MACUL_OnlinePLC

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Information about MACUL_OnlinePLC

Published on March 20, 2009

Author: sdbest

Source: slideshare.net

Description

MACUL 2009 Presentation on Online Professional Learning Communities

Creating an Online Professional Learning Community Stephen Best MACUL 2009

Stephen Best

MACUL 2009

Objectives Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation

Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation

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)

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)

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

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

What is a PLC? Professional

Professional

What is a PLC? Professional Learning

Professional

Learning

What is a PLC? Professional Learning Community

Professional

Learning

Community

Key Qualities of a PLC Led by teachers with open participation

Led by teachers with open participation

Key Qualities of a PLC Led by teachers with open participation Focus is on improving practice (and student learning)

Led by teachers with open participation

Focus is on improving practice

(and student learning)

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

Led by teachers with open participation

Focus is on improving practice

(and student learning)

Convene often with a general focus/goals

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

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

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

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

Problems of PLCs Range of implementation efforts called "PLCs", but few fit the original design or definition - Mandatory involvement

Range of implementation efforts called "PLCs", but few fit the original design or definition

- Mandatory involvement

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

Range of implementation efforts called "PLCs", but few fit the original design or definition

- Mandatory involvement

- Top down decision making and structure

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

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

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

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

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

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

Considerations Needs to be compelling for teachers to participate

Needs to be compelling for teachers to participate

Considerations Needs to be compelling for teachers to participate Should have a relatively short (up to 6 months) focus or reason for being initially

Needs to be compelling for teachers to participate

Should have a relatively short (up to 6 months) focus or reason for being initially

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

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

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

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

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

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

Design of the PLC Mix of small and large group activities or discussion

Mix of small and large group activities or discussion

Design of the PLC Mix of small and large group activities or discussion Incorporates strategies and tools to address the goal directly and easily

Mix of small and large group activities or discussion

Incorporates strategies and tools to address the goal directly and easily

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")

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")

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

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

Collaborative Tools for PLCs Wikis

Wikis

Collaborative Tools for PLCs Wikis Blogs

Wikis

Blogs

Collaborative Tools for PLCs Wikis Blogs Social Networks

Wikis

Blogs

Social Networks

Collaborative Tools for PLCs Wikis Blogs Social Networks "Sharing sites"

Wikis

Blogs

Social Networks

"Sharing sites"

Collaborative Tools for PLCs Wikis Blogs Social Networks "Sharing sites" Course Management Tools (i.e. Moodle)

Wikis

Blogs

Social Networks

"Sharing sites"

Course Management Tools (i.e. Moodle)

Collaborative Tools for PLCs Wikis Blogs Social Networks "Sharing sites" Course Management Tools (i.e. Moodle) Customized Sites

Wikis

Blogs

Social Networks

"Sharing sites"

Course Management Tools (i.e. Moodle)

Customized Sites

For More Information Email: [email_address] Web: webtools4learning.org Blog: catalyst.mmstlc.org

Email:

[email_address]

Web:

webtools4learning.org

Blog:

catalyst.mmstlc.org

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