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Section C: CDP Q1 - Coggle Diagram
Section C: CDP Q1
Action-Learning
1. Action:
Shared/ common experience
- What actually happened?
- What historical events are significant in the situation?
- What picture emerges from the situation?
- How did the experience make you feel?
- Who was involved and what did they do?
2. Reflection:
making event more conscious
- re-examine event- try make sense
- various angles, objective view, assumptions and values
- It can make the unconscious aspects of the experience more conscious
- Why questions+ Who or What holds the power
- NO what it means for us questions.
- Why is this happening?
- What has helped in the situation and what has hindered it?
- What assumptions and values do people have in the situation?
- What will happen if the situation does not change?
- Who holds the power in the situation?
3. Learning: Reflection is NO guarantee that learning has taken place
- Learning is a process of distilling or drawing out the core generalized lessons
- identify future application
- find patterns in learning
- develop principles of what to do going forward
- figuring out what it means
- external input on patterns (what they think of the patterns)- only when invited
- What would you do differently if you were in a similar situation in the future?
- What new insights can you draw from this discussion which would make you do things differently in the future?
- What underlining values and principles of practice would have prevented this outcome (if it was a failure) or helped the outcome (if it was a success)
- What was confirmed? What new questions have emerged? What other theories help us to deepen these learnings?
**Resistance to learning:
- The activist (Action)**
Activists prefer immediate action and reflection; learning and planning are seen as a waste of time. All the focus is on getting things done with little or no “thinking” about what is really happening
2. The navel-gazer (reflection)
Navel-gazers prefer to spend lots of time on “serious thinking” and arguing the finer points. They intellectualize very easily and love debates
3. The easy learners(learning)
They want the “bottom line” very quickly. The emphasis is on quick answers - ready made solutions - they jump to learnings very easily, without taking the time to reflect on the actual experience, so that the learnings lack depth. Not enough ‘why’ questions
4. The blue-print people (planning)
They believe everything is in the plan and will spend days and weeks developing “the plan” (the blueprint), often with very little consultation and reflection on the past and often with just as little intention of actually executing the plan
4. Planning:
Key link between past learning and future action
Insights are now translated into decisions that will improve practice
What now + anticipated problems
- Steps
- Realistic; achievable
- How does insight help planning?
- So what does this mean?
- What are you going to start doing differently?
- How will you make sure that you do not repeat these unhelpful actions in the future?
- What steps will you use in building this new insight into your planning for the future?
- What do we have to let go or stop doing?
Action Learning is a more conscious form of the natural way that human beings learn from experience, from doing, from living. Simply put it is about learning from our experience, learning from our actions and then applying these learnings back into our next experience or our next action. It is about ongoing cycles of improved learning and doing.
Facilitators:
- Ability to listen deeply to what is said and what is not being said
- Ability to create an environment of trust
- Ability to encourage meaningful dialogue
- Ability to craft and pose questions that will support a culture of learning
- "travel through areas where gang fights happen"
- "we can't walk to the library, schools, shops"
- "pupils battle to concentrate because they hear gunshots"
Problem-posing
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Codes:
- presentation of wide spread problem
- Shows problem not the answer
- no codes of familiar people or places
- simple, clear, visible
- deal with familiar theme, strong feelings connected
- generative- ONE theme
- show one character people can relate to
- stimulates interest and touch hearts
- Avoid distracting detail
- ignites a conversation
- sense of community- bring light and warmth
6 Steps:
- Description- what do you see?
- First analysis- Why is it happening?
- Related to real life- Does it happen in your community?
- Related problems- Any other problems that come up because of this?
- Root causes- What caused this problem and why?
- Self-reliant action planning- What, How, When, Where?
Role of facilitator:
- Positionality, role and power
- Trust
- Conscious of assumptions
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- "duck and dive from the bullets"
- gang members hijacked the taxis teachers used
- missed out on school because of fear of being caught in a gang fight"
Productive Conversation
Effective inquiry:
mindful of tone + active listening
- What do you mean by that?
- What leads you to think that?
- Could you give an example?
- How do you feel about that?
- What might the view of others be?
- What might the data of others be that leads them to think differently?
- What might we be missing by looking at the issues this way?
Effective Advocacy:
- State your view
- Why you think that
- give data
- give example
- invite others to test thinking
Ladder of inference:
Take action
Form beliefs
Draw conclusions
Make assumptions
Select data
Pool of data
UP: Advocacy
Down: Inquiry
- Inquire into thinking
- Bring out many views
- Explicit views through explicit reasoning
- Listen to understand
- Root: turn together
- Result: think and informed, fresh ideas
Four Dialogic Practices:
Voice
- Speak what's true for you using your authentic voice
Suspend
- relax your perceptions and judgement
- see from different perspectives
Listen
- Listen as if in the other person's shoes
Respect
- Honour the legitimacy of another's stance or point of view
- "Our teacher's morale is low"
- "feel like our rights have been taken away"
- "gangsters must be locked up"
- "intensive programs implemented that work closely with problem children"
- "give us community centers where children can go to do activities so they don't get involved with gangs"
OBCD Framework
Initiation Phase
- Establishing relationships
- Gaining mutual (contextually grounded) understanding
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Aspect 1: Developing a collaborative & contextually-grounded understanding and building and strengthening relationships
- application of Taylor’s (2000) principles for gaining understanding
- being open to uncertainty and waiting for understanding to emerge
- being able to hold “macro” and “micro” level understanding concurrently
The ability to question:
- construct incisive questions that enable us to see and understand in new ways
- questions goes beyond using questions to ‘assess’ the situation
- questions that are ‘reservoirs’ for unlocking dialogue that allows individuals and groups to ‘turn together
The ability to listen and observe:
- unlock the opportunity for people to see and understand things afresh.
- can inspire people to see and hear things that they were not previously conscious of.
The ability to bring meaning:
- Storytelling and picture-building are two tools very often used to orchestrate the opportunity to bring and build on meaning.
- offer a tentative meaning through drawing on the careful listening, questioning, and observing being done ‘with’. This then acts as an invitation to refute, further construct, and shape the understanding
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