Skill Builder: Archived Page

June 21, 2010

Scaffolding Trust & De-Privatizing Practice: Using the Text as Expert

As professional communities strive to create cultures of collaboration and shared practice, individual vulnerabilities can sometimes become barriers to sharing instructional successes and challenges. De-privatizing practice requires a level of trust and risk-taking that must be cultivated over time.

Developing collaborative groups demands attention to the processes used during dialogue to assure that the environment is safe to learn and grow together. The use of "text as the expert" provides groups opportunities to explore the content of a topic as opposed to reacting or responding to the presenter. When everyone has access to the text, conversation deepens, and schema is constructed with invitation opportunities for all stakeholders. Further, it allows the individuals in the group a chance to practice inquiring about specific statements in the text, to challenge possible underlying assumptions of the writer, and to delve deeper into the connections to their own practice.

Reflection

What questions might be important for the group to reflect upon in order to build awareness of necessary skills for ongoing collaboration and meaningful dialogue?

	Home About Adaptive Schools Adaptive Schools Leadership Seminars Future Training Events Adaptive Schools Foundation Training Dates Summer Leadership Institute Presentation, Facilitation, Consulting, & Polarity Management Seminar Dates Adaptive Schools Trainers' Forum Adaptive Schools Trainers' Meeting Becoming a Trainer Resources & Products Skill Builder Contacting Us	Archive Previous Page Skill Builder: Archived Page June 21, 2010 Scaffolding Trust & De-Privatizing Practice: Using the Text as Expert As professional communities strive to create cultures of collaboration and shared practice, individual vulnerabilities can sometimes become barriers to sharing instructional successes and challenges. De-privatizing practice requires a level of trust and risk-taking that must be cultivated over time. Developing collaborative groups demands attention to the processes used during dialogue to assure that the environment is safe to learn and grow together. The use of "text as the expert" provides groups opportunities to explore the content of a topic as opposed to reacting or responding to the presenter. When everyone has access to the text, conversation deepens, and schema is constructed with invitation opportunities for all stakeholders. Further, it allows the individuals in the group a chance to practice inquiring about specific statements in the text, to challenge possible underlying assumptions of the writer, and to delve deeper into the connections to their own practice. Reflection What questions might be important for the group to reflect upon in order to build awareness of necessary skills for ongoing collaboration and meaningful dialogue?