MACUL_OnlinePLC
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The document discusses professional learning communities (PLCs) and strategies for creating online PLCs. It defines PLCs as teacher-led groups that focus on improving practice and student learning. It notes that many PLC implementations fail to follow the original design of being voluntary and teacher-driven. The document recommends that online PLCs be compelling for teachers, have a focused short-term goal, emphasize collaboration over cooperation, and utilize tools like wikis, blogs, and social networks to facilitate collaboration.
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MACUL_OnlinePLC
- 1. Creating an Online Professional Learning Community Stephen Best MACUL 2009
- 2. Objectives Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation
- 3. Objectives Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation Consider strategies for online PLCs by analyzing examples of such sites and what works (and doesn't work)
- 4. Objectives Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation Consider strategies for online PLCs by analyzing examples of such sites and what works (and doesn�t work) Show tools that allow you to create your own online PLC
- 5. What is a PLC? Professional
- 6. What is a PLC? Professional Learning
- 7. What is a PLC? Professional Learning Community
- 8. Key Qualities of a PLC Led by teachers with open participation
- 9. Key Qualities of a PLC Led by teachers with open participation Focus is on improving practice (and student learning)
- 10. Key Qualities of a PLC Led by teachers with open participation Focus is on improving practice (and student learning) Convene often with a general focus/goals
- 11. Key Qualities of a PLC Led by teachers with open participation Focus is on improving practice (and student learning) Convene often with a general focus/goals May have a discernible outcome or product
- 12. Problems of PLCs Range of implementation efforts called "PLCs", but few fit the original design or definition - Mandatory involvement - Top down decision making and structure - Skill or task focused - No ownership for participants Not the same as other types of PD
- 13. Problems of PLCs Range of implementation efforts called "PLCs", but few fit the original design or definition - Mandatory involvement
- 14. Problems of PLCs Range of implementation efforts called "PLCs", but few fit the original design or definition - Mandatory involvement - Top down decision making and structure
- 15. Problems of PLCs Range of implementation efforts called "PLCs", but few fit the original design or definition - Mandatory involvement - Top down decision making and structure - Skill or task focused
- 16. Problems of PLCs Range of implementation efforts called "PLCs", but few fit the original design or definition - Mandatory involvement - Top down decision making and structure - Skill or task focused - No ownership for participants
- 17. Problems of PLCs Range of implementation efforts called "PLCs", but few fit the original design or definition - Mandatory involvement - Top down decision making and structure - Skill or task focused - No ownership for participants Not the same as other types of PD
- 18. Considerations Needs to be compelling for teachers to participate
- 19. Considerations Needs to be compelling for teachers to participate Should have a relatively short (up to 6 months) focus or reason for being initially
- 20. Considerations Needs to be compelling for teachers to participate Should have a relatively short (up to 6 months) focus or reason for being initially Collaboration is critical - not just cooperation
- 21. Considerations Needs to be compelling for teachers to participate Should have a relatively short (up to 6 months) focus or reason for being initially Collaboration is critical - not just cooperation Should relate to the teaching being done, not just an idea
- 22. Considerations Needs to be compelling for teachers to participate Should have a relatively short (up to 6 months) focus or reason for being initially Collaboration is critical - not just cooperation Should relate to the teaching being done, not just an idea Relies on trust, common goals, and shared experiences
- 23. Design of the PLC Mix of small and large group activities or discussion
- 24. Design of the PLC Mix of small and large group activities or discussion Incorporates strategies and tools to address the goal directly and easily
- 25. Design of the PLC Mix of small and large group activities or discussion Incorporates strategies and tools to address the goal directly and easily Provides incentives to build participation (enough to make it a "habit")
- 26. Design of the PLC Mix of small and large group activities or discussion Incorporates strategies and tools to address the goal directly and easily Provides incentives to build participation (enough to make it a "habit") Establishes norms of practice
- 27. Collaborative Tools for PLCs Wikis
- 28. Collaborative Tools for PLCs Wikis Blogs
- 29. Collaborative Tools for PLCs Wikis Blogs Social Networks
- 30. Collaborative Tools for PLCs Wikis Blogs Social Networks "Sharing sites"
- 31. Collaborative Tools for PLCs Wikis Blogs Social Networks "Sharing sites" Course Management Tools (i.e. Moodle)
- 32. Collaborative Tools for PLCs Wikis Blogs Social Networks "Sharing sites" Course Management Tools (i.e. Moodle) Customized Sites
- 33. For More Information Email: [email_address] Web: webtools4learning.org Blog: catalyst.mmstlc.org