Intentional Interruptions Presentation

IN ERRUPTION
InTentional
If you want to follow along

http://bit.ly/2idtyfs
IN ERRUPTION
InTentional
Breaking Down Learning
Barriers to Transform
Professional Practice
Steven Katz
Lisa Ain Dack
GALILEO
TEACHER LEADERSHIP ACADEMY
MULTIPLIER
IN ERRUPTION http://bit.ly/2idtyfs
InTentional Learning Targets
Know the difference between professional

development and professional learning
Naming and noticing biases that interfere
with learning
How to move beyond the biases
InTentional Traditional PD
InTentional MY PD Experience
Describe your past experiences with professional
development.
What has it been like?

What did you do after you were PDd?
InTentional Problem of Practice

The focus of the past has been...
But despite good intentions...

Professional development is not creating
change in classroom practice.
InTentional Professional Development
The biggest predictor of student achievement is the

quality of classroom practice so we provide
MORE, BIGGER, BETTER, LONGER

Professional development to help teacher practice.
InTentional Professional Development
Lets Test Your Knowledge...

IN ERRUPTION Professionalhttp://bit.ly/2idtyfs
InTentional Development vs. Learning
Professional Development Professional Learning
Done to you Done with you (active

participant)
Preplanned and unlikely Just in time and job

differentiated embedded
Offers activities, meaningful Leads to a permanent change in

conversation, new ideas but no thinking and behavior
new learning
Very small impact on student Moderate to High impacts on

achievement student achievement
InTentional Professional Learning

InTentional Professional Learning

Within and across-school learning communities (PLCs)
Focus on learning outcomes and changed practice to be
effective
Ties to needs of the educator to support the work to be done
with students
Intentionally facilitated to interrupt participant thinking and
conclusions already had on a subject
Constructing new knowledge by confirming or challenging
previous beliefs, ideals
InTentional Driving Question
How might we make

professional learning
permanent in thinking
and practice?
InTentional The Path of School Improvement
Student Changes in Professional

learning, thinking and LEARNING
engagement, practice in a permanent change
and success classrooms and in thinking or
schools behavior
IN ERRUPTION Building Capacity for http://bit.ly/2idtyfs
InTentional Professional Learning Learning foci
for teachers
and leaders
BARRIERS
Changes in Professional
Student LEARNING Collaborative inquiry
learning, thinking and that challenges
practice in a permanent change
engagement, in thinking or thinking and practice
and success classrooms
and schools behavior
BARRIERS
Formal and
informal
instructional
leadership
InTentional Whats the Answer?

Answer this question (on your own):
Jack is looking at Ann, but Ann is looking at George. Jack is married, but
George is not. Is a married person looking at an unmarried person?
A - Yes
Only 13% of participants
B - No answer this question
correctly on the first try!
C - Cannot be determined Why??
InTentional How Are Our Brains Wired?

Cognitive scientists have been pretty convincing at showing that the
human brain is far better programmed for survival than it is for learning
People have a natural propensity to surround themselves with others who

are similar to them and tell them what they want to hear. = positive
reinforcement (which is normal human behavior)
However, when were faced with opposing beliefs and theories, we

experience the idea of cognitive dissonance, which is uncomfortable.
InTentional Lets Rewire!

When people start to get that dissonance or discomfort, their
temptation is often to interpret the feeling as a sign of
something wrong.
Instead, they need to learn to embrace the feeling as a sign

that something is right.
In other words, that feeling means that learning is coming!

InTentional Brain Research

The experience of cognitive
discomfort is not an
unfortunate consequence of
new learning; it is an essential
prerequisite of NEW
LEARNING.
The amygdala uses two-thirds of its
neurons searching for negativity
InTentional Tackling Cognitive Dissonance

When faced with information that conflicts with
our existing beliefs, we naturally try to assimilate it
into our schema. This is called assimilation.
Example: Oh, I already do this, theyre just calling

it something else now!
For true learning to take place, however, we have

to learn to accommodate information by changing
our beliefs and understandings to fit new
information. This is also called conceptual change.
InTentional
2-4-6
InTentional Confirmation Bias

Confirmation Bias is a cognitive bias where
we see and hear what fits our expectations.
We seek to confirm rather than challenge

hypotheses.
This is rampant for all humans!
We dont try to prove ourselves wrong; we

try to support what we already think.
InTentional Scenario Cards
Choice A or Choice B
What would you do?
InTentional Omission Bias

Most people consider harm that results from actions theyve
taken to be worse than harm resulting from not taking any
action at all.
Doing nothing new - impedes new learning
Action vs. Inaction
Preserving the status quo

InTentional Vividness Bias
Vividness bias is supported by

an illusory correlation.
We believe that two events are

related even if they are not.
InTentional Recognition Heuristic
Recognition Heuristic bias is a

sidekick to vividness bias.
Within this bias, we place greater

value on what we recognize than
what we dont.
InTentional Illusory Superiority

Illusory superiority is a cognitive bias
that causes us to overestimate our
positive qualities and underestimate
our negative qualities.
Self Improvement vs. Self Confidence
The most damaging cognitive bias is overconfidence

(illusory superiority). Making leaders use their gut
when they should be more rational. -- Paul Gibbons
InTentional Applying Interruptions - Protocols

Teacher Feedback Analysis Protocol
Protocol Step Instructions
1) Introduction(2 minutes) Leader to review process and

norms
2) Describing the teacher work (10 Group gathers as much information

minutes)
3) Interpreting the teacher work (10 Group tries to make sense of work
minutes)
4) Implications for practice (10 Group discusses implications

minutes)
InTentional Applying Interruptions - Protocols

Teacher Feedback Analysis Protocol (cont.)
Protocol Step Instructions
5) Discussing next steps (5 Presenting principal summarizes

minutes) what he or she has learned and
thinks about next steps.
6) Reflections on the process (5 The group reflects on how the

minutes) process worked, and individuals
share insights on what they learned.
IN ERRUPTION Applying Interruptionshttp://bit.ly/2idtyfs
- Making
InTentional Preconceptions Explicit
Accommodate - Change your way of thinking based on new evidence
Assimilate - Try to incorporate new evidence into your current way of thinking
To encourage accommodation and to avoid assimilation do this:

Before Session Starts After Session is Over
What do I know about (INSERT TOPIC)? What did I hear today?
Why is (INSERT TOPIC) important for me to What did I learn today?

know about?
What do I hope to learn? What will I do next?

InTentional Resource for Protocols

National School Reform
http://www.schoolreforminitiative.org/protocol-alphabetical-list-2/
Making Thinking Visible

InTentional Reflection
InTentional Reflection
Please jot down these 4 takeaways that you had
1) Ooooh!! - A BIG learning for you

2) Hmmmm - Something you are still wondering
about
3) Huh? - A question you still have
4) Aaaah!! - Something you will DO differently as a
result of this session
InTentional Dont Wait, Start Now!
Interruption is about
intentionally responding to
the biases that impede real
new learning.

Intentional Interruptions Presentation

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IN ERRUPTION

If you want to follow along

InTentional Learning Targets

Know the difference between professional

What has it been like?

InTentional Problem of Practice

But despite good intentions...

InTentional Professional Development

The biggest predictor of student achievement is the

MORE, BIGGER, BETTER, LONGER

InTentional Professional Development

Lets Test Your Knowledge...

Done to you Done with you (active

Preplanned and unlikely Just in time and job

Offers activities, meaningful Leads to a permanent change in

Very small impact on student Moderate to High impacts on

InTentional Professional Learning

InTentional Professional Learning

InTentional Driving Question

How might we make

InTentional The Path of School Improvement

Student Changes in Professional

InTentional Whats the Answer?

InTentional How Are Our Brains Wired?

People have a natural propensity to surround themselves with others who

However, when were faced with opposing beliefs and theories, we

InTentional Lets Rewire!

Instead, they need to learn to embrace the feeling as a sign

In other words, that feeling means that learning is coming!

InTentional Brain Research

InTentional Tackling Cognitive Dissonance

Example: Oh, I already do this, theyre just calling

For true learning to take place, however, we have

InTentional Confirmation Bias

We seek to confirm rather than challenge

This is rampant for all humans!

We dont try to prove ourselves wrong; we

InTentional Scenario Cards

InTentional Omission Bias

Doing nothing new - impedes new learning

Action vs. Inaction

Preserving the status quo

InTentional Vividness Bias

Vividness bias is supported by

We believe that two events are

InTentional Recognition Heuristic

Recognition Heuristic bias is a

Within this bias, we place greater

InTentional Illusory Superiority

Self Improvement vs. Self Confidence

The most damaging cognitive bias is overconfidence

InTentional Applying Interruptions - Protocols

1) Introduction(2 minutes) Leader to review process and

2) Describing the teacher work (10 Group gathers as much information

4) Implications for practice (10 Group discusses implications

InTentional Applying Interruptions - Protocols

Protocol Step Instructions

5) Discussing next steps (5 Presenting principal summarizes

6) Reflections on the process (5 The group reflects on how the

To encourage accommodation and to avoid assimilation do this:

What do I know about (INSERT TOPIC)? What did I hear today?

Why is (INSERT TOPIC) important for me to What did I learn today?