This document discusses learning communities and professional learning communities (PLCs) in educational settings. It defines a learning community as a group that shares interests and tools to build knowledge collaboratively. A PLC is described as a group of educators united in their commitment to student learning - they work together, visit classrooms, and participate in decision making. The document outlines three key aspects of an effective PLC: purposeful conversations about teaching and learning, managing differences of opinion through open contention, and a shared commitment to student success. It provides advice on establishing a PLC, including determining staff readiness and using an external facilitator.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Using Technology to Support Cooperative Groups - Tots & Technology 2015Diana Benner
Cooperative Learning is a teaching arrangement that refers to small groups of students working together to achieve a common goal. Join me as we investigate using technology with Spencer Kagan's "Structures of Cooperative Learning" in order to increase student achievement.
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Using Technology to Support Cooperative Groups - Tots & Technology 2015Diana Benner
Cooperative Learning is a teaching arrangement that refers to small groups of students working together to achieve a common goal. Join me as we investigate using technology with Spencer Kagan's "Structures of Cooperative Learning" in order to increase student achievement.
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Professional Learning Communities Made Easyguestcc6b38
This Powerpoint presentation by Faye L. Lewis, an assistant principal in Essex County New Jersey, will make Professional Learning Community implementation easy for those venturing into the worls of PLCs.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
What is a Learning Community?
1. LIB 604 Libraries in the School Curriculum
Spring 2012
What is a Learning
Community?
2. 2
What is a learning community?
What is a Learning Community?
A learning community is a group of people who
share a common interest in a topic or area, a
particular form of discourse about their
phenomena, tools and sense-making approaches
for building collaborative knowledge, and valued
activities.
Professional Development Through Learning Communities
http://www.edutopia.org/professional-development-through-learning-
communities
Kathleen P. Fulton and Margaret Riel
3. 3
Learning communities in higher ed
A more specialized use of the term
A learning community is a group of students who take
two or more courses together. Students explore how
what they learn in one course can help them more fully
understand what they are learning in other courses. . . .
Each Learning Community enrolls no more than 25
students. Learning Communities give you the
opportunity to get to know other students and the
faculty. They also can help make the transition to
college easier and more enjoyable.
Learning Communities - Frequently Asked Questions
4. 4
Can schools be learning communities?
Schools as Learning Communities
When people come together and work toward a
common goal, a community is formed. In
schools, that goal is learning. It seems almost trite
to label schools as learning communities; of course
schools bring groups of diverse people together
with a common goal of student learning. Schools
reflect the inherent characteristic of “community.”
Professional Learning Communities Hold Promise
for Schools
7. 7
Maybe we need some PLC
PLC?
The term professional learning community
describes a collegial group of administrators
and school staff who are united in their
commitment to student learning. They share a
vision, work and learn collaboratively, visit and
review other classrooms, and participate in
decision making (Hord, 1997b). The benefits to
the staff and students include a reduced
isolation of teachers, better informed and
committed teachers, and academic gains for
students.
Professional Learning Community
8. 8
3 Cs of a PLC 1
The First C: Conversation
In a PLC, conversations become the lifeblood of
organizational learning, and the nature of those
conversations can differ markedly from the types of
conversations typically found in “business as usual” schools.
What distinguishes conversation in a professional learning
community? Primarily two things: the purposeful nature of
the conversations and the underlying structure within
which they occur.
A purposeful conversation, in this context, is a conversation
that has some underlying goal related to teaching and
learning.
The Role of Conversation, Contention, and
Commitment in a Professional Learning Community
9. 9
3 Cs of a PLC 2
The Difficult C: Contention
When educators are asked to make collaborative
decisions, there are bound to be differences of opinion.
The kinds of organizational learning purported to result
from building community among teachers are deeply
linked to how they manage the difference amid their
collaboration. The processes of conflict are critical to
understanding what distinguishes a professional
community that maintains stability and the status quo
from a community engaged in ongoing inquiry and
change.
The Role of Conversation, Contention, and
Commitment in a Professional Learning Community
10. 10
3 Cs of a PLC 3
The Ultimate C: Commitment
Purposeful conversations will inevitably lead to some
level of contention, but in a professional learning
community the participants can ultimately deal with
contention by relying on an underlying level of
commitment to common goals. For a true professional
learning community, these are likely to include a
commitment to ensuring student learning, a belief in
the power of true collaboration, a model of distributed
leadership and decision-making, and an ongoing
process of reflection and inquiry.
The Role of Conversation, Contention, and
Commitment in a Professional Learning Community
11. 11
How do we get PLC?
Becoming a community
1. Determine School and Staff
Readiness
The openness and availability of the principal is a
significant indicator of readiness at a school.
The overall climate of acceptance, growth, and
learning among teachers is another important facet of
readiness. . . . This is not to say that all teachers must
be enthusiastic about making changes; rather, it is an
acknowledgment that such efforts will be more of a
struggle, and will take more time, if a climate of
distrust, disrespect, or disengagement exists.
First Steps
12. 12
Getting PLC
Another First Step
2. Consider the Use of an
External Change Facilitator
Much of an external change facilitator’s
work with schools developing as
professional learning communities centers
around becoming acquainted with the
school staff and assessing their way of
operating as it relates to their school
improvement goals.
13. 13
Becoming PLC
More Steps
3. Identify Barriers and Boosters
4. Begin with the Learning
One powerful strategy is to identify a
“problem” and then bring the staff together at
regular intervals to learn together how to deal
with the problem or goal and engage in
dialogue about that learning. . . . Once a
school has identified its point of focus for
improvement, that particular subject can be
used as a catalyst for learning.
14. 14
The role of the school
librarian in a PLC
Developing Teacher Contacts
Survive and Thrive
Strategies for Leadership and
Collaboration
Consider some advice from the
popular “Traveling Pants” series for
young adults... “take up some
space, girl.”
• Developed by Annette Lamb, and
Larry Johnson. 2005 - 2008.
15. 15
Collaboration Words O’Wisdom
From Deb Logan:
Teachers 1st! Talk the talk.
Mum’s the word… Walk the walk.
Do the work… Bend: don’t break!
“Help me help you…” Celebrate!
I’ll come to you… Evaluate!
Schmooze! SHOUT!
Be the geek!
16. 16
But will the teachers cooperate?
Where Does Your Authority Come From?
Collaboration rooted in trust and respect among
committed adults is the most essential condition for
meaningful change in any organization.
Specialists must communicate the vision and
expectations for student learning in the library media
center so that teacher and student alike are clear on
what is expected when they work in this environment.
Empowering the Library Media Specialist as a
True Partner in Student Achievement
by Allison Zmuda