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
Project Pathways Goals
Supporting teachers’ Deep and coherent understandings of
fundamental concepts in mathematics and science, and
Use of that knowledge in their classroom
Project Pathways Goals
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
QuickTime™ and a decompressor
are needed to see this picture.QuickTime™ and a
decompressorare needed to see this picture.
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
Functions PLC Session 1QuickTime™ and a decompressor
are needed to see this picture.
PLC examples
Functions PLC Session 3QuickTime™ and a
decompressorare needed to see this picture.
PLC examples
Functions PLC Session 6QuickTime™ and a decompressor
are needed to see this picture.
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
Functions PLC Session 4QuickTime™ and a
decompressorare needed to see this picture.
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
Functions PLC Session 13QuickTime™ and a
decompressorare needed to see this picture.
Similarities and Differences in Science and Math
CBGM session 6
QuickTime™ and a decompressor
are needed to see this picture.
Focus on connections to classroomGeneral connectionsStudent interviewsLesson logics
Connecting to classroom: general connections
Functions PLC Session 6QuickTime™ and a decompressor
are needed to see this picture.
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
Functions PLC Session 4
QuickTime™ and a decompressor
are needed to see this picture.
Connecting to classroom: student interviews
Functions PLC Session 4
QuickTime™ and a decompressor
are needed to see this picture.
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
Practicing Facilitation, Part 2
Mini-PLC Reflection Agenda
Practicing Facilitation, Part 3
Mini-PLC Reflection Agenda
Practicing Facilitation, Part 4
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
Functions PLC Session 6QuickTime™ and a decompressor
are needed to see this picture.
Video example 2
Functions PLC Session 1
Video example 3
Functions PLC Session 11
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