AoH in formal education
Yes -
I train educators to 'host learning'. We are implementing AoH (Participatory Learning) in community colleges (in NM, KY, OH, MI, and RI - these are all USA states), adult basic education and literacy programs (MT, OH, KY, MI, WV, RI, NM, OK - more USA states), and in a few 1 - 6th grade schools (6 to 12 years old - Texas).
In addition, my 10 month Transforming Learning course in which educators are trained to use AoH is hosted using AoH. The educators first love AoH/Participatory Learning as it supports their own learning - and then see its value in hosting interactive learner-driven learning environments, creating new ways for to deliver curriculum and build core standards, and for building of critical social capital skills that can serve the lifelong learning needs of all individuals to thrive in whatever the future (family, community, education, employment) might bring.
Using AoH is being looked at as a core capacity for establishing and supporting learning communities in community colleges (mostly aimed at vocational learning), specifically in Michigan, and I've been asked to present AoH as a means for developing learning communities in community colleges in Montana this spring.
I've presented and demonstrated Circle and World Cafe/AoH (as a 'taste' of Participatory Learning) at numerous national and regional conferences targeting services with: adult education, literacy, community college developmental education, and English Language Learning (ELL) education. I hear good things back from these participants - even with just a conference session sampling of AoH! Educators are taking back Circle and Cafe technologies and immediately implementing them!
While at ALIA Europe Institute ('10 & '11), I held a several conversations about AoH in education with educators at all levels from the UK, Netherlands, Italy, Denmark, and South Africa.
I believe Toke has been working with schools in Denmark in using AoH.
There was a short spirt of discussion in the fall '11 on the AoH listserv about AoH in education, but I was unable to participate very much due to a heavy travel schedule. If there is an interest in having a Skype conversation about AoH in education, I'd be willing to host that conversation.
Looking forward to build a great cohort group to share information and implementation, educator and learner feedback, and supportive research.
Laura Weisel
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It is a nice method to involve different generations, parents, the community around the school, etc. into an informal learning activity
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Replies to This Conversation
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Permalink Reply by Katharine Weinmann on
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Such a rich and exciting conversation, everyone.
I, too, have been using AOH for the last decade in learning and retreat events for educators, consultants, and leaders in our public school district (K to Gr 12), and am now coaching teachers to use it with students in classrooms, to engage our students in the co-design of their learning, to authentically and meaningfully engage our students.
My next "jump in" is to offer this training to our students. We have a global cafe in one high school and a growing international global network using technology, virtual classrooms, in another. Helping youth develop this practice, feel at ease in this practice, remember this practice, for me, contributes to a wise, compassionate and humane global citizenry.
Not only do I look forward to this ongoing conversation, but also, to the potential to partner with you in this work - again, meshing our experiences, cultures, perspectives, and hearts.
Thank you,
Katharine
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Permalink Reply by Ria Baeck on
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And it seems the conversation is not over yet...
I use AoH techniques in my leadership, ethics and other training programs at a local polytechnic. I'm not teaching the techniques though.I'm also working with some dialogue practitioners at the university introducing AoH to faculty & grad students.Happy to shate
John (Jack) Donovan------------------Dear Alexis,we have run a first process with aoh methods with 16year olds and do work in children participation since quite some time. The process with the 16 year olds has been easy, they worked towards creating their own projects - what are your more specific questions? We are in Austria / Vorarlberg ...best regards,Carmen-----------------Hi Alexis,I used OS in enaging grade eight boys in conversations around masculinity. The following is the abstract:Abstract:
The purpose of this research project was to engage boys in conversations that matter to them around the theme of masculinity and male youth culture. The research investigated the different ways boys collectively narrate how they are socialized to gender roles as a group. This exploration was in response to questions from Middle School staff and students curious about how to include boys in dialogue around gender-based violence prevention strategies.
The organizational design process of Open Space Technology was used to investigate how boys take up the invitation to explore the often thorny issues of how notions of masculinities shape their identity and how boys examine the potential limitations particular notions of masculinity may impose. The research suggests that Open Space Technology created a space within a school setting for multi-storied accounts of boys' relationships to masculinities to emerge.Since this time, I have used AoH methods, including OS to create dialogue around mental health issues and strategies, and violence prevention for young folks, parents and teachers within the school district. Challenging and rewarding work!All the best,Shannon----------------RE: AoH methods used to assess the gifts/assets of high risk, inner city male, school age, youth. In this case, a large urban school district enters into an agreement to use AoH as a means of discovery. Their plan - A new program that integrates a “gifts” focus along with the traditional “deficiency” based servicing focus. This project was a discovery of GIFTS.
In my experience, AoH practices can be used successfully in large urban schools at all grade levels. AoH creates a social architecture for learning, connection and trust.
The gifts, thoughts and creativity of the students were revealed through the following four questions and three café rounds:
What are you passionate about?
What do you like to learn?
What are you good at?
What do you know how to do that you would be willing to teach others?
Below is an excerpt from the Harvest:
HARVEST
Young Men’s Focus Group Sessions May 18-19, 2011
Submitted by - Dan Joyner, Stan Ross, Rosie Merkt
Date: June 2, 2011
Schools – Covedale, Walnut, Hays
Methodology – Peer Circle, Six Conversations, World Café – These three methods sometimes called “social technologies” were used interchangeably during the sessions. World Café offered the best chance to obtain the greatest amount of data in the time allotted to each session. Peer Circle and Six Conversations created sufficient opportunity for both convergent and divergent processes needed for building relationships and to amplify the conditions for learning.
The student, in every case (100%) was engaged in session activities. The processes empowered the students and enabled an “openness” that led to them freely offering their ideas. The processes seemed to create the conditions for respect.
Prior to the start of the sessions, the facilitators, Dan Joyner, Stan Ross and Rosie Merkt, discussed various roles and agreed to use a participatory action learning process. We had no contact prior to the first session.
We paid particular attention to “context” during the sessions i.e., listening deeply, we asked ourselves - are the questions personal and thought provoking, is there ample focus on possibilities and is there a focus on place and being in the moment. Not only did the experience yield a great deal of data, but we also noticed a real sense of “bigness” toward the event purpose, from among everybody in the room.
Other Observations:
Depth – Through our observations, reflections and analysis of the café tablecloths and session artifacts, several deeper patterns have become evident; “life matters” to the students and “they care”. We could clearly see that they “have a heart”.
Connections – The processes work, we could see the connections among the boys develop throughout each session. The boys recognized their commonality over their differences. At the conclusion, we asked Covedale and Walnut “Did you meet another boy today you didn’t already know before this meeting?” Covedale 4 of 12 said yes and at Walnut 12 of 12 said yes.
Conversations were respectful – We immediately noticed the tone/energy in the room, it made both boys and facilitators feel relaxed. There were no notable behavior issues. At Hays, the boys needed a little more coaching around the processes. Hays had a security staff member join our group. He was friendly and met the facilitator at the desk before the session He escorted the boys to and from the session with a military type language. He seemed very well suited for his work. During the session he commented that he noticed a difference in the tone/energy in the room and noticed the same relaxed feel emanating from the boys and himself. All the boys displayed exemplary behavior toward each other and the facilitators.
Professional development – During each session, the facilitators spent time in a small affinity group reflecting on their learning, observing the room, collating data, connecting ideas, paying attention to the processes and sharing knowledge about our own work, hopes and aspirations…
Warm Regards,
Dan Joyner
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and still some more...
Hi all!
Sharing some experiences:
I've been using some AoH methods in a high school setting, in the brazilian public school system. I teach two 50 minute classes a week, to each group of approximately 30 teenagers (15-17 years-old). Due to the general conditions of the system, I have to use homoeopathic doses. What I've been doing is basically call a circle once in a while, and use some variations of open space with harvest, to treat philosophical subjects.
I've had some amazing experiences. This has to do, I believe, with a transformation of the usual intellectualised model into something that involves feelings, emotions, and body. When I change the usual teacher-and-blackboard model into a circle and open it, the whole dynamics of the class changes from something arid and impersonal to a space-time where real people are talking about real things, eye to eye. There are tears, laughs, and truths spoken. Something we carry for life, and not only put in a drawer somewhere and forget.
But it's all very tentative, and I haven't quite got the hang of connecting these happenings with theoretical learning, which is also necessary. I find that the AoH methods work best to solve practical problems (like garbage, behaviour or rules discussion) and personal issues with the students, but when it comes to learning theoretical stuff it doesn't quite get to the point. But I think this is mostly due to my lack of experience with the tools, and to the lack of interest of students about theoretical stuff.
However, the old teacher-and-blackboard model doesn't work well either, when it comes to theoretical learning. During traditional classes, most of the students tend to be either asleep or thinking about other things, so I guess the problem is not really with the AoH tools, nor totally with my lack of experience with them. The AoH methods still leave me with a surplus in comparison to the blackboard model. Anyway, I think formal education can greatly benefit from the AoH practice, and that with a well-trained host the sky is the limit.
This is my experience, so far. Thanks for calling this discussion.
André. -
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more to read...
In Illinois there was a lot of discussion about “Social and Emotional Learning” and how AoH is a model of social and emotional learning for adults (and kids). We talked a lot about how important it is that the adults in a system be learning together in support of kids (and families) learning.
Caryn Curry is one in Illinois who’s done a tremendous amount with creating environments for social and emotional learning.
teresa
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