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World Café Method

World Café Method
Drawing on seven integrated design principles, the World Café methodology is a simple, effective, and flexible format for hosting large group dialogue. World Café can be modified to meet a wide variety of needs. Specifics of context, numbers, purpose, location, and other circumstances are factored into each event's unique invitation, design, and question choice, but the following five components comprise the basic model: 1) Setting: Create a "special" environment, most often modelled after a café, i.e. small round tables covered with a checkered tablecloth, butcher block paper, colored pens, a vase of flowers, and optional "talking stick" item. There should be four chairs at each table. 2) Welcome and Introduction: The host begins with a warm welcome and an introduction to the World Café process, setting the context, sharing the Cafe Etiquette, and putting participants at ease. Related:  Didaktiska tips

SETT 2014 Patricia Diaz Workshop formats: World cafe Not an original notion - but an interesting one. The World cafe concept has been around a while www.theworldcafe.com. We use this technique often in our workshops (dial-e.net), and at a recent event UTS (University of Technology Sydney) it attracted some interesting comments - so perhaps worth a reminder. You've done some input, you have some group tasks defined and the groups are all working away. In this workshop model (there are lots of variations) 7 groups of 4 each worked away on the task we had assigned them for 15 minutes, supported by a single sheet of A4 on which to record their comments (having white paper tablecloths and lots of pens works even better). On a practical level it makes the facilitators time control task easier, and for participants it makes for a more engaging feedback process. The variations are part of the fun, but it can work well with 16 or 160 !

PeerSpirit :: Writing Workshops, Wilderness Quests, Consulting, Mentoring, Circle Training CL-1: Field-tested Learning Assessment Guide (FLAG): CATs: Concept Mapping "...Lacking resources to implement PSI, I struggled to create a learning environment in a large class of mature students with diverse backgrounds...I was struck at the end of one semester on how little students grasped the big picture of astronomy and how common misconceptions resisted change. Searching for solutions, I hit upon concept maps....I am particularly fascinated that the process of concept mapping can reveal structure that I did not anticipate in my maps or in students' maps..." WHY USE THE CONCEPT MAPS? Concept maps assess how well students see the "big picture". They have been used for over 25 years to provide a useful and visually appealing way of illustrating students' conceptual knowledge. WHAT IS THE CONCEPT MAPS? Description A concept map is a two-dimensional, hierarchical node-link diagram that depicts the structure of knowledge within a scientific discipline as viewed by a student, an instructor or an expert in a field or sub-field. Teaching Goals Instructional Tool.

The World Cafe The World Cafe refers to both a vision and a method of dialogue. It evolved out of conversations and experimentation one day at the home of consultants Juanita Brown and David Isaacs. World Café Conversations are an intentional way to create a living network of conversation around questions that matter. A Café Conversation is a creative process for leading collaborative dialogue, sharing knowledge and creating possibilities for action in groups of all sizes. The challenges of life in the 21st Century require us to find new ways to access the wisdom and intelligence inherent in groups both small and large. The methodology of the World Café is simple: The environment is set up like a café, with tables for four, tablecloths covered by paper tablecloths, flowers, some colored pens and, if possible, candles, quiet music and refreshments. In World Café, the formulation of powerful questions is a fundamental art and skill. The seven design principles of World Café are: For more info see

Welcome to Open Space and A 4-Step Guide To Effective Lesson Planning Building lesson plans is an integral part of every teacher’s day. Integrating technology into lessons (that may have previously existed in a totally non-technology infused version) can sometimes be difficult, especially if the task at hand can be easily completed without technology – many of us wonder why bother if we don’t have to. While there are tons of lesson planning sites online that offer either templates or ready made lesson plans for a fee, tailoring the lesson plans to your particular material and students is usually the best option. The handy infographic below takes a look at the lesson planning process broken down into a simple, four step process. Think of it as having four different buckets of building blocks, and you can choose one item from each bucket to piece together your final product. What level of learning? KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation What Level of Technology Will I Use? SubstitutionAugmentationModificationRedefinition

Michael Herman: OpenSpaceTechnology Open Space Technology (OST) It's been called meeting methodology, organization transformation, intentional self-organization and surfing the chaos. Since Harrison Owen described it, more than 20 years ago, it has enabled all kinds of people, in every kind of organization and community, to create inspired meetings and events - and to post phenomenal business results. It has also become clear that opening space, the intentional practice of InvitingLeadership, can create inspired organizations, where ordinary people work together to create extraordinary results with regularity. This seems to happen even, and especially, in large, complex, diverse and potentially conflicted organizations when real results on critical issues must be delivered NOW -- if not sooner. The list below is virtually everything I have (in writing) about how you can practice OpenSpaceTechnology in your organization. -- MichaelHerman, practitioner, teacher, coach, and webmaster Most Frequently Shared How To Notes

5 Course Evaluation Templates To Help Your Students Grade You For A Change 5 Course Evaluation Templates To Help Your Students Grade You For A Change Quick post we thought might be act as a helpful reminder. As the end of the school year nears, getting feedback from your students can be an eye-opening experience. And with tools like Google Forms, it’s incredibly easy to use. Add in the ability to revise given templates, and you can effectively take someone else’s form, revise it to fit your needs, and have oodles of data in about 15 user minutes. We considered creating a universal one for teachers to use, but then it occurred to us that “universal” often means “bad for everyone,” so instead we started sorting through existing templates to see if any looked useful. Also, you may find 80 Interesting Ways To Use Google Forms In The Classroom and How To Create A Test That Grades Itself relevant as well. 1. 2. 3. 4. 5. 5 Other Forms While I was skimming, I found a few others you may find useful. 6. 12 Question Self-Scoring Assessment 7. 8. 9. 10.

Nomic Nomic is a game created in 1982 by philosopher Peter Suber in which the rules of the game include mechanisms for the players to change those rules, usually beginning through a system of democratic voting.[1] Nomic is a game in which changing the rules is a move. In that respect it differs from almost every other game. The primary activity of Nomic is proposing changes in the rules, debating the wisdom of changing them in that way, voting on the changes, deciding what can and cannot be done afterwards, and doing it. Even this core of the game, of course, can be changed. Nomic actually refers to a large number of games based on the initial ruleset laid out by Peter Suber in his book The Paradox of Self-Amendment. Gameplay[edit] The game can be played face-to-face with as many written notes as are required, or through any of a number of Internet media (usually an archived mailing list or internet forum). Under Suber's initial ruleset, rules are divided into two types: mutable and immutable.

Flippfilm inför min föreläsning I min föreläsning pratar jag mycket om modet att våga prova digitala verktyg i sitt klassrum. För att våga prova och känna sig någorlunda trygg behöver man kunskap om hur man gör. Om man är med i olika Facebookgrupper eller på Twitter är det väldigt lätt att känna sig ensammast i världen och tänka " jag fattar ingenting av vad de pratar om" ! Jag har därför gjort en instruktionsfilm till er från absoluta början. Det är bra om ni tittat på filmen innan vi ses. Under föreläsningen kommer jag att visa er hur man kan arbeta med Google Drive och vilka fördelar som finns både för oss och för våra elever. Min föreläsning riktar sig till er som är nybörjare eller precis har börjat med digitala verktyg på era skolor. Syftet är att deltagarna ska gå därifrån och tänka "japp, detta kan jag klara", "detta vill jag lära mig" och "jag är också modig"! Föreläsningen är enkel, med tydliga och konkreta exempel ur min egen undervisning. Tveka inte att ställa frågor om ni inte hänger med. Lycka till!

Nomic Nomic is a game I invented in 1982. It's a game in which changing the rules is a move. The Initial Set of rules does little more than regulate the rule-changing process. While most of its initial rules are procedural in this sense, it does have one substantive rule (on how to earn points toward winning); but this rule is deliberately boring so that players will quickly amend it to please themselves. The Initial Set of rules, some commentary by me, and some reflections by Douglas Hofstadter, were published in Hofstadter's "Metamagical Themas" column in Scientific American in June of 1982. It was quickly translated into many European and Asian languages. Here is the game and some preliminaries from The Paradox of Self-Amendment: Here are three Nomic sites which do a wonderful job organizing the Nomic scene. Nomic Bulletin Board. Here are some of the other Nomic pages on the web.

The #5MinBehaviourPlan by @LeadingLearner and The #5MinBehaviourPlan has been developed to help address the frustration that many teachers and staff, who work in schools, have with low-level disruption. The background thinking and some more details to help you implement the #5MinBehaviourPlan can be found in the blog post, “Getting Behaviour Right: Research Plus Experience” by @LeadingLearner. The plan focuses on rules, routines, relationships and disciplinary interventions (rewards, sanctions and behaviour management strategies). The 5 Minute Behaviour Plan – ROUGH DRAFT The Class Picture – What key information do you know about the class – number of students, ability level, key characters? It’s important to find out as soon as possible about students with special or additional needs. Rules & Routines Rules & Expectations – You need a simple set of agreed rules and expectations that you can use to guide students and refer to in terms of your expectations about how students will behave. Student-Teacher Relationships Like this:

Salon (gathering) A salon is a gathering of people under the roof of an inspiring host, held partly to amuse one another and partly to refine the taste and increase the knowledge of the participants through conversation. These gatherings often consciously followed Horace's definition of the aims of poetry, "either to please or to educate" ("aut delectare aut prodesse est"). Salons, commonly associated with French literary and philosophical movements of the 17th and 18th centuries, were carried on until quite recently in urban settings. The salon was an Italian invention of the 16th century which flourished in France throughout the 17th and 18th centuries. The historiography of the salons is far from straightforward. A Reading in the Salon of Mme Geoffrin, 1755 Major historiographical debates focus on the relationship between the salons and the public sphere, as well as the role of women within the salons. At that time women could be a powerful influence in the salon. Paris salons of the 18th century:

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