Another time, a student asked me out of the blue—not in class, just in the course of a normal day—what I knew about counting in base 2 (a.k.a. binary numbers, the basis for digital computers). A spontaneous quasi-class ensued, as she and I looked things up, using a chalkboard to piece together the mysteries, treating it like a puzzle or a grand game: When do you add another digit? When is a 1 replaced with a 0? and so forth.
Group items matching
in title, tags, annotations or urlThe Changing Face of Education in Iowa: Iowa Core: Back to Basics or Forward to the 21s... - 0 views
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Iowa Core Curriculum - 0 views
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AEA9's links including PowerPoints and handouts on ICC and the 5 essential characteristics of instruction. Look at the modules on the left - these will be used statewide, from what I'm told. -
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YouTube - Assessment For Learning - 0 views
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Stiggins on assessment FOR learning. (YouTube video) great "first glance" at this important Iowa Core Curriculum topic.
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Simple Math | Education | Change.org - 1 views
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this is an inspiring example. how can we create/foster/encourage more of this type of conversation in our classrooms?
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"A Mathematician's Lament"
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an outstanding read for any and all math educators; agree or disagree, it's a nice conversation starter.
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We learn things because they interest us now, not because they might be useful later. But this is exactly what we are asking children to do with math...Of course it can be done, but I think it ultimately does more harm than good. Much better to wait until their own natural curiosity about numbers kicks in.
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I appreciate this point, but it seems to go against so much of the daily grind of public education, i.e. curriculum mapping, assessments, instructional decision making, etc. I wonder how/if we can make this big shift? Have other countries already done so?
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I think a big part of this is how the system was created and its goals. Much of learning does not fit well in an "efficiency" driven model with common standards for all.
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It is not remembered because it is not used. Math is a literacy and about 20+ years behing reading - Reading across the "content areas" - around a long time. "Math across the content areas" - a long way off. In math applied is weak; abstract is king. I recall the quote "Why do I need to learn this math stuff? Oh, you need it for your next math class!" Relevent only for the next math class.
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The only chance we have is to hammer away at the stuff bit by bit every day for years. Even then it does not work...Give me a kid who wants to learn the stuff—well, twenty hours or so makes sense."
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It is true that when our students have intrinsic motivation, it is so easy to teach! But can our passion for our subject area engage and inspire students who might not otherwise even think that they could find something to interest them in that area?
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School Administrators of Iowa -Gaining Public Support for Iowa Core Implement... - 1 views
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SAI members might be interested in downloading a Webinar on taking initiatives to scale and reading principles on how to create "sticky" messages that convey to the public exactly what you're striving to accomplish in your school improvement efforts.
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I noticed the offer to join a book club for one of Doug Reeves' books on the SAI website. I believe that he has a lot to offer us in terms of ideas and suggest his website: www.LeadandLearn.com
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Evan Abbey - Iowa Core Curriculum Discussion on Diigo Groups - 0 views
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This is a great idea! How much of my class time is spent with students telling me "I forgot my book" or "I had pizza last night" or other things that may be interesting, but not relevant to what we need to do!
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I like to say, "let's talk about it later..." It gives students a chance to cool down and me a chance to think about it...as well as keeps the class moving forward.
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Iowa Honored for Work on 21st Century Skills - Iowa Department of Education - 1 views
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It's nice to know that all the hard work is begin recognized. I really think that the ICC is here to stay. This is definitely going to be a great thing for the education of our Iowa students. -
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I am wondering when this award was given because the article says "Today...." but there's no date. It is so good to see that SOMETHING is working in Iowa's Education system. The news in the special education arena received in August 2011 from Marty Ikeda was nothing short of disappointing and frankly, a big let down, with the information that Iowa is LAST in the nation in regards to the gap between special educaiton and regular education student achievement. So, this article reinforces my long-standing belief that Iowa is a LEADER in education. I am pleased to see that Iowa continues to pursue forward-thinking opportunities!!
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It's great the ICC has gotten recognition for all of the hard work educators have put into it. What a great opportunity to focus on our students and creating the best educational curriculum possible for them.
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Video: Margaret Heritage - Formative Assessment » Iowa Public Television - 0 views
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Formative assessment has been described as the systematic process of gathering student evidence and providing feedback about how learning is progressing while instruction is underway
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This keynote will provide a framework for the rationale and development of formative assessment practices that will make instruction in Iowa secondary settings more focused and effective.
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The Iowa DE will be contracting with Margaret Heritage for formative assessment as the Iowa Core Curriculum is rolled out. This is a video of a keynote she gave at the 2008 Iowa HS Summit.
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The Changing Face of Education in Iowa: Iowa Core, in a Nutshell - 4 views
curriculumnet / ICC Day 2 - 1 views
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shared by Susan Sandholm-Petersen on 10 Apr 10
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Key Ingredient Missing in 21st Century Education | Asia Society - 0 views
www.asiasociety.org/...ent-missing-21st-century-educa
world languages 21st C Skills global awareness
shared by Susan Sandholm-Petersen on 10 Apr 10
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Mastery of world languages and the weaving of global awareness into core subject areas are key components of their definition of success. Yet too often, as in President Obama's call to arms this week, the notion that part of a world-class education includes knowing something about the world gets left out of the reform rhetoric. It's time to include global competency—knowing how to compete, communicate and collaborate with the world—as a core 21st century skill that all students, indeed, have a right to learn
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One of the best ways to learn global competence and to develop global literacy is to learn another language. Communication and collaboration are embedded and experienced via the target language
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Although World Languages is listed as a key 21st Century Skill (second on the list of key competencies, after English, reading and language arts), World Languages instruction is currently not part of the Iowa Core Curriculum. Will our Iowa students be fully prepared to work on a global level without this competency?
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Iowa Core Curriculum - Literacy - 0 views
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Literacy — defined by Meltzer, Smith, and Clark as the ability to read, write, speak, listen, and think effectively — enables students to learn and to communicate clearly about what they know. Being literate gives people the ability to become informed, to inform others, and to make informed decisions (2001). Literacy is synonymous with learning. The partnerships between reading, writing, speaking, listening, and viewing — connecting with the ever-increasing knowledge base for each content area — provide the means for thinking among and between concepts and ideas. It is an active process.
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By its nature, literacy is social. In being effective critical members of a literacy community, students collaborate with others. Whether it be engaging the ideas of an author or actively discussing and debating issues about their lives with their peers, this collaboration helps students gain an appreciation of themselves, others, and the world. There is a cumulative advantage to the reciprocity of sharing ideas. The more students engage in literacy, the deeper their conceptual understanding and motivation to learn becomes.
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"By its nature, literacy is social. In being effective critical members of a literacy community, students collaborate with others. Whether it be engaging the ideas of an author or actively discussing and debating issues about their lives with their peers, this collaboration helps students gain an appreciation of themselves, others, and the world. There is a cumulative advantage to the reciprocity of sharing ideas. The more students engage in literacy, the deeper their conceptual understanding and motivation to learn becomes. "
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Best content in Iowa Core Discussion | Diigo - Groups - 11 views
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Give students a list of the learning targets they are responsible for mastering, written in student-friendly language.Show students anonymous strong and weak examples of the kind of product or performance they are expected to create and have them use a scoring guide to determine which one is better and why.Administer a nongraded quiz part-way through the learning, to help both teacher and students understand who needs to work on what.Highlight phrases on a scoring guide reflecting specific strengths and areas for improvement and staple it to student work.Have students identify their own strengths and areas for improvement using a scoring guide.Have students keep a list of learning targets for the course and periodically check off the ones they have mastered.Give students feedback and have them use it to set goals.Have students graph or describe their progress on specific learning targets.Ask students to comment on their progress: What changes have they noticed? What is easy that used to be hard? What insights into themselves as learners have they discovered?
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I agree that identifying their owns strengths and areas of improvement can be a useful tool -
Student self assessment is becoming both more important and more difficult in classrooms. It seems as though students sometimes aren't ready to admit their faults or concerns when it may help the teacher conduct formative assessment tasks. Sadly, teachers often rely heavily on that very self-assessment, which may or may not be entirely accurate. -
I have actually found that those students who take their education seriously (and there are more than I think) are almost fault finding rather than confidence building. That is when I take the opportunity to build them up and point out their successes. -
I agree with Kevin's comment that students do not want to admit fault. They are also timid about asking for help. We recently had a student who did not hand in an assignment that was a substantial part of his grade for the term. We asked several times if he wanted/needed help. His response was always no. Finally, after about 3 weeks the teacher made him come into her room during study hall and work on the assignment. He failed to understand one of the key steps and after it was explained, he finished the essay. It was a failure on both our parts. The student should have asked for help, but if we had a better system in place to check for understanding at key points, it would have been less stressful for both parties. We need to consider doing more of these things at my school. -
I really like the last question, especially with students I work with. It is most important that the student see their progress, for the sole reason they don't believe anyone. Also, the fact they are to see themselves as learners and what they have discovered. Love it!!! -
I think if students are given their expectations a head of time, you will see progress in their work. Their are special cases where this is untrue, but we all like expectations that are obtainable. -
I agree with Chrisine. Students are quite honest and critical of themselves and it gives them the oportunity to see growth within themselves. -
I agree that if we let the students know from the beginning what the expectaions for the class are, they can follow their progress in the class and see their improvment. Also, giving a norgraded quiz is also a good idea but I'm wondering if they would do their best knowing it isn't graded at the beginning. -
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These are all excellent components to learning and helping students move forward with learning. Could there also be a parent component which would allow for more communication opportunities? -
I use non-graded quizzes regularly -- the word "quiz" helps them take it seriously -- to assess where students are. I think I will try adding the self assessment of where they are on the learning targets to the end of the quiz. Rather than collecting and going through myself, I will let them assess what they know and what still needs to be worked on. When I collect them, we will both be on track to fill the gaps. -
I like having students identify their own strengths and goals...gives them ownership and accountability. -
I like the idea of "student-friendly" language and for students to look at their own progress would be very helpful. Using rubrics would be similar but adding it into technology would make it more engaging for students plus it would be paperless. -
A big part of DuFour (Solution Tree, PLC) is non-graded formative assessment. The claim is that, once a student sees a grade, the learning stops. No matter what amount of feedback you give, all they are concerned about is the grade. -
As a high school teacher, I have found that students generally don't take seriously non-graded assessment. I do though strongly agree that incremental formative assessment is key to developing desirable levels of skill and understanding. Over the years I've developed two different schemes for addressing the need for incremental formative assessment, while avoiding the barriers that "grades" can impose. For Junior and Senior students, it has been useful for the students to allow them retakes, so they may retake any incremental formative assessment whose score is not what they would like it to be. I take the most recent score for better or worse. If they wish to retake a third, forth, or umpteenth time then they may do so (with the same better or worse consequence). Though this scheme is helpful for them, allowing them to see how the prep work leads to assessment items, and thus focusing their instruction to make them more efficient test-takers, it is somewhat burdensome in paperwork (as every incremental formative assessment has multiple versions -- many tailor-made to suit specific learning preferences). As the Freshmen student class sizes are so much greater and as Freshmen are less mature in the ways of the grades, the aforementioned retake scheme has not proven useful with them. Many Freshman consider that a nongraded assignment is "busy work" and don't give it their best effort. More importantly, the results of such nongraded assignments are considered to be unimportant primarily because the students knew they didn't utilize their best effort. The scheme that has proven to be most successful with them is "risk ratcheting". Students are given prep work which is designed to help them with note-taking skills. the answer to all the prep-work material is reviewed in class with the understanding that if the prep work was done poorly, then it is a sign that your notes need to be fixed (corrected, culled, or added to). The next assessment item is small and each ind
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I agree with Todd here. We have done it both ways and we went to teach another school about PLC's where they would be assigning groups. I do not think they would find as much joy and success that way as DuFour says in his book having a choice is key! -
Van Meter has given teacher flexibility when doing PLC. Meeting at Early but allowed to leave early of whatever the group works out. -
Gladbrook-Reinbeck Elem teachers have been having their PLC's on Wednesday mornings before school. Unfortunately, we didn't have much focus or direction. Some of our teachers are going to a training this summer, so hopefully next year will be better.
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In the article, one district had late starts on Mondays. Our district is having teachers meet for 30 minutes once a month. I'd like to hear how other schools are setting up planning time for their PLCs. -
At Charles CIty we are have late starts on MOnday. Teachers will have 80-85 minutes to work in PLC's that are being 'dictated' this year with the idea that they will 'breakout' next year.
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Educating using social network is important both for the teachers and the students. However there is a lot to learn.
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Teaching Paperless sounds like a good idea and I can see it having appeal to quite a few students. I am wondering though if there are students out there like me that are tactile and if they respond as well to learning by technology which I do not find as engaging as paper and pen.
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Discussion and ideas contributed by the group members as to activities, use of technoogy and curriculum changes adn modifications are all great to hear from others, especially when I am a 1 person curricular area teacher in our small school -
Charles City has set a late start on Wednesday for PLC. This is are first year and groups were asigned. I think being able to choose you own team would make descussion and topics more useful.
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I'm in my first year in a district that uses PLCs for professional development. I find it to be a great way to share ideas and learn from colleagues from a variety of curricular areas; very worthwhile professional development.
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With the research that shows the importance of building student creativity, it is concerning to see so many districts eliminating or de-funding arts programs.
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This is an interesting read - ebook is Titles - Becoming a Core Ninja
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The author uses the word CORE as an acronym - C. - Current, O. - Obtainable, R - Rigorous, E. - Exemplar-based. Interesting.
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I agree with using student-friendly language. Many of the standards are even hard for teacher to understand the exact meaning and expectation.
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The author makes a valid argument: It is great that persuasive writing is being required across the board (all areas) -- take a stance and justify it. And yes, this will lend authenticity to the students' work, which is what we want anyway. Good for Common Core and writing and persuasion. Susie P
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I commend Jenna in recognizing that a student's failing to complete an assignment was a failure on both parts. I see too many teachers put it all on the student and don't see that they, as educators, as responsibilities too. I hope that student seeks help the next time before it gets so late.
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Should the Textbook Determine the Essential Skills We Teach? | AllThingsPLC - 6 views
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Although textbooks contain an incredible amount of content and a "game plan" for teachers, I believe that the most effective classrooms would use textbooks as a resource - not the only tool in the classroom. I also feel that many of the essential skills students need such as collaboration, inquiry, curiosity, innovation are hardly addressed by the standard text. There are so many current resources including and ways to publish, that teachers should be willing to break free from the textbook. -
In my world...teaching a Certified Nurse's Aid class at high school, the textbook certainly is the "ingredient list" of skills that are required for passing the State testing...how one mixes and stirs those ingredients however is open to interpretation and I feel strongly that students, particularly at the high school level need exposure to variations of the "recipe" of the CNA...hence they are taken on a variety of clinical learning opportunities, nursing home, respite care for children with disabilities, home health care....
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I agree that textbooks are the tools that introduce content. There are many other resources teachers can partner with the textbook to convey content in such a way that each student develops their own set of skills and knowledge. As each teacher has a different teaching style, each student has a different learning style and presenting the information in a variety of ways adds to their success in the understanding of the material.
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shared by Joanna Seymour on 11 Oct 11
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Framing and Learning - 0 views
www.allcbl.com/...framing-and-learning.html
cbl pbl curriculum formative assessment education 21st Century
shared by Joanna Seymour on 11 Oct 11
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A direction that many schools need to consider is adding more challenge based learning opportunities. The CBL framework is constructivist, the experience is authentic, and the outcome is relevant because it makes a difference in the students' school, community, or world.
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Blogging About The Web 2.0 Connected Classroom: Twitter In Schools-A Getting Started Guide - 12 views
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Twitter is beginning to catch on with many educators, schools are
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Thanks for sharing this article. I have used Twitter for some time, but on a personal level. I have a side business as a portrait photographer and have used it to stay connected and for some marketing. I was interested in how the article described the use of Twitter for a school community. -
Great ideas! Our school just launched a Twitter and Facebook account this school year. We are still in the beginning phase and this will help push it! -
I too liked this...helping my learning curve rise much faster as I develop my PLN using Twitter and Diigo etc..
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This article has really made me think about how I can use Twitter in the Art room... my brain is overflowing with ideas!
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I used to be against twitter but now I am starting to see the possible benefits of using twitter for the classroom.
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Wednesday, June 15, 2011 Twitter In Schools-A Getting Started Guide The end of the school year is upon us however many are looking forward to next year. You may be thinking what can you do differently next year? How can you stand out above the crowd? How can your school become a larger part of the school community?While Twitter is beginning to catch on with many educators, schools are lagging in their adoption of the platform. But let's think about it. Twitter is a quick and easy
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I see the increasing interest in the use of twitter, but I am having a difficult time convincing other colleagues to use it. It seems to take fire only when twitter is an 'all in' tool for a staff of teachers. As much as I like twitter and see the usefulness so this as a tool of education, it has a significant amount of growth to do in order to be the mainstream tool within a school.
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I see a use for Twitter by our school's Administration to push out notifications for: meeting reminders, congratulatory messages, weather related school closings, and sports scores. However, I believe schools and teachers need to be conscious of how much we push out -- having multiple posts a week by each of the seven or eight teachers that a high school student has in a day could be obtrusive. Our system uses PowerSchool and individual teacher websites to post: assignments, scores, and additional course specific information. Parents and students should be able to look up what they need when it is convenient for them as opposed to being messaged when it may not be.
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along.
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Oh my! I am not a current Twitter user, so I am not familiar with exactly how it works, but I think I have an idea. This is probably a good examply of the "line" that separates those who are used to this technology and those who are good at technology but at the point of trying to figure out how and when to apply it. WHen I read the "Think First" section, I just kept picturing in my head classes/students/teachers being bombarded and interrupted all day long if they possibly hoped to keep up with Twitter posts. But as I read farther and saw it might be more intended to tweet to the public, I thought "ok", but ...... So, while I'm not turning my reception off to Twitter, I am interested to know how, when and for what purposes Twitter can be used in education. Interesting notion! I look forward to hearing more about its application.
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While Twitter is beginning to catch on with many educators, schools are lagging in their adoption of the platform. But let's think about it. Twitter is a quick and easy tool
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What do you want to do with this account? What do you hope to accomplish? What do you want to communicate? So, you are going to have a Twitter account. Great! Why? What do you want to tell people? The possibilities here are really endless. But think beyond the basic stuff like picture day and what's for lunch. Consider taking pictures of kids doing collaborative projects or highlighting staff of the month. It can really go beyond all the regular communication and show the community what your school (or district) is all about. Who will be in charge of the account? Will there be just one person who will post or will you have multiple people who post? This is all situation dependent. I would say more than one person is great but too many and things can get out of hand and duplicate information could easily be posted. Keep it simple and experiment to find what works for your group.
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Pertaining to the use of Twitter in the classroom and as part of the curriculum, I believe these questions to be paramount. Too often, with technology, especially networking sites we seem to jump in without much thought or planning as to how this will affect us and what kind of effect it will have on our intended users/viewers/public. -
This is a great introduction to using twitter in the classroom and answers many questions I wouldn't even have thought to ask. It would make using to it more focused. -
I think using Twitter in the classroom would be a great addition. Our school is planning on going to 1-on-1's next year, making it easier for everyone to access. I agree with the idea of being able to share some of the cool things the kids are doing with the rest of the community. Kid's get a bum wrap sometimes, when in fact they are doing a lot of really great things both in and out of the classroom that deserves recognition from the community. It would also be a nice way to update people about events going on at the school. For example, our softball team did a soup supper to raise money for the year. While they advertised in the more traditional sense, posters, e-mail's to the faculty, etc., many community members had no idea that this was happening. It would have been nice for them to be a part of the activity, if they would have had more information.
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I never thought Twitter would be used in the classroom, but the more I use it and more I read about it, I am beginning to see the benefits of it -
I can see where this would be good in the regular public schools. However, I teach at a detention facility and technology is a hard thing to incorporate with students, but think it could be a perfect communication tool for teachers involved with these students.
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I am not apposed to using Twitter in the classroom but am failing to see the benefit of having it in the classroom. We seem to have other tools that have a wide variety of uses. Twitter seems limited in comparison.
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I am excited by the possibilities of this. But my problem is getting staff and families on board. We have a population where many families don't have internet. And many staff don't get their emails read so how do we add more things for them to look for? I would like more information on getting people on board. I don't want it to be a two-tiered system, where a small click in in the know and the rest are out. -
We have a school wide Twitter account but I am not sure how I would use it in a kindergarten classroom. Any suggestions?
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Parents in your class could follow your twitter account to see what you are doing on a daily basis!
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We have a district twitter account and have the possibility of a school account. I'm trying to picture my principal and lead teacher with time to tweet with everything else going on around them. I can see teems communicating this way which would help them to get input from other sources.
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Communication is always the complaint that is registered by parents and students when it comes to schools. Having a school update come to you via your phone would be awesome. As always, decisions have to be made on what is the most effective way to communicate. Twitter could really bridge the gap in some cases. -
Great way to utilize the tool/resource instead of trying to block kids off of it at school. Will be sharing!
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Is It Worth It? - Sharing Data from Successful PLCs | AllThingsPLC - 27 views
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It was very easy to get together and “chat” about things like lesson plans, travel forms, and recess procedures. It was not until we began to look at our data that we realized, by accident, that some of us were better at some things and some of us were better at others!
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It is amazing how all schools are similiar, when it comes to the nuts and bolts. We all have a group that have multi-talents if we could work with each other and benefit the students it would be a good day. -
This is a great resource! It goes very deep into the motives of using PLNs and breaks it down into a few ideas and questions so you can reflect on what a successful PLN would look like and how to utilize it for students' engagement and success.
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In the article, one district had late starts on Mondays for planning time for their PLCs. Our district plans to have groups meet once a month for 30 minutes. I'd like to hear what other districts are doing.
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We are going into our 3rd year of PLC in my district. I think the idea is great and can be incredibly valuable. However, the group is only as powerful as the members in it. If all members buy into the concept, great things can come out of it. If members view it as a waste of time, come unprepared or do not participate then it truly is a waste of time. Getting members to believe is the most difficult part. -
We are just starting PLCs at my school. So far we have just had a training session about it. I will be interested to see how it works during the next few years. -
The biggest hurdle for some districts may be having enough technology/computers available
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This is the first year of PLC's for Charles City. We are following a very 'patient' approach by 'dictating' the direction of the PLC's (everyone studies characteristics of effective instruction) for the first several months. Hopefullly, this will allow everyone to to understand the dynamics of PLC first before we allow individuals to 'breakout' by content or topic.
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This is our first year of PLC's in the Dike-New Hartford District. Like Charles City we are also easing into the direction our group wants to go. Right now we have two early dismissal days a month to meet. We are too getting to know the dynamics of PLC's to make them effective in our district. -
This is our second year of PLC at GR. I ahve found working in our group this year during the extra 8 hours outside of school time very beneficial. Going 1 : 1 computers, this sharing has given us time to find new sources for ourselves and students to use as we improve learning.
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“Is it worth it?” will always be a question for those interested in taking the PLC journey. While we have data to support it and strategies to share on how we have moved in the direction of learning for all, the greatest answer to the question is in the smiles of our children and stories of their parents as they know and share that student learning is what we are all about at Fort Leavenworth Schools.
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How do you get something like this started in your school? Can you get everyone on board?
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Collaboration is key. Cant be a complaint session. Must have input from everyone.
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I agree. When we start working on solutions to challenges, rather than complaining, educators can make incredible gains.
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Our PLC made little flags with photos of Norm from "Cheers" on wooden sticks. When one of us starts going down a different path with the discussion, any of us can hold up our "Norm" to remind us to stay on track. This works well for us because it is a humorous way to keep organized and doesn't hurt anybody's feelings. -
Diane: I love the creativity and team-bldg. by using humor ...and yet being organized and productive.
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Just attended a PLC of 4 regional schools last friday where we were trying to develop curriculum alignment amongst school. Develping this network on line will allow us as a gorup to "steal" activities from others, discuss best practices and share our successes and struggles.
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It seems as though my school's PLCs have been overshadowed by PD and our mixture of content teachers, while good in theory, has not worked in practice. I am a foreign language teacher, the only one in my school, and I am always paired with art, music, PE and the guidance counselor. Then we are so structured that any type of 'ah-ha moment' cannot be realized, due to the constraints of the itinerary.
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Finding the time to meet consistently seems to be the biggest task for us. It seems that we begin to lose our inspiration when it is so complicated to get together.
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We met in PLCs the last two years, but then became one to one and our focus has switched for this year. I wonder how this will change in the future. -
I agree that time is the key. During basketball season my group was only able to meet at 6:30 am.
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I think these questions are so valuable to all of us. It forces us to think and evaluate what we are doing in the classroom and how much is necessary vs. "fluff".
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I feel like I am coming up with more questions than solutions...yet am excited for the potential that increased PLC productivity can become using technology
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she commented that one of the norms for her group was to leave their egos at the door. When everyone did that, honest conversations started to happen and learning was paramount. Realizing that it was not a personal affront to anyone when you spoke about data was a huge AHA moment for our teachers! It gave professionals permission not to have to be supermen and superwomen in their classrooms, but to focus on what they can do better – together!
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We are very passionate about what we teach that this can be very true. Always remembering we are there for the students and not ourselves makes all the difference.
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Nice write-up about learning teams and the use of common formative assessments.
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Having a PLC and actually using it effectively is important. As teachers, we know we need the time to work collaboratively to make effective changes. This was an excellent source on how teachers worked together to improve performance. Goood key questions used to keep teachers focused on improvement.
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This is our first year implementing PLC at Dike New Hartford. We are in the beginning phases and are dismissing two hours early twice a month. The big idea of focusing on learning and not teaching is a big shift in thinking, but a much needed one. After spending three days in Minneapolis, I feel I have a good handle on what a true PLC should look like, but not sure a lot of my teaching partners due yet. -
I would like to see more time in our school devoted to PLC...with increased focus on technology...this stuff takes time yet in the long run would SAVE so much time. I have to say technology gets me more excited as to the access of information than the actual Iowa Core does.
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I am in my first year in a district that uses PLCs for professional development. I find it to be a great way to share ideas and learn from colleagues from a variety of curricular areas; very worthwhile professional development.