webpages with ideas:

http://www.unce.unr.edu/publications/files/cd/other/fs9726.pdf

http://www.reliasoft.com/newsletter/v7i1/team_based.htm

http://www.optimistleaders.org/TeachingMaterials/PersonalDevelopment-TeachingMaterials/Creative_problem_solving-instructor.pdf

Stages of the Osborn–Parnes Creative Problem-Solving process

Stage 1: Visionizing or Objective-Finding At this initial stage, the problem solvers

heighten their awareness through imagining potential challenges. First, they are

divergent, considering a variety of possible challenges. Then, they converge by

selecting one to begin solving.

Stage 2: Fact-Finding Problem solvers gather as much information as possible about

the selected challenge by using all of their perceptions and senses. By asking “who,

what, where, when, why, and how” questions, problem solvers are divergent in considering

multiple perspectives regarding the challenge.They finish this stage by identifying

facts they believe to be most relevant to the challenge.

Stage 3: Problem-Finding The purpose of this stage is to clarify the challenge or

problem by redefining it in new and different ways; by rephrasing the challenge as

a question, “In what ways might I/we . . . ?”; and by asking the question “Why?” or

“What do I/we really want to accomplish?” This process is repeated until the problem

solvers restate the problem in a way that makes the most sense and is most

appealing to them.

Stage 4: Idea-Finding At this stage, the objective is to defer judgment while generating

as many ideas as possible to potentially solve the challenge. Playfulness and wild

ideas are encouraged.To come up with ideas beyond the obvious, problem solvers

attempt to make new connections between ideas through analogies, manipulation

of ideas (e.g., magnifying, minifying, reversing, eliminating), and hitchhiking (i.e., making

new associations by building on someone else’s idea).

Stage 5: Solution-Finding At this stage of the process, a variety of criteria are considered

and ultimately selected for evaluating the merit of ideas. Problem solvers

use the criteria to assist in selecting the best solution.

Stage 6: Acceptance-Finding The problem solvers refine the solutions to make them

more workable.The objective is to turn ideas into action through the development

and implementation of an action plan. Regular evaluation of the solution helps

problem solvers discover new challenges and ways of addressing them as the action

plan is carried out.

Based on Osborn (1953/1993) and Parnes (1985, 1988, 1992).

Article to share

Gloria found an article about another school and collaboration.  I would like to share it with you. Click on Gloria's name above and the link will appear. 

Chapter 3 - Thoughts

Chapter 3 was a big chapter dealing with the operation of an effective team.  One of the points that speaks to me is the cardinal rule of parity among team members.  It is very important that we view each other as equals.  You can learn from me AND, more importantly, I can learn from you.  When team members are willing to learn, all members will gain.  Parity - my new word of the day!

 Here's what I would like feedback on:

1.  The team facilitators are Dobson, Anderson, Myers, Wheeler, Keister, DDeHart. I feel a need to meet with them prior to the first Common Planning Time.  I am thinking I would like to schedule a work session with them the workweek.  I know many of you are following along, but some are not and I would like to distribute the information to everyone and I could do this through a meeting with the facilitators, first.  What do you think?

2.  Do we make universal ground rules (during the facilitator's meeting)that all teams are to follow OR do we allow each team to establish their own? 

3.  Do we utilize universal agenda forms (deciding during the meeting) or does each group design their own?

I look forward to your feedback!
Ellen

Learning Teamwork Skills - completing the chapter

Giving and Receiving Information

These are guidelines for the members working in the best interest of the team:

1.        Work as an equal – not an authority

2.       Participate in school routines

3.       Nurture relationships with fellow team members

4.       Expect to learn from others and acknowledge when you do

5.       Use an experiential learning approach that allows learners to be successful

6.       Ask for feedback about your consultation or teaching of others

Making decisions by consensus

Although it is ideal for the group to come to an agreement on a solution after sharing and hearing each team member’s respective viewpoints, it is not always possible.  Therefore, other ways may need to be utilized:

·         Majority vote

·         Average opinion of group

·         Authority decision

·         Expertise decision (research based)

Teaming decisions should be decided through consensus when possible as it has more benefits than other decision-making approaches.  Therefore, teams need to determine how they will make decisions.  When utilizing consensus, use data as the basis for decisions.  The facilitator can also ask whether the team consents when several members seem to be in agreement.  When a team is unable to come to consensus on a regular basis, the team needs to reevaluate their method for decision-making and may need training in consensus building.

Behaviors team members must avoid when involved in decision-making:

·         “Caving in”

·         Not responding/silent

·         Strong arming others

·         One members making the decision

·         Quickly reverting to “Majority rules”

Reflecting on the Team Process

This time is critical to the maintenance of collaborative interactions.  Consider doing the following:

·         Celebrate the successes/Consider the areas of little progress

·         Team member accountability – is everyone pulling their weight?

·         How are the relationships among team members going?  How can we relieve tension or what teamwork skills do we need to work on?

·         Are we staying with our agenda, are we loyal to the vision, are we accountable to our students?

·         How are we doing as a team? Problem-solving?

Hi everyone

Hello!  I just posted part of Chapter 3 - Learning Teamwork skills.  I will be finishing the post tonight, but have to take a break to do some other things.  I would have saved it and sent it in completion, but I am using a new computer and having great difficulty with Word.  Anything I do and save is unable to be retrieved.  So, in an effort to get info. to you I felt it best to send it when I have it.  Also, Chapter 2 is Building Team Structure.  I will get that to you when I can retrieve it.  Thanks for understanding!

Learning Teamwork Skills

Learning Teamwork Skills

Listening and Interacting well – Effective teams regularly shift the focus from themselves as a team to the students.

Team Focus

1.         Build team skills.

2.        Improve relationships

3.        Address and resolve conflicts

Student Focus

1.        Identify common goal or problem

2.        Share information

3.        Brainstorm ideas

4.        Evaluate ideas against team criteria

5.        Select and develop solution

6.        Develop an action plan

7.       Implement and monitor plan

If the team is able to divide its focus evenly between the team and the students, these characteristics evolve because of the shift:

·         Positive interdependence and mutual respect.

·         Frequent, focused, face to face exchange

·         The use of process to facilitate communication and shared decision-making

·         The use of methods for being responsible and accountable

·         Team trust derived from trusting one another and being trustworthy

Team Members Basic Communication and Outward Behavior: (These must be practiced and become habitual so to withstand the disagreement and discussions of challenging issues that teams face.)

1.        Attend to verbal and nonverbal behavior; look for your teammates’ responses to your behavior

2.       Listen first, then respond in ways that facilitate the exchange

3.       Avoid interrupting others when they are speaking

4.       Contribute in ways that do not wasted team time

5.       Speak clearly and use a vocabulary that others can understand

6.       Use team member’s name

Strategies for Leading Communication:

1.        State the issue in a way that is without criticism and/or bias.

2.       Encourage and assure

3.       Present tentative ideas as one equal to another

4.        Use agreement or disagreement statements to indicate your opinion of whether another team member is right or wrong.

5.       Use spontaneous humor to relieve tension and create a connection

Questioning Strategies to Facilitate Communication:

1.        Use open-ended questions to encourage people to describe their perspective – these begin with “how” or “what” and allow team members to explain their ideas or explore further.

2.       Close-ended questions need to be used carefully as they can leave colleagues feeling agreed with or rejected.

3.       Use indirect questions to create a cooperative climate. 

4.       Be aware that direct questions may create a non-equitable climate.

Signs of Difficulty:

·         Nonverbal behaviors

·         Rambling, speaking too quietly

·         Overly cautious making conditional statements

·         Team members not acknowledging one another

·         Viewpoints are stated as facts

Bottom line – Team members must pay attention to the ways in which they interact with each other in order to reach their goals without becoming sidetracked by unnecessary hurt feelings, incompatible communication styles, misunderstandings, or disputes.

Establishing shared values

The team must have a set of common philosophical beliefs and shared values.

Examples:

·         We all have equal status and something to contribute

·         We share the same goals and work together to achieve them

·         The student’s needs drive the services

·         All students can learn skills of value

·         Family members must be our partners because they are the constants in our children’s lives

·         We respect and trust each other

·         We make better decisions and accomplish what we cannot accomplish when we work together

Setting ground rules: These are the basic operating rules about time and commitment

This must be done to strike a balance between 1) completing the work or tasks of the group and 2) keeping the relationships among team members positive and rewarding.    Ideas to consider amongst the ground rules are:

·         Attendance – starting on time and ending on time with no interruptions for phone calls or copying

·         Discussion-everyone participates

·         Confidentiality

·         Analytic approach – get the facts so you can make informed decisions

·         Task oriented – all members have tasks and all complete them

·         Constructive confrontation – avoid finger pointing

·         Contribution – all members contribute authentically

Defining Roles and Responsibilities

Create a roles/responsibilities worksheet to be completed early in the teaming process.

Establishing a team meeting process and schedule

1.        What do we want to accomplish in our team meetings?

Examples: assess student progress; develop lessons; adapt curriculum, teaching methods and materials; assign grades; address interaction issues.  An agenda should be established prior to a team meeting and provides the reasons for meeting.  The agenda is reviewed at the beginning of meeting and revisions are made as deemed necessary.  The agenda drives the meeting and can include student-focused items as well as team focused items.  At the end of the meeting the agenda is reviewed and all items left and those that need to be added are placed on the agenda for the next meeting.  Meeting note forms may be utilized.  Good examples in the book.

2.        How will we proceed during our meetings?  At the first meeting, team members volunteer to fill roles that will help the group accomplish their job and allow leadership to be distributed among team members (ex. facilitator, timekeeper, recorder, jargon buster, processor/observer).  Then apply a procedure for how your team will go about the agenda’s business – define, share, discuss, brainstorm, evaluate, select options, etc…

3.       When and how often will we meet?  Because this is built into our master schedule, this has been established.

4.       Where will we meet?  This is tentatively established – meetings will be held in rooms of members who are not self-contained classroom teachers.

Preparing for and conducting team meetings

Initial meetings should focus on things such as redefining the school’s mission into goals that are specific to the team, defining shared values, identifying ground rules, determining member’s roles and responsibilities, and clarifying the teaming process members will use. 

Conducting the meetings

1.        Socialize a bit

2.       Facilitator opens meeting

3.       Assign roles or review assignments

4.       Facilitator leads a review of agenda

5.       Facilitator review action plan and celebrates successes with team

6.       Use team process to ensure structure and focus

7.       Timekeeper watching and keeping track

8.       Other members filling their roles or parts (note taker, encourager, etc…)

9.       Process the functioning of the team

10.   Go through agenda items and discuss, share, brainstorm, problem-solve, etc..

11.   Facilitator closes meeting

12.   Notes are recorded and disseminated to team members

Preparation for the Next Meeting

At the end of each meeting, members will leave with a defined part in one or several action plans.  Team members must come to meetings prepared.  When one or more members come to meetings unprepared, team processing is required.  Issues to consider:

Are team members overloaded with too many competing commitments?

Are team responsibilities distributed unevenly in their action plans?

Do action plans set forth workable and defined responsibilities?

Does everyone agree with the action plan?

 Do the members agree with the general goals and purpose?

Do the members share and operate by a common set of values?

Clarifying team goals

 Teams need to be aware of their purpose and reasons for gathering.