Designing Powerful Professional Learning: A Model of Professional Development

The Jewish Education Project

New CAJE 3, August 5, 2012

Samples of KDBB Work

Pike Jewish Center

LEARNER OUTCOMES for Professional Learning

Know: Teachers will identify the KDBB for the learners, identify the learner

outcomes, and identify a means to assess learners’ progress.

Do: Teachers will use KDBB, learner outcomes, and a specified tool (i.e.

journal or role play) to assess learners’ progress.

Believe/

Value:

Teachers explain how using KDBB, learner outcomes and a specified tool

help to evaluate student learning and to make decisions about individual

and class needs.

Belong:

Teachers share the experience of co-planning units through the lens of

KDBB. Teachers share stories about individual students and their

progress.

Kol Am

Learner Outcomes for Professional Learning

Know:

Defines the role of Learner Outcomes in planning and preparation of

learning. Describe the process of using Learner Outcomes to plan and

prepare learning units which incorporate KDBB.

Do: Will consider and begin using K,D,B,B Learner Outcomes in designing

their learning.

Believe/

Value:

Will articulate the benefit of using K,D, B, B Learner Outcomes in their

design of lessons and units.

Belong: Teachers will feel part of a learning community of practice and be open to

sharing successes and challenges with each other.

Designing Powerful Professional Learning: A Model of Professional Development

The Jewish Education Project

New CAJE 3, August 5, 2012

The City Temple

Learner Outcomes for Professional Learning

Know:

As a result of professional learning the team will be able to identify the

Learner Outcomes for each of the domains K, D, B and B and be able to

select a method to assess learner progress towards the outcome.

Do: Teachers will begin to implement formative assessment techniques and

include Learner Outcomes in the learning they design.

Believe/

Value:

The teachers will express the value of Learner Outcomes and formative

assessment in their work and its value in their practice.

Belong: Teachers will share their experience of learning and gaining proficiency of

a new approach in designing Powerful Learning.

Jewish Education Project – Living and Learning session

LEARNER OUTCOMES for Professional Learning

Know: Identify 21st Century Design Principles.

Define Learner Outcomes and noticing prompts.

Do:

Apply 21st Design Principles to their own models.

Use Learner Outcomes and Noticing Prompts when creating their units.

Stop and think about context when designing learning.

Believe/

Value:

Explain the value of using 21st Century Design Principles, Learner

Outcomes and Noticing Prompts when designing for powerful learning.

Expresses how context impacts on the learning experience.

Belong: Share stories of signs of success and challenges in implementing new

models of learning.

Designing Powerful Professional Learning: A Model of Professional Development

The Jewish Education Project

New CAJE 3, August 5, 2012

Jewish Education Project – Living and Learning session – with prompts.

NOTICING TARGETS for Professional Learning

Know:

Identify 21st Century Design Principles.

Define noticing targets and noticing prompts.

Prompt:

Explain the four 21st Century Design Principles in your own

words. Explain how using Noticing Targets and Noticing

Prompts helps you to reach your priority goal.

Do:

Apply 21st Design Principles to their own models.

Use Noticing Targets and Noticing Prompts when creating their units.

Stop and think about context when designing learning.

Prompts:

Create a sample Noticing Target and Noticing Prompt for a unit

of learning. Describe how meeting in a home might impact an

experience for your learners.

Believe/

Value:

Explain the value of using 21st Century Design Principles, Noticing

Targets and Noticing Prompts when designing for powerful learning.

Expresses how context impacts on the learning experience.

Prompt:

How do 21st Century Design Principles, Noticing Targets and

Noticing Prompts contribute to your design of powerful

learning? What is the role of context in designing your

learning?

Belong:

Share stories of signs of success and challenges in implementing new

models of learning.

Prompt: Tell about someone here that is inspiring you and what they

shared that you find inspiring.