Science Book Studies as PLCs - MSTA 2010

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Slides for the MSTA 2010 presentation titled "Science Book Studies as Professional Learning Communities"

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  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Time - able to comment or respond when on different schedules at your convenience
    Distance - Across the building, district, state or country
    Shared Interests - content, pedagogy
  • Effective and Efficient means of developing and sharing new resources, research and learning
    Methods and Means of Engagement - those listed
  • Effective and Efficient means of developing and sharing new resources, research and learning
    Methods and Means of Engagement - those listed
  • Effective and Efficient means of developing and sharing new resources, research and learning
    Methods and Means of Engagement - those listed
  • Effective and Efficient means of developing and sharing new resources, research and learning
    Methods and Means of Engagement - those listed
  • Effective and Efficient means of developing and sharing new resources, research and learning
    Methods and Means of Engagement - those listed
  • Effective and Efficient means of developing and sharing new resources, research and learning
    Methods and Means of Engagement - those listed
  • Effective and Efficient means of developing and sharing new resources, research and learning
    Methods and Means of Engagement - those listed















  • Posting questions if you are facilitating PLC (MMSTLC teacher leaders)
    share some sample questions: 1. Will the content be usable in classroom practice?
    2. What is strongest feature of book
    3. What aspects of book seemed problematic in what is written, or how it is structured?
  • Posting questions if you are facilitating PLC (MMSTLC teacher leaders)
    share some sample questions: 1. Will the content be usable in classroom practice?
    2. What is strongest feature of book
    3. What aspects of book seemed problematic in what is written, or how it is structured?
  • Posting questions if you are facilitating PLC (MMSTLC teacher leaders)
    share some sample questions: 1. Will the content be usable in classroom practice?
    2. What is strongest feature of book
    3. What aspects of book seemed problematic in what is written, or how it is structured?
  • Posting questions if you are facilitating PLC (MMSTLC teacher leaders)
    share some sample questions: 1. Will the content be usable in classroom practice?
    2. What is strongest feature of book
    3. What aspects of book seemed problematic in what is written, or how it is structured?
  • Posting questions if you are facilitating PLC (MMSTLC teacher leaders)
    share some sample questions: 1. Will the content be usable in classroom practice?
    2. What is strongest feature of book
    3. What aspects of book seemed problematic in what is written, or how it is structured?
  • Posting questions if you are facilitating PLC (MMSTLC teacher leaders)
    share some sample questions: 1. Will the content be usable in classroom practice?
    2. What is strongest feature of book
    3. What aspects of book seemed problematic in what is written, or how it is structured?
  • Posting questions if you are facilitating PLC (MMSTLC teacher leaders)
    share some sample questions: 1. Will the content be usable in classroom practice?
    2. What is strongest feature of book
    3. What aspects of book seemed problematic in what is written, or how it is structured?
  • Steve jump in on this

    During discussion let them know when 30 seconds are left so can switch speakers
  • Steve jump in on this

    During discussion let them know when 30 seconds are left so can switch speakers
  • Steve jump in on this

    During discussion let them know when 30 seconds are left so can switch speakers
  • Steve jump in on this

    During discussion let them know when 30 seconds are left so can switch speakers
  • Steve jump in on this

    During discussion let them know when 30 seconds are left so can switch speakers
  • Steve jump in on this

    During discussion let them know when 30 seconds are left so can switch speakers
  • Steve jump in on this

    During discussion let them know when 30 seconds are left so can switch speakers
  • If any MMSTLC teachers are present, let them talk as to usefulness
  • If any MMSTLC teachers are present, let them talk as to usefulness
  • If any MMSTLC teachers are present, let them talk as to usefulness
  • If any MMSTLC teachers are present, let them talk as to usefulness
  • If any MMSTLC teachers are present, let them talk as to usefulness
  • If any MMSTLC teachers are present, let them talk as to usefulness
  • Science Book Studies as PLCs - MSTA 2010

    1. 1. Science Book Studies as Professional Learning Communities
    2. 2. Introduction and Goals
    3. 3. Introduction and Goals • Introductions:
    4. 4. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan
    5. 5. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide
    6. 6. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide
    7. 7. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals:
    8. 8. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals: • Share how PLCs can be developed through book studies
    9. 9. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals: • Share how PLCs can be developed through book studies • Determine why this may be an effective and efficient means of conducting a PLC
    10. 10. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals: • Share how PLCs can be developed through book studies • Determine why this may be an effective and efficient means of conducting a PLC • Share resources and examples of PLC book studies in Practice
    11. 11. Why Conduct a PLC in this Manner?
    12. 12. Why Conduct a PLC in this Manner?
    13. 13. Why Conduct a PLC in this Manner? • Write down last professional book read
    14. 14. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share?
    15. 15. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share?
    16. 16. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited
    17. 17. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited
    18. 18. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of:
    19. 19. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of: • time
    20. 20. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of: • time • distance
    21. 21. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of: • time • distance • shared interests
    22. 22. Why Conduct a PLC in this Manner?
    23. 23. Why Conduct a PLC in this Manner? • As a means to engage with text to:
    24. 24. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice
    25. 25. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues
    26. 26. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice
    27. 27. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice • introduce and review new professional literature or research
    28. 28. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice • introduce and review new professional literature or research • deepen content knowledge
    29. 29. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice • introduce and review new professional literature or research • deepen content knowledge • develop or improve scientific inquiry practice
    30. 30. How to Develop a PLC Through Book Study
    31. 31. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format.
    32. 32. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals
    33. 33. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development?
    34. 34. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus?
    35. 35. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus? • Pedagogical understanding?
    36. 36. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus? • Pedagogical understanding? • Practice Centered?
    37. 37. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus? • Pedagogical understanding? • Practice Centered? • Discuss what might work for you with person next to you for 1 min.
    38. 38. How to Develop a PLC Through Book Study
    39. 39. How to Develop a PLC Through Book Study • Decide on Group Size and Audience
    40. 40. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues)
    41. 41. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff
    42. 42. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level
    43. 43. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group
    44. 44. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group • science department
    45. 45. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group • science department • curriculum specialists/consultants and science teachers
    46. 46. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group • science department • curriculum specialists/consultants and science teachers • Discuss what might work for you with person next to you for 1 min.
    47. 47. How to Develop a PLC Through Book Study
    48. 48. How to Develop a PLC Through Book Study • Decide on Format
    49. 49. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement)
    50. 50. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers
    51. 51. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals
    52. 52. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals • allows introduction and review of multiple titles individuals may not have time to review on their own, but wonder if they should read
    53. 53. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals • allows introduction and review of multiple titles individuals may not have time to review on their own, but wonder if they should read • posting of pre-determined questions
    54. 54. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals • allows introduction and review of multiple titles individuals may not have time to review on their own, but wonder if they should read • posting of pre-determined questions • Discuss what might work for you with person next to you for 1 min.
    55. 55. How to Develop a PLC Through Book Study
    56. 56. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex)
    57. 57. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups)
    58. 58. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title
    59. 59. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website
    60. 60. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website • moodle site
    61. 61. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website • moodle site • wiki site
    62. 62. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website • moodle site • wiki site • Discuss what might work for you with person next to you for 1 min.
    63. 63. Examples of MMSTLC Book Study as a PLC
    64. 64. Examples of MMSTLC Book Study as a PLC • Book List
    65. 65. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples
    66. 66. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet
    67. 67. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet
    68. 68. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet • Book Study and MMSTLC Resources
    69. 69. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet • Book Study and MMSTLC Resources • http://mmstlc.net

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