- Review the developmental process of Tribes and the stages towards excellence
- Discuss the new role of teachers
- Generate ways to involve the school community in support of student learning and development
- Define on-going support for implementation and staff development
Welcome to class #8.
Throughout each class and the course, you will experience the Tribes TLC® (Tribes) process as you learn it, apply it, and reflect on it. Assignments are designed to answer ‘why, what, and how’ the Tribes process applies to you, your students, your classroom, your school, and your life.
1) Welcome Community Circle
Please post your response to this statement: Whenever I am facing a new opportunity, I (describe behavior or feeling).
Next, reflect on what new opportunities the Tribes process will or might possibly present. How are opportunities ‘challenges’?
2) Stages toward excellence
Review the developmental process of Tribes, pages 31 – 34, with an emphasis on “Responsive Education” on page 34.
Then read pages 138 – 141. (Read page 112 and 113 DG; 164 – 166 EA)
Reflect: Where are you on the “stages toward excellence” ? (Wherever you are is truly OK!) Write a S.M.A.R.T. goal to help you move or change a behavior or practice in the direction of Tribes Discovery Learning.
S – specific
M – motivating
A – attainable
R – realistic
T – trackable over time
3) Read Chapter 11 (same for DG; Chapter 15 EA)
Note: The stage “Discovery Learning in Tribes” will be an online learning experience.
4) Community of Learners
Refer to p. 51 in your Reaching All… book (p. 102 DG; 134 EA); this was a topic back in Class #2 on how moderating direct instruction changes how teachers spend time.
What does the graph information mean to you now, at the end of this course… that you didn’t realize or believe before? Share in the forum, in terms of what, why, and/or how the Tribes TLC process informs how teachers spend time.
5) The Teacher’s Role – I Used to be; We used to be p. 263 (286 DG; 370 EA)
The teachers’ role is now that of a facilitator of the learning process for the classroom learning community. There are six important components of this role.
Using the list below, check off those that you want to do (or do more of) to become more skilled as teacher-facilitator.
Again, this is primarily an intrapersonal event.
- Modeling the Tribes agreements
Listening, using no put downs, stating appreciation, using the right to pass, and treating all with mutual respect
Expressing feeling with I-messages
Demonstrating a caring and supportive attitude
- Planning learning experiences
Determining content/thinking and collaborative/social objectives
Assessing the stage of group development
Selecting appropriate strategies
Identifying resource materials
- Introducing the learning experience
Beginning with inclusion
Clarifying the objectives and task
Specifying time, roles, and materials
- Monitoring the process
Observing the groups at work
- Intervening when necessary
Clarifying the task
Defining additional materials
Responding to questions
Helping to resolve conflict
Stopping the action if necessary
Asking reflections questions
Facilitating assessment of individual and group learning
Now, using that intrapersonal reflection, envision your classroom one year from now. Read the strategy “I used to be; We used to be”, p. 263 (286 DG; 370 EA)
Create two “I used to be…. But now I am… “ (and this is your classroom as you envision it one year from now)
After many statements are posted, consider what one “We used to be…but now
we are…” might be; what do we have in common?
This is an authentic assessment of what you do, or not. Reflecting on your role, and how you complete it, is imperative to the realization of the Tribes TLC process.
6) Tribes TLC Video
Watch any video that features the Tribes TLC process.
Locate and post a link to another video (out there on the web) that supports or augments an element essential to Tribes
Create a video clip of students speaking about the Tribes TLC process (5 minutes or less, and one that is public domain; we can post on www.tribes.com )
Write a review of the Tribes TLC process that is a blog post for the www.tribes.com website.
Post a quote that ‘belongs’ in the Tribes book – you have noticed the sidebar quotes throughout the book – and identify what aspect or element of the Tribes process it supports. Include the source/author name.
7) Defining Ongoing Staff Support
You have nearly completed the course. You are likely the only one on your staff to have completed a Tribes 24-hour training; that is, you did not have the luxury of participating in a F2F training with your whole staff. So, how will you support teachers who are wondering what you are doing with Tribes, and/or how will you convince those who could really benefit from Tribes?
Look at p. 198 – 199 and pages 401 – 404 (226, 403-405 DG; 309, 489-491 EA)
What information on those pages is most useful to you?
Post a suggestion, idea, or plan…For example, “I could volunteer to do an energizer at each staff meeting, and then give ideas for how it could be used with academic content.”
“I could greet each student with a handshake or ‘fist bump’ and give an instruction or expectation as they enter my classroom. This would set the tone for the class.”
Class #8 class page assignment checklist and QUICK LINKS TO FORUM