Professional Learning Strategy
As an educator my vision is for students to evolve into self-directed learners, ultimately leading to increased motivation and enhanced student achievement. My innovation plan is designed to offer students that opportunity to participate in a student-centered learning environment featuring heightened personalization and teacher-facilitated support.
To achieve this objective, I developed an implementation outline in collaboration with my BLIT team, guiding me in the successful transition to Blended Learning on my campus, where I serve. I intend to present our plan to the administration team in May 2024 and subsequently share it with our 6-8 Reading teachers in August 2024.
To enrich our teachers' understanding of blended learning, I have crafted a Professional Learning (PL) plan designed to immerse them fully in a differentiated learning environment that caters to their specific needs. The participants, including both the Administration and 6-8 Reading Teachers, will actively participate in a meticulously planned blended learning setup led by the Blended Learning Implementation Team (BLIT). The BLIT will execute three distinct station rotations, shaping a personalized blended learning experience.
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At Station One, the BLIT will take the lead, offering differentiated lessons tailored to the understanding of each participant. Also Station 1 will provide a self-directed learning experience, empowering participants to utilize technology and select articles, videos, and readings. Finally, Station Three acts as a collaborative space where Administrators and 6-8 Reading Teachers engage in discussions to deepen their collective knowledge. This student-centered model not only grants participants choice, ownership, and voice but also cultivates collaboration and critical thinking skills.
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THE BIG PICTURE
While UbD demands more meticulous attention, I believe that combining both methods yields the greatest benefits in course design. Starting with Fink’s 3-column table and then elaborating it into the UbD framework has resulted in a comprehensive course development. Both the 3-column table and the UbD template provide effective approaches for designing meaningful courses for learners. The 3-column table serves well in grasping the broader goals, ensuring significant learning by maintaining a balance across all essential areas. On the other hand, UbD proves valuable in examining finer details and specific focuses that learners will engage with throughout the course.
3 Column Tables
Ubd
Organizing My PL Plan
“Choose when, where, what, and/or how fast or slow they are learning and understand they have the power to pause, rewind, or fast-forward instruction based on their unique needs” (McLester, 2011).
We planned our sessions to differ from the typical "Sit & Get" model commonly observed in most professional learning (PL) sessions. The traditional approach, lacking movement, discourse, and active engagement, wouldn't have fulfilled the essential requirements for effective PL for our learners. Hence, the BLIT Team opted for a different strategy, introducing the "Go & Show" PL model, which incorporates the 5 Principles of Effective Professional Development outlined by Gulamhussein
PL OUTLINE
This outline explains the first session of workshop courses. We'll meet for 25 minutes each week for the next several months, and you can work on your own or with peers outside these sessions. Mentors will be available for support throughout the entire course.
Workshop 1 – Introduction to Blended Learning (August 23)
Workshop 2 – Exemplary Argumentative Blended Learning Lesson
Workshop 3 – Introduction to Blended Learning and COVA (Choice, Ownership, Voice, and Authentic Learning)
Workshop 4 – Introduction to Blended Learning and CSLE (Collaboration, Communication, Creativity, and Critical Thinking)
Workshop 5 - Introduction to Blended Learning and Growth Mindset
References:
Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high stakes accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
Harapnuik, D., Thibodeaux, T., Cummings, C. (2018). Choice, ownership, and voice through authentic learning [eBook]. Creative Commons License. http://tilisathibodeaux.com/wordpress/wp-content/uploads/2019/04/COVA_eBook_Jan_2018.pdf ​
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McLester, S. (2011, October). Building a blended learning program. District Administration, v47 n9, p40-42, 44, 46–48, 53 Oct 2011.
https://eric.ed.gov/?q=Building+a+Blended+Learning+Program+McLester%2c+Susan&id=EJ962531