Designing Effective Professional Learning Experiences

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Designing Effective Professional Learning Experiences. Christina Steinbacher -Reed. Good Morning! . Please take the Instructional Coaches Needs Survey. Include your name so I can provide you with differentiated support. New additions to the group Cool-Stuff-Share Matt DeWire - PowerPoint PPT Presentation

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Designing Effective Professional Learning Experiences

Christina Steinbacher-ReedDesigning Effective Professional Learning ExperiencesGood Morning! Please take the Instructional Coaches Needs Survey. Include your name so I can provide you with differentiated support.

New additions to the group

Cool-Stuff-Share Matt DeWire

Wiki - ????

A Quick ReviewPIIC 4 Elements Penn Literacy Network (PLN) http://www.pacoaching.org/ Resource Guide - http://www.instituteforinstructionalcoaching.org/Roles of the CoachUnderstanding the Change Process - CBAMTodays Essential QuestionsWhat are the needs of adult learners?

What are the characteristics of effective professional development?

What are Learning Forwards standards for professional learning?

How do you design an effective presentation?Familiar feeling? Planning PD On the FlyName that Tune!Four Corners

Identify the song that describes your comfort level with facilitating whole group professional development Which song best describes your comfort level? Help!

I Still Havent Found What Im Looking For

I Can See Clearly Now

Change the WorldTalk Amongst YourselvesIn your group, introduce yourself and your role as it relates to providing professional development to teachers

Explain to your group why you chose this cornerWhat are your needs as an adult learner? Ink-Pair-ShareWhat are the needs of adult learners?Knowles Five assumptions:

1. Dependent to independent to self-directed

2. Variety of experiences serve as resources in acquiring new knowledge

3. Readiness to learn becomes increasingly related to the developmental tasks of social roles What are the needs of adult learners? 4. Perspectives change from delayed to immediate application and from content-centered to practice-centered

5. Increased by internal factors rather than external factorsIMPACT 6 Refocusing 5 Collaboration 4 Consequence

TASK3 Management

SELF2Personal1 Informational0 Awareness

How does adult learning theory relate to CBAM?Astrid/CynthiaPg. 12 6 #7

I would put this in the context of one of the formative assessment strategies as I explained each stage.EX. At my school, as a teacher leader, I am working with putting the math objective in student friendly language with several of the grade levels..The first three stages in the change process focus on how the change will effect the person (teacher). One of the teachers is still asking for more information. What should I be doing? Why is it important? Why cant I just put up the learning target or objective from the book? I dont get what you want me to do.

The next phase deals with the task:One grade level (3 teachers) attended all the inservices and are still writng the objective on the board and just telling the kids what they will learn. They are asking questions like; I dont have time to read the lesson and think about the language for the kids? I tell the kids what they are to learn but it isnt making any difference.

Impact is the next stage:One grade level is sharing statements such as- The kids totally stayed focused on the math. Thinking about the math and writing it on the board kept me focused. As a team we are writing the kid friendly language together and sharing it so all the classes have the same objectives.Help participants understand that it is the language from the individual teachers that will help them as leaders think about where their staff is in the change process of implementing the innovation. Teachers can move between stages however most of their comments will reside in one of the three big areas.Following the explanation, participants should have a five-minute table discussion to share what these stages mean to them at this point in their learning.12Generational Value DifferencesSilence Generation (Age 66-83) Boomer Generation (Age 47-65)

Gen X (Age 31-46)

Millennial (Age 18-30)Principles of Designing Professional Learning ExperiencesThe Decision Making Cycle

Vygotskys Zone of Proximal Development Cambournes Conditions of Learning

Gradual Release of Responsibility The Decision Making CycleVygotskys ZPDTeachers thrive when instruction is aimed within their ZPD (instructional level)

What can teachers already do?

What can your teachers almost do?

Based on what your teachers have been working on, what makes sense to do next? If the coach chooses to work on something too far outside the ZPD, teachers are likely to become frustrated.

If the coach chooses to work on something that is easy for the teacher, teachers are likely to become bored.The delicate dance of choosing the right focus for a whole group of teachers during professional development is the same dance teachers perform as they design lessons

Your principal has asked you to do a presentation with the entire school during the next in-service day. She has asked you to focus the presentation on implementing content-based literacy strategies. You feel as though some teachers already have a handle on this while others are using but confusing. There are a few teachers in which this concept will be totally new to them. Keeping in mind ZPD, how will you approach this presentation? Gradual Release of Responsibility I do, you watchI do, you helpYou do, I helpYou do independently

You have been assigned to work with three new teachers to teach them summarizing strategies. Given the constraints of your current coaching role, how can you best teach them this strategy keeping in mind the GRRM?

I do

We do

You do - What are the characteristics of effective professional development? Revisit your Type 1 writing on the most powerful professional development experience that you have engaged in during your career.

Compare this experience to the needs of adult learners, ZPD, and GRRM.

How does it compare? Characteristics of effective professional development T/F____ Focuses on specific subject related content ____ Focuses on pedagogy (teaching practices) ____ Is collaborative ____ Sustained and on-going over time ____ Connected to other aspects of school change ____ Includes job-embedded support ____ Includes opportunities for reflection and inquiryReturn to your description of a powerful professional learning experience.

Which characteristics of effective professional learning applied to this experience?Which of these characteristics is the most important? ____ Focuses on specific subject related content ____ Focuses on pedagogy (teaching practices) ____ Is collaborative ____ Sustained and on-going over time ____ Connected to other aspects of school change ____ Includes job-embedded support ____ Includes opportunities for reflection and inquiry

What are Learning Forwards standards for professional learning? Learning Communities Leadership Resources Data Learning Designs Implementation Outcomes What about resistant learners?Most rejection of new learning occurs when: It is imposed (McLaughlin, 1990)Is in the context of multiple, contradictory, and overwhelming innovations (Werner, 1988)Feel excluded from the design (Fullan, 1991)Is not related to the context of the teachers work (Little, 1993) It experienced alone and participants fear criticism from colleagues as elevating themselves on a pedestal (Fullan and Hargreaves, 1991)Think about a resistive learner with whom you work.

What do you think is the root cause of their resistance?

With this root cause in mind, how might you plan for or approach this learner in a whole-group presentation?How do you design an effective presentation?

Qualities of a good teacher transfer to qualities of a good presenter

Designing a good presentation is much like designing a good lesson plan

Remember ZPD and GRRM

BeforeNeeds Survey Logistics Audience Know your objectives (start with the end in mind)Know how this fits into the overall school improvement planKnow your audience (to the best of your ability)

DuringEstablish protocols as a appropriate Be flexibleto a point Be clear on the objectives Provide some level of voice and choice Provide opportunities for collaboration, movement, and formative assessment GRRMAfterMeaningful expectations for follow-up

Meaningful reflection

Meaningful evaluation Give One, Get OneReturn to your three column note-taking sheet

Add any final thoughts

Share your thoughts with a partner Conference Call Based on todays learning, complete the Conference Call

Please include your name so I can follow-up with you if needed. On-Line Tools for Planning Professional Learning ExperiencesTeam Time Meet with your district team to apply todays learning to your current situation.

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