professional learning communities project pathways facilitator workshop

Professional Learning Communities

Project Pathways Facilitator Workshop

Introductions

Who we are …

What are your expectations?

Outcomes

Develop an understanding of the goals of Project Pathways’ Professional Learning Communities (PLCs)

Develop an understanding of the role of a PLC facilitator

To prepare to facilitate PLCs

Agenda overview Project Pathways Overview Project Pathways PLCs Functions 3 PLC goals Four characteristics of high-functioning

PLCs Closure Action item

Project Pathways

Chandler Unified School District Mesa Public Schools Scottsdale Unified School District Tempe Union High School District Tolleson Union High School District CRESMET, Arizona State University

Project Pathways Goals

Produce students that can and want to continue taking Science, Technology, Engineering and Mathematics (STEM) courses by Supporting teachers Producing new research knowledge


Supporting teachers’ Deep and coherent understandings of

fundamental concepts in mathematics and science, and

Use of that knowledge in their classroom


Developing new research knowledge about: The design of professional development for

teachers The impact of that professional

development on student achievement

Project Pathways Courses

Functions: Mathematical Tools for Science Connecting Physics, Chemistry, and Math Connecting Biology, Geology, and Math Connecting Engineering, Science and Math

Courses and Professional Learning Communities (PLCs)Cohort Spring

’05Fall ’05 Spring

’06Fall ’06 Spring’07

1(4 districts)

FNS1PLCs

CPCM1PLCs

CBGM1PLCs

CESM1PLCs

PLCs

2(3 districts)

FNS2PLCs

CPCM2PLCs

CBGMPLCs

3(4 districts)

(1 district)

FNS3PLCs

FNS3 CPC

CPCM3PLCs M3 CBGM3

Goals of the Professional Learning Communities (PLCs)

The primary purpose of the PLC sessions is for you and your colleagues to develop a community that works together in applying the knowledge you’ve learned in Project Pathways courses to your classroom.

A typical PLC agenda

classroom content past action item focus of the session new action item closure

An image of a PLC …

Session 1 After second class 3 science teachers and 1 math teacher Facilitator not enrolled in class Video

PLCs: semester-at–a-glance

PLC goals for Course One Deepen understanding of course content (theirs

and their students) Make classroom connections to the course Enhance attention to student thinking Focus on conceptual understanding Enhance lesson development skills (focus:

covariational reasoning) Adhere to rules of engagement (eventually

become norms of group) Learn and practice collaborative skills

Characteristics of high-functioning PLCs

Focus on understanding Focus on content Focus on connections to participants’

classrooms Focus on collaboration

Focus on understanding using rules of engagement

Speak meaningfully Engage in sense making Exhibit mathematical integrity Respect the learning processes of your

colleagues

Speaking with Meaning

Problem:Some number of dollars is 5/7 the price of the car

Video of Pat Thompson

Speaking with Meaning

Problem:Some number of dollars is 5/7 the price of the car

Video of Pat Thompson

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California Trip

A car went from San Diego to El Centro, a distance of 93 miles, at 40 miles per hour. At what average speed would it need to return to San Diego if it were to have an average speed of 65 miles per hour over the round trip?

PLC examples

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PLC examples

Functions PLC Session 3QuickTime™ and a


PLC examples



Focus on Understanding: Wrap up “Listening attentively and actively to my colleagues has

reminded me that I also need to do the same with my students. I think sometimes as teachers we assume what our students are going to ask without actually listening to them. I am doing a better job at listening to my students as well as not assuming what they are thinking. Many times my students have surprised me with their level of understanding a topic, as well as looking at itfrom another direction, that makes more sense then the way I might be teaching it.”

“I do not give the answers to the students…instead I use the probing techniques we used in the PLC.”

Focus on content

Class content Integrating math and scienceSimilarities and differences in math and

science

Class Content Discussion IS Chance to clarify Time to ask Q’s

generated by doing homework

Time to connect big ideas

Time to address misconceptions

Time to collect feedback for instructors

IS NOT A summary of what

happened or a list of topics

Time to work on assignments

Class Content Discussion



Class Content Discussion

Functions PLC Session 7

Integrating Math and Science In math, science provides an authentic

context. In science, mathematical ideas can be

reinforced and make science more meaningful.

Language is an important tool in helping students make connections between the subjects (for example, connecting “input” and “output” to “independent” and “dependent”).

Integrating Math and Science “Since we had to do the project in the PLC, it forced

me to integrate science into a math lesson, which I do not regularly do. Although I bring up science concepts in class, it really forced me to make a solid connection so the students could benefit.”

“I now try to use words that both science and math teachers use. For example, when discussing the independent variable of the graph, I will also refer to it as the input values.”

Integrating Math and Science



Similarities and Differences in Science and Math

CBGM session 6



Focus on connections to classroomGeneral connectionsStudent interviewsLesson logics

Connecting to classroom: general connections



Connecting to classroom: student interviews

Goals of student interviews: To think about the content and what it means to

understand it To focus teachers’ attention on student

understanding To develop teachers’ questioning skills to reveal

student understanding To prompt teachers’ reflection

Connecting to classroom: student interviews




Connecting to classroom: The “Lesson Logic” IS A focus on content, including

misconceptions and anticipations

A description of the ideas you will develop, the way you develop them, and why you take the approach you take.

The outline of how you will develop the lesson's main ideas.

Careful consideration of questions to be asked.

IS NOT A detailed focus on

pedagogy A lesson plan

LL doesn’t specify timing LL does not say how you

will organize the classroom, how you will transition from one activity to another, etc.

Connecting to classroom: The “Lesson Logic”“I think the lesson logics have allowed me to look at the bigger picture and sort of get the time constraints out of my thinking. I like the idea and process of taking the necessary time to help build better connections and understanding of important concepts. It was nice taking a couple of weeks to implement activities and have time to discuss what mathematical concept is occurring in the activity. There is certainly more math in the building of big concepts that I just did not see before.”

Connecting to classroom: The “Lesson Logic”“It allows me to anticipate what responses I may get and helps to prepare where I want to go with those responses. For me it is a good way to unpack a task and to see how each activity leads the students into the direction of deeper understanding. It is also a good way to see if a problem or task really does what you intend it to do. You can easily go back and make changes based on how the actual lesson went.”

Focus on Community

What is aProfessional Learning Community?

Focus on Community

We use rules of engagement in the class and in the PLCs Speak meaningfully Engage in sense making Exhibit mathematical integrity Respect the learning processes of your

colleagues

Focus on Community

What did you see in the videos today that might be evidence of developing PLCs?

Closure What have you learned about PLCs today?

What questions do you have about PLCs and your role as facilitator?

Action Item

Read “Conceptual Conversations” Prepare to facilitate a mini-PLC tomorrow

An image of a PLC …

Connecting Biology, Geology, and Mathematics5th PLC session

Facilitator WorkshopDay 2

Questions from Day 1

Agenda Overview of facilitator behaviors Practice facilitation Making observations and decisions Logistics and support CRESMET Expectations Closure

Facilitator Behaviors Behaviors related to procedures Behaviors related to group dynamics Behaviors related to content of discussion

Practicing Facilitation Working a problem Discussing a reading Working a second problem Interviewing students

Practicing Facilitation, Part 1

Mini-PLC Reflection Agenda

Making Observations and Decisions

Moves of a facilitator:May notice and make a decision to actMay notice and make a decision not to actMay notice but does not know what to doMay not notice

Video example 1



Video example 2


Video example 3


Common occurrences Facilitator talking too much Participants talking to you but not each other Someone not participating/quiet Someone dominating discussion Too much talk (need visuals) Unhappy campers Not knowing it all (use the power of the group, the

instructors or others)

Logistics and Support PLC Logistics Facilitator expectations

Wrapping Up Scheduling next workshop

Feedback

professional learning communities project pathways facilitator workshop

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