Personalizing teacher pd with digital tools to self direct learning
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The document advocates for a change in professional development (PD) for teachers by promoting collaborative, personalized, and flexible learning options that accommodate teacher and student needs. It emphasizes using diverse resources and tools to engage a broader range of teachers and improve classroom application of learnt strategies. Additionally, it outlines methods for determining relevant PD offerings based on student data and teacher input to enhance overall teaching quality and effectiveness.
Personalizing teacher pd with digital tools to self direct learning
- 1. + Personalizing PD: Digital Self Directed Learning Kelli Mallory, Ed.D. integralmathematics@gmail.com
- 2. + Why a need for change? The Current Reality District leaders offer PD sessions they design at a time convenient for their calendars. Teachers don’t sign up, or sign up and do not actually attend Those that do attend are the same teachers who attend everything else. Discussions in sessions become monologues instead of dialogues without a diverse group of teachers attending Little classroom follow through is observed by leaders, while little support is available to teachers
- 3. + Why a need for change? The Preferred Reality District leaders and teachers collaborate on choices, including teacher led learning, both on and offline. Teachers learn anytime, anywhere, to meet their own needs and their students needs Engage more teachers in professional learning Discussions are rich, relevant, meaningful, and collaborative. Classroom follow through increases as teachers support each other in applying learning together
- 4. + How can we change? Increase teacher choice and control and provide options for teachers to connect to the learning outcomes for students. Makes learning relevant and more meaningful Increases likelihood of sustained change in classrooms Positively impacts student performance Increases the quality and quantity of professional development for all teachers
- 6. + What Guides Professional Learning Decisions?
- 8. + How do we decide what to offer for credit? Review student data to drive focus areas. Examine how the options fit the district needs and initiatives. Explore the potential impact of the learning on students. Ask teachers what they need or what interests them and compile a set of choices.
- 9. + What learning choices can we give teachers? Book or article study Digital research Videos and Demonstrations Websites that support best practices or teaching ideas Webinars MOOCs (Massive Open Online Courses) Digital collaboration for planning and improvement aka working in a true PLC
- 10. + Tools for Products of Learning After teachers have sought learning, have them share their learning through collaborative tools and make a plan for how to apply learning in their classroom. Use a Lucid Chart to share action steps for a plan to implement learning. Use a poster format on Edu Glogster to visually show learning or capture images of applications in the classroom. Create a SMORE newsletter to share with others and connect new learning to prior knowledge or other known applications. Add photos of students enjoying the new methods.
- 11. + Tools for Collaborating about Learning Teachers can collaborate virtually in many ways. These tools can be used for lesson planning and refinement, or can be leveraged to share learning together. Share lessons, documents, presentations, and worksheets in Google Drive or use Google Hangouts to have a virtual on- demand session around a topic of interest, or try a Google Group such as this group on Digital PLCs. Create lessons and share them for editing by users of a common community, including allowing commenting by global user groups to gain feedback and refine lessons for students. Programs such as Edusmart and other curriculum products have user communities for this reason.
- 12. + More Tools for Collaboration and for Digital PLCs A few other ideas for collaboration around a discussion topic or continual improvement: Join Me – a site for online meetings and screen sharing in a team Twitter chat - a live conversation on Twitter usually filtered with a hashtag. Click here for a schedule of current chats on education topics. Padlet (formerly WallWisher) – a virtual post-it note board to brainstorm and store lots of ideas. Each wall can be a question or topic forum. The school version is called Backpack. Today’s Meet – create a backchannel to any PD session, or use it as a classroom tool to elicit feedback from students on the lesson or student learning. Edmodo – A social network in education. Collaborate in learning communities as adults, and set up student communities in classrooms. Wikispaces – A hosting site for a classroom community blog, or to set up a PLC group for collaborating around lesson development with a team.
- 13. + How Can You Change the Definition of Professional Learning in your District? What are some of your ideas. Take this exit survey and lets collaborate! All responses will be shared on a public site through the Google form. Contact Information: Kelli Mallory, Ed.D. integralmathematics@gmail.com Twitter Handle: @mathcutups Jon Maxwell, Ph.D. JonathanMaxwellTX@yahoo.com Twitter Handle: @M0301587 Sandeep Kumar Sandeep.Kumar@edusmart.com Twitter Handle: @ES_STEM
Editor's Notes
- #3: JM: What about changing the 4th bullet to: Discussions in sessions become Monologues instead of Dialogues without a diverse group of teachers attending. 5th bullet to: Little classroom follow through observed by leaders, while little support is available to teachers. KM: I like these changes and made them to the slide
- #4: JM: This is a lot of information. Could we shorten the bullet points to short phrases or statements (2-3 words) and then explain as we present? I just know that if there is too much information on the slides, attendees can tune out things. KM: I agree for the session that we can adjust but what about for the proposal submission?
- #7: JM: We can discuss the following as we go over this slide: Data-Driven Needs Assessment Aligned with campus goals, state and district learning standards, assessments, and professional learning activities including formative teacher evaluation Aligned with school, grade level, and/or classroom needs Based on qualitative and quantitative data Collaborative Planning Encourage teachers to facilitate the learning activities rather than having them organized by administrators Provide opportunities for teachers to offer input about topics for professional development Keep topics practical and applicable rather than theoretical and philosophical Teachers research strategies or concepts Focus on content and modeling of teaching strategies for the content Actively plan to support pedagogical content knowledge Active, Collaborative Learning Inclusion of opportunities for active learning of new teaching strategies Provision of opportunities for collaboration among teachers Provide options to support different learning styles Embrace teachers’ variety of experiences as learning opportunities Facilitate dialogue among educators geared towards problem solving Create a system-wide culture that welcomes diversity, openness, and critique Implementation with Guided Support Inclusion of embedded follow-up and continuous feedback Just-in-time support Facilitate dialogue among educators geared towards problem solving Create a system-wide culture that welcomes diversity, openness, and critique Support alternate theories and varied reflections to drive discussions, debate, and problem solving Evaluation & Metacognition Provide time for teachers to collaborate to discuss issues, problem solve, modify lesson design, and brainstorm solutions Utilize assessments (formative) to determine growth (positive or negative) and next steps Should include a balanced assessment approach Facilitate dialogue among educators geared towards problem solving Create a system-wide culture that welcomes diversity, openness, and critique Support alternate theories and varied reflections to drive discussions, debate, and problem solving
- #12: JM: Link the Edusmart hyperlink to the screencast video on lesson sharing
- #14: KM: I’m linking a google form as the exit survey for the session so that we can get collaborative input on ideas generated by the participants. I want to post the comments they make somewhere that will be the collaborative site for this session, as a model for what we will have been discussing in the session. What do you suggest as a place to post that where folks could come back to it? I can make a google folder with the info in there and share the link to the folder in the handout or on the slide as a tiny url as one way, or we can create another place.