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The Dialogic Learning Weekly #197

The Dialogic Learning Weekly #197
In Victoria, Australia, today we welcome the news that we have, most likely, eliminated coronavirus. The state recorded its 28th consecutive day of no new COVID-19 cases.
Although this gives me great hope, my thoughts immediately turn to family and friends, colleagues and connections, across the world who are facing a very different reality.
I hope you stay safe and well - my best wishes to all of you. Stay in touch and stay connected.
In today’s Dialogic Learning Weekly:
  • How are your stress levels?
  • A newly launched Dialogic Learning online course
  • Strategies to have deeper conversations

How are your stress levels?
Throughout this week the Stress Continuum has been regularly shared in my networks and I thought I would mention it here.
It was created by the Colorado Healthcare Ethics Resource who focus on creating “awareness of the impacts of the Covid-19 pandemic on Colorado’s healthcare workers and to develop a toolkit for healthcare workers”.
But you can see it is relevant for all of us.
How are your stress levels?
How are your stress levels?
Adapted from: Watson, P., Gist, R., Taylor, V. Evlander, E., Leto, F., Martin, R., Vaught, D., Nash, W.P., Westphal, R., & Litz, B. (2013). Stress First Aid for Firefighters and Emergency Services Personnel. National Fallen Firefighters Foundation. 
You may feel little to no impact, or you may feel an increased stress response. When stress is ongoing or severe, this can lead to severe distress, burnout, or traumatic responses. Personal experiences, support systems, coping mechanisms, external stressors, early life experiences, and the length of time we have felt increased stress can contribute to where we fall on the continuum of reactions. 
For what it is worth I am Yellow, SURVIVING “something isn’t right”, with more glimpses of green than I have had for some time.
The Stress Continuum
The Stress Continuum
As the Covid-19 pandemic has unfolded, the stressors on our healthcare workers have been on-going and complex.
cohcwcovidsupport.org  •  Share
Hexagonal Curriculum Mapping
I am excited to share with you that we have just published the second of our online courses. Designed and produced by my colleague Chad Ferris, the How to Design Learning Using Hexagonal Curriculum Mapping course is now live!
If you have never come across hexagonal curriculum mapping, it is a methodology to connect curriculum outcomes and collaborate on your learning design ideas.
Hex mapping in the wild!
Hex mapping in the wild!
We are excited to already have a large group of teachers pre-enrolled in the course, and it would be great if you explored our course info page below.
“Hexagonal Curriculum Mapping has initiated some of the most significant and powerful changes to teaching and learning our school has experienced”
How to Design Learning using Hexagonal Curriculum Mapping
How to Design Learning using Hexagonal Curriculum Mapping
The innovative approach to planning and design for all international curriculums.
courses.dialogiclearning.com  •  Share
How to have Deeper Conversations
In the New York Times, David Brooks has outlined a range of techniques and ideas to have deeper conversations. Here are nine strategies for deepening the dialogue.
  1. Approach (the conversation) with awe. 
  2. Ask elevating questions
  3. Ask open ended questions
  4. Make them authors, not witnesses
  5. Treat attention as “all or nothing”
  6. Don’t fear the pause
  7. Keep the gem statement front and centre
  8. Find the disagreement under the disagreement
  9. Use the midwife model
Explore the link below to see the full explanation of each strategy. A couple that stand out to me are the importance of undivided attention (5) and how Brooks explains there is no middle ground. Staying actively present is one of the great challenges of our time.
I also appreciated the notion of “authors, not witnesses” (4) in which we revisit events through talk and continue to add new layers of meaning, “coating” the experience with a new perspective. In many ways, this describes what happens when you experience dialogue - we pass meaning through our different perspectives, and in turn we create new meaning together.
Approaching the conversation, and each other, with awe is a great provocation (1). How do we reframe the encounter? It makes me think of the biases and assumptions we carry into conversations.
The people who have great conversations walk into the room expecting to be delighted by you and make you feel the beam of their affection and respect.
Which ideas resonate with you?
Nine Nonobvious Ways to Have Deeper Conversations
Nine Nonobvious Ways to Have Deeper Conversations
The art of making connection even in a time of dislocation.
www.nytimes.com  •  Share
Learning Growth and Assessment Course
A reminder that our SOLO Taxonomy online course is open for enrolment. You can join me, Chris Harte and get immediate access to all this good stuff:
  • 5 chapters
  • 33 lessons
  • 27 video lessons
  • 238 minutes of video
  • 15 pdf templates and thinking tools
  • 100 page guided workbook
  • 2 instructors
  • 1 micro-credential
🤯 
How to Capture Learning Growth with the SOLO Taxonomy
How to Capture Learning Growth with the SOLO Taxonomy
This exploratory course in the SOLO Taxonomy will better equip you to find, classify and act upon signals of learning growth.
courses.dialogiclearning.com  •  Share
–
Thanks for joining me this week - I will leave you with these words from David Brooks.
Deeper conversations help people become explicable to each other and themselves. You can’t really know yourself until you know how you express yourself and find yourself in another’s eyes. Deeper conversation builds trust, the oxygen of society, exactly what we’re missing right now.
In dialogue we trust
~ Tom Barrett
Did you enjoy this issue?
Tom Barrett from Dialogic Learning

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