5. Introduction and Goals
• Introductions:
• Nancy Williams, Stephen Best; Univ. of Michigan
• MMSTLC used this format state-wide
6. Introduction and Goals
• Introductions:
• Nancy Williams, Stephen Best; Univ. of Michigan
• MMSTLC used this format state-wide
7. Introduction and Goals
• Introductions:
• Nancy Williams, Stephen Best; Univ. of Michigan
• MMSTLC used this format state-wide
• Goals:
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. 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. 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
13. Why Conduct a PLC in this Manner?
• Write down last professional book read
14. Why Conduct a PLC in this Manner?
• Write down last professional book read
• Were there things you wished you could share?
15. Why Conduct a PLC in this Manner?
• Write down last professional book read
• Were there things you wished you could share?
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. 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. 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. 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. 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. 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
23. Why Conduct a PLC in this Manner?
• As a means to engage with text to:
24. Why Conduct a PLC in this Manner?
• As a means to engage with text to:
• develop reflective practice
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. 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. 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. 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. 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
31. How to Develop a PLC Through
Book Study
• Questions need to be asked regarding:
goals, group-size, and format.
32. How to Develop a PLC Through
Book Study
• Questions need to be asked regarding:
goals, group-size, and format.
• Decide on Goals
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. 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. 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. 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. 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.
39. How to Develop a PLC Through
Book Study
• Decide on Group Size and Audience
40. How to Develop a PLC Through
Book Study
• Decide on Group Size and Audience
• individuals (2 or 3 colleagues)
41. How to Develop a PLC Through
Book Study
• Decide on Group Size and Audience
• individuals (2 or 3 colleagues)
• entire staff
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. 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. 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. 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. 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.
48. How to Develop a PLC Through
Book Study
• Decide on Format
49. How to Develop a PLC Through
Book Study
• Decide on Format
• one text - shared forum (e.g. school improvement)
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. 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. 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. 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. 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.
56. How to Develop a PLC Through
Book Study
• Set-up of Technology (simple to more
complex)
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. 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. 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. 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. 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. 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.
65. Examples of MMSTLC Book Study
as a PLC
• Book List
• Summary and Response Examples
66. Examples of MMSTLC Book Study
as a PLC
• Book List
• Summary and Response Examples
• Three examples in packet
67. Examples of MMSTLC Book Study
as a PLC
• Book List
• Summary and Response Examples
• Three examples in packet
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. 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
Editor's Notes
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