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MACUL_OnlinePLC

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MACUL 2009 Presentation on Online Professional Learning Communities

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MACUL_OnlinePLC

  1. 1. Creating an Online Professional Learning Community <ul><li>Stephen Best </li></ul><ul><li>MACUL 2009 </li></ul>
  2. 2. Objectives <ul><ul><li>Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation </li></ul></ul>
  3. 3. Objectives <ul><ul><li>Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation </li></ul></ul><ul><ul><li>Consider strategies for online PLCs by analyzing examples of such sites and what works (and doesn't work) </li></ul></ul>
  4. 4. Objectives <ul><ul><li>Review the focus and goals of PLCs (professional learning communities) to consider elements for successful implementation </li></ul></ul><ul><ul><li>Consider strategies for online PLCs by analyzing examples of such sites and what works (and doesn�t work) </li></ul></ul><ul><ul><li>Show tools that allow you to create your own online PLC </li></ul></ul>
  5. 5. What is a PLC? <ul><ul><li>Professional </li></ul></ul>
  6. 6. What is a PLC? <ul><ul><li>Professional </li></ul></ul><ul><ul><li>Learning </li></ul></ul>
  7. 7. What is a PLC? <ul><ul><li>Professional </li></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Community </li></ul></ul>
  8. 8. Key Qualities of a PLC <ul><ul><li>Led by teachers with open participation </li></ul></ul>
  9. 9. Key Qualities of a PLC <ul><ul><li>Led by teachers with open participation </li></ul></ul><ul><ul><li>Focus is on improving practice </li></ul></ul><ul><li>(and student learning) </li></ul>
  10. 10. Key Qualities of a PLC <ul><ul><li>Led by teachers with open participation </li></ul></ul><ul><ul><li>Focus is on improving practice </li></ul></ul><ul><li>(and student learning) </li></ul><ul><ul><li>Convene often with a general focus/goals </li></ul></ul>
  11. 11. Key Qualities of a PLC <ul><ul><li>Led by teachers with open participation </li></ul></ul><ul><ul><li>Focus is on improving practice </li></ul></ul><ul><li>(and student learning) </li></ul><ul><ul><li>Convene often with a general focus/goals </li></ul></ul><ul><ul><li>May have a discernible outcome or product </li></ul></ul>
  12. 12. Problems of PLCs <ul><ul><li>Range of implementation efforts called &quot;PLCs&quot;, but few fit the original design or definition </li></ul></ul><ul><li>- Mandatory involvement </li></ul><ul><li>- Top down decision making and structure </li></ul><ul><li>- Skill or task focused </li></ul><ul><li>- No ownership for participants </li></ul><ul><ul><li>Not the same as other types of PD </li></ul></ul>
  13. 13. Problems of PLCs <ul><ul><li>Range of implementation efforts called &quot;PLCs&quot;, but few fit the original design or definition </li></ul></ul><ul><li>- Mandatory involvement </li></ul>
  14. 14. Problems of PLCs <ul><ul><li>Range of implementation efforts called &quot;PLCs&quot;, but few fit the original design or definition </li></ul></ul><ul><li>- Mandatory involvement </li></ul><ul><li>- Top down decision making and structure </li></ul>
  15. 15. Problems of PLCs <ul><ul><li>Range of implementation efforts called &quot;PLCs&quot;, but few fit the original design or definition </li></ul></ul><ul><li>- Mandatory involvement </li></ul><ul><li>- Top down decision making and structure </li></ul><ul><li>- Skill or task focused </li></ul>
  16. 16. Problems of PLCs <ul><ul><li>Range of implementation efforts called &quot;PLCs&quot;, but few fit the original design or definition </li></ul></ul><ul><li>- Mandatory involvement </li></ul><ul><li>- Top down decision making and structure </li></ul><ul><li>- Skill or task focused </li></ul><ul><li>- No ownership for participants </li></ul>
  17. 17. Problems of PLCs <ul><ul><li>Range of implementation efforts called &quot;PLCs&quot;, but few fit the original design or definition </li></ul></ul><ul><li>- Mandatory involvement </li></ul><ul><li>- Top down decision making and structure </li></ul><ul><li>- Skill or task focused </li></ul><ul><li>- No ownership for participants </li></ul><ul><ul><li>Not the same as other types of PD </li></ul></ul>
  18. 18. Considerations <ul><ul><li>Needs to be compelling for teachers to participate </li></ul></ul>
  19. 19. Considerations <ul><ul><li>Needs to be compelling for teachers to participate </li></ul></ul><ul><ul><li>Should have a relatively short (up to 6 months) focus or reason for being initially </li></ul></ul>
  20. 20. Considerations <ul><ul><li>Needs to be compelling for teachers to participate </li></ul></ul><ul><ul><li>Should have a relatively short (up to 6 months) focus or reason for being initially </li></ul></ul><ul><ul><li>Collaboration is critical - not just cooperation </li></ul></ul>
  21. 21. Considerations <ul><ul><li>Needs to be compelling for teachers to participate </li></ul></ul><ul><ul><li>Should have a relatively short (up to 6 months) focus or reason for being initially </li></ul></ul><ul><ul><li>Collaboration is critical - not just cooperation </li></ul></ul><ul><ul><li>Should relate to the teaching being done, not just an idea </li></ul></ul>
  22. 22. Considerations <ul><ul><li>Needs to be compelling for teachers to participate </li></ul></ul><ul><ul><li>Should have a relatively short (up to 6 months) focus or reason for being initially </li></ul></ul><ul><ul><li>Collaboration is critical - not just cooperation </li></ul></ul><ul><ul><li>Should relate to the teaching being done, not just an idea </li></ul></ul><ul><ul><li>Relies on trust, common goals, and shared experiences </li></ul></ul>
  23. 23. Design of the PLC <ul><ul><li>Mix of small and large group activities or discussion </li></ul></ul>
  24. 24. Design of the PLC <ul><ul><li>Mix of small and large group activities or discussion </li></ul></ul><ul><ul><li>Incorporates strategies and tools to address the goal directly and easily </li></ul></ul>
  25. 25. Design of the PLC <ul><ul><li>Mix of small and large group activities or discussion </li></ul></ul><ul><ul><li>Incorporates strategies and tools to address the goal directly and easily </li></ul></ul><ul><ul><li>Provides incentives to build participation (enough to make it a &quot;habit&quot;) </li></ul></ul>
  26. 26. Design of the PLC <ul><ul><li>Mix of small and large group activities or discussion </li></ul></ul><ul><ul><li>Incorporates strategies and tools to address the goal directly and easily </li></ul></ul><ul><ul><li>Provides incentives to build participation (enough to make it a &quot;habit&quot;) </li></ul></ul><ul><ul><li>Establishes norms of practice </li></ul></ul>
  27. 27. Collaborative Tools for PLCs <ul><ul><li>Wikis </li></ul></ul>
  28. 28. Collaborative Tools for PLCs <ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs </li></ul></ul>
  29. 29. Collaborative Tools for PLCs <ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Social Networks </li></ul></ul>
  30. 30. Collaborative Tools for PLCs <ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Social Networks </li></ul></ul><ul><ul><li>&quot;Sharing sites&quot; </li></ul></ul>
  31. 31. Collaborative Tools for PLCs <ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Social Networks </li></ul></ul><ul><ul><li>&quot;Sharing sites&quot; </li></ul></ul><ul><ul><li>Course Management Tools (i.e. Moodle) </li></ul></ul>
  32. 32. Collaborative Tools for PLCs <ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Social Networks </li></ul></ul><ul><ul><li>&quot;Sharing sites&quot; </li></ul></ul><ul><ul><li>Course Management Tools (i.e. Moodle) </li></ul></ul><ul><ul><li>Customized Sites </li></ul></ul>
  33. 33. For More Information <ul><li>Email: </li></ul><ul><li>[email_address] </li></ul><ul><li>Web: </li></ul><ul><li>webtools4learning.org </li></ul><ul><li>Blog: </li></ul><ul><li>catalyst.mmstlc.org </li></ul>

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