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Professional Learning Community at Work

Advances in Learning, Teaching and Technology. Professional Learning Community at Work. Delwyn L. Harnisch University of Nebraska-Lincoln Lincoln, Nebraska, USA. The Need for Quality Education. Changing global economy Scarce resources for education Changing global workforce

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Professional Learning Community at Work

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  1. Advances in Learning, Teaching and Technology Professional Learning Community at Work Delwyn L. Harnisch University of Nebraska-Lincoln Lincoln, Nebraska, USA

  2. The Need for Quality Education • Changing global economy • Scarce resources for education • Changing global workforce • New technologies needed for increased productivity • Employees need new skills to advance or maintain their current position • Training needs to be done more efficiently and faster • Real world connections to learning are essential • Increased reliance on technology tools for collaboration • CNN images of real-time conditions • Cell phones, iPhones • Computers, Web 2.0 tools for collaboration • iPods

  3. Good Collaboration Tools • Promote communication (Skype) • Share a diagram, photograph, paper, or similar objects (Powerpoints, Picasa) • Allow natural interactions (Facebook) • Document construction (Google Docs) • Geographic richness (Google Earth, Wikimapia) • Be easy to use and learn

  4. Implications for Educators • Training in technology needed for children • Student-centered learning environment is essential • Course design is based on instructional and motivational factors that support student-centered learning • Technology used provides support for a student-centered learning community • Assessment provides data on student outcomes and the role the technology delivery system played in student learning.

  5. Instructional and Motivational Factors Meaningful and Relevant Student Centered Learning Environment

  6. Instructional and Motivational Factors Meaningful and Relevant Challenges and Standards Student Centered Learning Environment

  7. Instructional and Motivational Factors Meaningful and Relevant Challenges and Standards Student Centered Learning Environment Critical Thinking and Learning Skills

  8. Instructional and Motivational Factors Meaningful and Relevant Challenges and Standards Student Centered Learning Environment Critical Thinking and Learning Skills Climate and Context

  9. Instructional and Motivational Factors Meaningful and Relevant Challenges and Standards Student Centered Learning Environment Critical Thinking and Learning Skills Climate and Context Choice and Control

  10. Instructional and Motivational Factors Meaningful and Relevant Challenges and Standards Student Centered Learning Environment Critical Thinking and Learning Skills Interests and Creativity Climate and Context Choice and Control

  11. Instructional and Motivational Factors Meaningful and Relevant Challenges and Standards Student Centered Learning Environment Critical Thinking and Learning Skills Adapt to Individual Differences Interests and Creativity Climate and Context Choice and Control

  12. Instructional and Motivational Factors for Student-Centered Learning environment Meaningful and Relevant Social Interactions And Personal Relationships Challenges and Standards Student Centered Learning Environment Critical Thinking and Learning Skills Adapt to Individual Differences Interests and Creativity Climate and Context Choice and Control

  13. Technology Supported Instruction Real World Context

  14. Technology Supported Instruction Bookmarks for News & Events http://www.ianr.unl.edu/kendrick/jgk.htm Real World Context Connections to Outside Experts

  15. Technology Supported Instruction Wild Ride http://www.intel.com/education/ Real World Context Connections to Outside Experts Visualization and Analysis Tools

  16. Technology Supported Instruction Online Resources Real World Context Connections to Outside Experts Visualization and Analysis Tools

  17. Technology Supported Instruction Real World Context Scaffolds for Problem Solving Connections to Outside Experts Visualization and Analysis Tools

  18. Technology Supported Instruction Real World Context Opportunities for Feedback, Reflection And Revision Scaffolds for Problem Solving Connections to Outside Experts Visualization and Analysis Tools

  19. Characteristics of a Learning Community Shared Interest

  20. Characteristics of a Learning Community Shared Interest Shared Respect

  21. Characteristics of a Learning Community Shared Interest Shared Respect Range of Skills

  22. Characteristics of a Learning Community Shared Interest Shared Respect Range of Skills Teamwork

  23. Characteristics of a Learning Community Shared Interest Shared Respect Tools for Sharing Multiple Perspectives Range of Skills Teamwork

  24. Characteristics of a Learning Community Shared Interest Goal: Knowledge Production Shared Respect Tools for Sharing Multiple Perspectives Range of Skills Teamwork

  25. Professional Learning Communities(PLC)

  26. Focus with Purpose on Learning • We will be a school with an unrelenting focus on learning. All students are expected to succeed; failure is not an option… • Ultimately, it will be the responsibility of the student and his/her parents to take advantage of the support available.

  27. Motivators of PLC Efforts • We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. • We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high performing teams. • We assess our effectiveness on the basis of results rather than intentions.

  28. Prerequisites for Advancing on the PLC Continuum • The schools that develop as PLC’s are those who take action. The best way to develop capacity to function as a PLC is to engage in PLC practices.

  29. Purposeful Steps in Becoming PLC • Clarify the essential knowledge and skills each student will acquire as a result of each unit of instruction, grade level, and/or course. • Implement systems to monitor each student’s mastery of essential learning on a timely basis. • Implement systems to ensure that students who are not learning are provided additional time and support during the school day. • Organize the staff into collaborative teams and provide them with time to meet during the school day.

  30. Purposeful Steps in Becoming PLC • Insist each team demonstrates it focus on the critical questions by requiring every team to develop the products associated with those questions. • Insist each team identifies and pursues a SMART Goal that can only be achieved if members of the team working together interdependently. • Implement a systematic process to ensure that each team develops common assessments.

  31. Purposeful Steps in Becoming PLC • Implement a process to ensure that each teacher is provided with information on the success of his or her students in achieving the essential outcomes, as measured by common assessments, in comparison to other students. • Give every teacher the benefit of the support of colleagues in assessing student learning and developing strategies to improve upon the results. • Implement strategies to celebrate the work of teams and progress of your school

  32. “It’s time for a new conception of the school principal, one based on a skilled passionate, moral commitment to students’ and teachers’ learning- and to the leader’s own learning” (Barth)

  33. International Context Japan Singapore The Netherlands Ukraine RUSSIA South Africa

  34. …and the ultimate Learning Community

  35. Leadership Team Qualities • Choice—people who want to be there, to have appropriate responsibilities, be involved in discussions about strategies and be listened to. • Competence—people who have the skills to do the work that is expected of them. • Purpose—people who understand the importance of their role in the enterprise. • Recognition—people who are given feedback (continuous), have their work recognized and celebrated. • Comfort—people who enjoy the task and look forward to continuing engagement with colleagues. • Progress—people who know that progress is being made (small goals met) against an agreed upon schedule and process. • Enthusiasm—people who are able to communicate their enthusiasm and vision for the work that is being done beyond the team.

  36. Essentials Steps for Quality Higher Education Classes • Faculty prepared to teach higher education classes • Learning is student-centered • The technology fits the content • Students must be informed how to succeed • Close personal interaction • Variety of appropriate technology tools • Appropriate assessment methods

  37. Our Task as Educators • Rethink the concept of school • Add learner-centered collaborative activities • Technology supported inquiry-based learning

  38. Advances in Learning, Teaching and Technology Professional Learning Community at Work Delwyn L. Harnisch

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