Skip to main content

Learning Forward 2015 Annual Conference









The Learning Forward 2015 Conference was an opportunity to focus on the advances of educator professional learning to ultimately improve student success.  Many of the sessions I attended revolved around the strengthening of professional learning and collaborative teams.  Some of the highlights include:

Tools and Strategies for Collaborative Teams
The purpose and work of a collaborative team in a PLC is to problem solve, critically think, build capacity with all team members to efficiently and effectively teach subject matters that benefit learners and achieve learning outcomes.  Some strategies shared for a successful collaborative team include:

Building/Establishing
Strategies for Moving Forward Tools or Resources
  • Define the work of a collaborative team by identifying specific tasks that teams complete
  • Set norms and decide on how norms will be reinforced
  • Build the "why" for the work
  • Show videos/examples of what collaborative team work looks like and what it doesn't look like
  • Identify a facilitator and provide training
  • Provide samples of agenda templates to structure work

Clarifying the Work
Strategies for Moving Forward Tools or Resources
  • Provide a bank of and practice using protocols
  • Craft or refine the specific student learning goals to make them high impact
  • Provide tools for creating common assessments
  • Provide tools and structures for effective data analysis
  • Increase collaboration by ensuring that everyone takes responsibility for getting the work done
  • Review and revise norms as needed

Deepening the Work
Strategies for Moving Forward Tools or Resources
  • Facilitate a team's efforts to toward action research projects
  • Create opportunities for teachers to observe one another
  • Facilitate opportunities for cross-team conversations to spread practices and perspectives
  • Share leadership on teams: rotate the facilitator role
  • Make decisions as a team around enrichment and remediation

Seven Stages of Collaborative Teams
As collaborative teams progress they reflect the characteristic in these seven stages.
Click to enlarge

Gamifying Professional Learning
The following infographic demonstrates the declining feeling of engagement as we progress from child to adult. 

http://www.instituteofplay.org/about/










Gamifying adult professional learning is a strategy to increase engagement not only in children, but also adults as well.  The gamifying strategy meets the four attributes of quality learning environments.
Learner Centered
  • learn from own (best) practice;
  • teacher "action" research;
  • past deliberate learning (PL, supervision, reading, watching, mentoring etc.)
Knowledge Centered
  • pedagogy & content knowledge (PCK);
  • subject matter knowledge & expertise;
  • valuing adult as learner & using technology to access learning opportunities
Assessment Centered
  • test understanding;
  • receive feedback;
  • recursive & multiple opportunities.
Community Centered Environments
  • communities of practice;
  • social in nature;
  • collaborative peer relationships;
  • educational research & practice.

Examples of Gamfying Adult Professional Development
  1. Bi-weekly Google Proficiency Challenge - Increased teacher Google app proficiency through weekly activities placed in schools newsletter.  All those who successfully completed the activity were entered to win a $25 gift card.
  2. Newington Ninjas – Pay teachers to be certified Google educators who then train other teachers.
  3. House Party – During the summer break teachers gather 5 of their colleagues to continue learning about Google apps.  School provides the SME and refreshments .
  4. Duck Recognition – After teachers successfully participate in a set number of professional development opportunities they receive a rubber duck.  At the end of the school year they have a rubber duck race in nearby river.  The winner of the race receives their choice of professional development paid by the school. 

Comments

Popular posts from this blog

Integrating Indigenous Knowledge into Educational Practice

Learning Mathematics through Language and Culture
Why Learn Math Through Culture??Teach/Learn through sustainable math strategies rooted in culture to strengthen cultural connections and worldviews for math applications.
UH Curriculum Aligned to: State and National Math StandardsCommon CoreNext Gen Science StandardsHĀ



Online Teaching Conference 2017: Best Practices and Takeaways

Best Practices  In June of 2017, I attended the Online Teaching Conference (OTC) in Anaheim, California. Interestingly enough, this conference was originally catered to CCC educators, staff, and/or administration, being that there are over 100 community colleges in the state of California. 
 However, over the years, other external people have heard about the conference and wanted to learn from such a successfully school system, one of the largest community college systems in the nation as a matter of fact! The California Community College (CCC) System really does a great job of collaboration and forming a strong online community. They created a site called the Professional Learning Network (PLN) that all CCC faculty can access and collaborate on.

This reminds me of our monthly Professional Learning Community (PLC) as we utilize this time to learn from each other as well as share our knowledge with others who have interest. It would be great if we could form some type of resource site…

Papa Kuʻi ʻai a me Pohaku

As part of our huakaʻi last month to Papahana Kuaola and the opportunity to work in the loʻi, I wanted to continue that thought by sharing my experience of making a papa kuʻi 'ai (poi-pounding board).

In 2008 with the encouragement from me and my co-worker, Pili Wong, Earl Kawaʻa offered to teach a papa kuʻi ʻai papa to those of us that were interested in learning what our kūpuna did as a daily way of life. For our kūpuna they had loʻi in their yards and grew their own kalo, the major source of starch in their diet. They steamed it and pounded poi or kept it whole and sliced it and ate it like bread with butter or condensed milk.

Kawaʻa was very specific on our kuleana and the commitment he required of us. Our first task was to find an au koʻi (handle) for our koʻi (adze tool). I found myself suddenly looking up at every tree I saw looking for the right branch for my koʻi. My husband found mine at a jobsite from a Haole Koa tree otherwise known as the Leucaena Leucocephala tree. I…