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Wit & Wisdom's Key Elements - Participants might not have shifted on all these concepts yet.

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Pieces where response is needed. Because productive struggle is a piece of this session, if they have not bought in, they may not respond.

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Participants might struggle when they are working through the protocol in breakout rooms.  They may have questions or misconceptions.  It will be important to pop into breakout rooms or invite participants to ask questions from their breakout rooms.

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shifting perspective to understanding the benefits of productive struggle and how to intervene when necessary.

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They might struggle to locate certain information particularly on the W&W website and online module handbooks.

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Engaging in their own grade level module study, reviewing the end of module task to understand how students will get to this piece.

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Participants may struggle when faced with the independent protocol task. This may feel overwhelming/new so its important to remind participants of the why behind it and it's importance for the end goal!

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Participants may struggle when faced with the independent protocol task. This may feel overwhelming/new so its important to remind participants of the why behind it and it's importance for the end goal!

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Depending on how much time was between sessions this might be difficult for participants. Esp. competitive ones. :)

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Identifying the different levels of productive struggle. They might struggle because of the nuances in the examples and personal reflection on their own practice -- maybe struggle with confronting reality

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The Focusing Question Art Study Protocol
I found it to be difficult as we were asked to focus on one lesson but the steps asked us to consider the entire arc. I also could not access the necessary core text

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I will want to have all of the links ready, listed in a document, so I can quickly post them in the chat. This will also support moving between the PPT and PDFs/handouts/Padlets. 

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I will want to have all of the links ready, listed in a document, so I can quickly post them in the chat. This will also support moving between the PPT and PDFs/handouts/Padlets. 

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It's difficult for me to focus on one specific lesson - i'd be really tempted as a participant to scan through the whole module and explore on my own.

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Having the handouts to guide our work, really focused and supported our time in the breakout rooms

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I love how this session teaches participants about some wonder features of the Digital Teachers Edition, however it may be a struggle for some participants to navigate the DTE in the beginning.

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Participants may have some struggle processing the volume of information and the shift from previous curriculum. This may show up through the session, but might be more clearly articulated when they are able to spend more time looking through the protocols and content.

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Participants may have some struggle processing the volume of information and the shift from previous curriculum. This may show up through the session, but might be more clearly articulated when they are able to spend more time looking through the protocols and content.

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I think participants may struggle with the first module study protocol because it may be overwhelming at first. It's important to set them up for success and to reassure them that we're all in this together.

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A lot of work with Zoom breakout rooms by the supporting facilitator - participants choosing a room and also random assignment.

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The transitions to the breakout rooms were so smooth! I need to practice this. I have never assigned so many participants to a room.

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(5)Create a collaborative learning community. Effective facilitators build a collaborative community of learners. 

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(5)Create a collaborative learning community. Effective facilitators build a collaborative community of learners. 

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We experienced this when we were put in breakout rooms to dive deeper into the articles on productive struggle.

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Modeling of the online TE and handouts along with the slides. Navigating the multiple platforms.

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Sharing sound when watching the videos

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This requires thinking in new ways with other participants

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Allowing the participants an opportunity to see a real annotation of a lesson in action

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Allowing the participants an opportunity to see a real annotation of a lesson in action

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When facilitators were sharing the videos during the lesson, they had to have the links ready to be able to play the video for participants to view and hear the presenters

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I think the participants might struggle with the focusing arc protocol. It says to look a certain lesson; however, they want you to look at the arc with that lesson in it. Without a lot of background knowledge, they might struggle to understand.

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Throughout the entire presentation. Being able to efficiently provide resources, going between screens, walking teachers through the TE, etc.

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Participants might struggle with lesson preparations if they are new to Wit & Wisdom. They may not know how to navigate the digital edition.

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Participants may struggle with understanding the what and the why of productive struggle.

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Focusing on just 1 lesson from 1 module in their grade level band--- also the group support in the breakout rooms

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Use of the Zoom Chat feature. How to make it more communicative. Also breakout rooms. 

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Use of the Zoom Chat feature. How to make it more communicative. Also breakout rooms. 

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Participants may struggle when trying to perfect all Wt and Wisdom pieces as a whole as opposed to perfecting one piece at a time.

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I love the option to work with grade level teams or independently and the generous amount of time to work through the protocol. It was a very productive session in which participants should feel much more prepared to begin implementation.

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Analogies! Stella provided an analog about learning to drive is to lesson protocol. This eased the feelings of overwhelmed and failure.

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If the teachers are not accepting of this new shift in student lead, they may not be receptive and therefore choose not to participate when prompted.

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If the teachers are not accepting of this new shift in student lead, they may not be receptive and therefore choose not to participate when prompted.

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In the beginning of the session, participants may struggle to navigate all of the materials needed in the session (handouts, locating and using the curriculum, finding the sections within the curriculum, etc).

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As a supporting facilitator, do you have a document where you have the links prepared to share out?

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I believe they may struggle during the topic of productive struggle. Some participants may feel like they are teacher 1 or 2 and may need to rethink the way they teach in a classroom.

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In and out of break out rooms was smooth. I'm excited to practice with this.

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I think being able to access all the links, while not being on presenter mode, so it can be seen. But making sure everything is within reach and being able to direct them smoothly.

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I think being able to access all the links, while not being on presenter mode, so it can be seen. But making sure everything is within reach and being able to direct them smoothly.

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Participants may struggle while navigating the protocols. There are a lot of sections in the Teacher's Edition. They may not be able to complete as much of the protocol due to navigating the Teacher's Edition (if they are new to Wit & Wisdom).

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Participants may struggle while navigating the protocols. There are a lot of sections in the Teacher's Edition. They may not be able to complete as much of the protocol due to navigating the Teacher's Edition (if they are new to Wit & Wisdom).

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The focusing arc question protocol, it seems like it is the least popular protocol among districts so the facilitator could be not as familiar. 

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The focusing arc question protocol, it seems like it is the least popular protocol among districts so the facilitator could be not as familiar. 

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Having the 2 screens is helpful.  I noticed that the handouts, the powerpoint, the video links, and the DTE were opened and ready to share the whole time

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It was helpful to have Molly enter in what people shared around the BINGO. It helped put a stamp on things.

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If there is ever a technical difficulty where participants can't hear a video (for example), what is the next step? 

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If there is ever a technical difficulty where participants can't hear a video (for example), what is the next step? 

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The shift in thinking will be difficult for participants who are still grappling with it.

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The shift in thinking will be difficult for participants who are still grappling with it.

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Participants might struggle during the module study protocol if they are unfamiliar with backward design

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They might struggle navigating the online teacher's guide. There are several parts to the online guide which could be confusing for teachers that aren't comfortable with technology.

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Participates might struggle when in the breakout rooms. The tendency might be to talk about the curriculum, the good/bad they are noticing instead of doing the work and learning through it.

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The seamless use of breakout rooms and navigations of all resources- both on the facilitator's screen and in the chat

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I think with the protocols. It can be overwhelming at first glance to figure out how to get it all in. The video was very helpful because it showed you it didn't have to be a long drawn out process.

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Participants may struggle with connecting knowledge from the Lesson Study Protocol. There is a question about how the craft stages connect to the Focusing Question and if participants haven't had a chance to fully internalize the lessons, they may find this question challenging.

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When they start grappling with the shifts they see in the teacher's edition as they go through the protocols. Thinking about what this will look like in their classrooms. 

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When they start grappling with the shifts they see in the teacher's edition as they go through the protocols. Thinking about what this will look like in their classrooms. 

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Moving people to breakrooms and changing break rooms

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Moving people to breakrooms and changing break rooms

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Related to my participant struggle, i think skilled facilitators have clearly explained the why of each practice so that participants are motivated to engage in what's asked of them rather than hopping around and getting distracted.

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When we debriefed about the productive struggle readings, participant responses were summarized and follow up questions were asked that were specific to the response.

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When we debriefed about the productive struggle readings, participant responses were summarized and follow up questions were asked that were specific to the response.

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Two screens...still wondering which screens they use for what

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When completing the protocols, facilitators provide in a method that is chunked so that participants do not become overwhelmed in the process. Also, working with their grade level supported this process.

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Creating breakout rooms and including an Independent Working Style room for people who like to process and work independently when planning

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Showing a video on zoom (making sure to share the sound when presenting)

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Allowing participants to choose their own breakout rooms and then returning them or asking them to switch--- all went so smoothly!

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Really great transitions and guided open discussions helped move the participants towards the goals.

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If they are not familiar with the curriculum, participants may struggle with finding certain resources in the teacher edition as they are working through the module and lesson study protocols.

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There was a good balance of rigor and joy. There were times when the pace slowed down and we could discuss and reflect more which was helpful. Some fun conversations between the team. A sense of comradery developed.

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Participants could possibly struggle with the transition of the W&W language and the study protocols steps.

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Pushing participants by asking specific questions to really get to the major take away 

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Pushing participants by asking specific questions to really get to the major take away 

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While I still feel/want to go through the entire process using the protocols with a module, I noticed, as a facilitator you are not really answering any grade level questions, we are facilitators guiding the process! 

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While I still feel/want to go through the entire process using the protocols with a module, I noticed, as a facilitator you are not really answering any grade level questions, we are facilitators guiding the process! 

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I was following the MLS facilitator guide as you presented. It sounded so natural, yet you highlighted all of the key points!

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Walking participants through where to find things in the DTE was extremely important.  There was a calm and relaxed tone!

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Maneuvering betweeen the handouts, digital TE, slides, etc will take practice to manage effectively. Doing this on top of managing the chat and truly listening and responding thoughtfully to what is being shared on the mic is A LOT.

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Creating a collaborative community was key in helping participants meet learning goals. Working through the different protocols within the group helped to support understanding of the content and clarify thinking. It also provided an opportunity to ask questions.

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Creating a collaborative community was key in helping participants meet learning goals. Working through the different protocols within the group helped to support understanding of the content and clarify thinking. It also provided an opportunity to ask questions.

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It was really helpful when the facilitators allowed us to work independently in the breakout rooms. It gave me time to think for myself, whereas, if I were in a breakout room with others I would be more focused on the other participants' ideas and thoughts

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The breakout rooms, the assignments/reflections, having participants do the work! 

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The breakout rooms, the assignments/reflections, having participants do the work! 

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There were many different links that we will need to have open (I was silently thinking that I hope the portion we are asked to do doesn't have a ton of those links). :)

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Screen sharing the handouts, use of the video annotation options, and breakout rooms.

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Screen sharing the handouts, use of the video annotation options, and breakout rooms.

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Calling on us by name encouraged us to participate and made it made me feel more connected to the PD. I think this is important especially when we are using zoom.

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Calling on us by name encouraged us to participate and made it made me feel more connected to the PD. I think this is important especially when we are using zoom.

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I liked having the opportunity for participants to work independently or in groups during the protocol activities. This gave us the chance to determine how we learn best, and be able to explore the documents in a way that was most impactful to each learner

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I think that having participants use some of the PD as intentional planning time for their next module and having them dive into the content of the curriculum is what accomplishes the goals of the session. I love how they get to practice planning lessons while we emphasize how the rigor of Wit and Wisdom along with productive struggle can lead to major student gains.

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The facilitator actions that moved participants toward the learning goals was allow time for independent work/study.

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In the virtual world, I wonder how to ensure that participants have the resources that they need.

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I noticed in the breakout room when I went to chat that it only listed the participants in the room. I was trying to find the "message host" feature, but couldn't. How could participants notify us that they need assistance in those rooms?

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I think people will start to struggle with lesson protocol. It is at the end of the day, and they are spent.

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The suggestion that was made for the productive struggle research, to being with cameras off and turn them on when ready to speak was EXCELLENT. Got rid of that awkward limbo at the beginning where i make small talk and debate how much time we'll need.

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Agree @ Mollie G. I still would like to know more about the two screens haha

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I noticed that during the bingo game technology was used. Also, I loved the way the chat was utilized to include responses.

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Breakout rooms, screen sharing, links in the chat

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Breakout rooms, screen sharing, links in the chat

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1. Use of breakout rooms for grade level study
2. Access curriculum materials from the Great Mind's Wit and Wisdom Site
3. Access to handouts from presentation

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Participants may struggle navigating the protocols and also during the module study if they are unfamiliar with the backwards design plan process.

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I know on previous versions of zoom participants can't select their own breakout rooms. How to mitigate that and support participants who might need help getting to breakout rooms efficiently

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It was always helpful when the co facilitators added the instructions or directions in the chat.

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#4 - Champion Equity - the session goal is for successful implantation of Wit and Wisdom. Stella and Molly elevated comments about how to plan for scaffolds for students on IEPs, 504, and/or EL learners.

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I think the participants may struggle with navigating the materials for the training, especially if they have not used the program before. 

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I think the participants may struggle with navigating the materials for the training, especially if they have not used the program before. 

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Meeting participants needs by allowing participants to choose their breakout rooms in order to engage in the protocols.

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Meeting participants needs by allowing participants to choose their breakout rooms in order to engage in the protocols.

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The facilitators used technology to navigate through the PPT, the PDFs, handouts, Zoom, videos, and Padlet.

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The work with the focus arc protocol and lesson study. It really allows participants to delve deeper into the study and think about student goal and understanding

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I find it really hard to keep up in the MOVING chat and work to determine points to raise up and other points to connect.

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Effective facilitators build a collaborative community of learners. Having participants know that they have support and can seek help or assistance from presenters/trainers are always a plus and I feel that if we are to be champions for Wit and Wisdom, we should lend ourselves to that commitment.

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The use of personal stories and metaphors that connected back to the content helped to build trust and understanding of the content. The stories shared are really encouraging me to be thoughtful/intentional about the stories I share and engage in more deliberate practice around those sections.

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Technology is used consistently throughout this session. I will need to master dividing the participants into the breakout rooms quickly and efficiently. I will also need all of the resources (handouts, video links, etc.) prepared and ready to share.

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Technology is used consistently throughout this session. I will need to master dividing the participants into the breakout rooms quickly and efficiently. I will also need all of the resources (handouts, video links, etc.) prepared and ready to share.

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Using breakout rooms required the use of technology.