Take it back

1. 10 min

   Reflection round, one answer each, no discussion yet.

   What can you now do, judge, or say that you could not three sessions ago?

2. 15 min

   Find the insertion point in something you already run.

3. 10 min

   Write the commitment down. What, with whom, by when.

   How will you know whether it worked?

4. 10 min

   Read it to one person. They write down what they heard.

5. 5 min

   Print what you need before anybody leaves.

• Commitments with no date and no group. "I'll try this with my Year 10s at some point" is not yet a plan, and it will not be one by Thursday.
• A commitment that restructures a whole course. Ask which week of term it starts in; the one small insertion is what survives contact with a timetable.
• Answers to the reflection that are about enjoyment rather than capability. Small specific answers are the ones somebody can build on.
• Somebody who says nothing changed. Occasionally they are right, and it tells you who this session was pitched for.
• Turn the gate on them. If they cannot say how they will know their own session worked, that is the same weak answer they have spent three sessions learning to hear from somebody else.

• Do not accept the first version of a commitment. Ask which group, which week, which sheet, and make them write the answer.
• Saying a plan to somebody who writes it down makes it a different kind of object than a note to yourself.
• Get the printing done in the room. A sheet on a website is an intention; a sheet in a bag gets used, and this is the last moment you control.
• The reflection and the printing are what you sacrifice to the clock. The commitment and the witness are not negotiable, or the session ends in general enthusiasm and produces nothing.

The print pack: this plan and its sheets

• board on its own
• card on its own
• drill on its own